e

Fact & Fiction

1 ls Wikipedia part of a new 'global brain'? Great museums
A good story: the Arabian Nights Life beyond Earth: Just
science fiction?

2
Light&Dark
8 Chance & Design
Everyday odds
explained The Idea
of Perfection by
Light in art Cloths of Kate Grenville Four
Heaven by W.B.Yeats controversia! designs
The Solar Solution for buildings A Culture
Dialogue ín the Dark of Conspiracy by
Through the Tunnef by Michael Barkun
Doris Lessing

7 9 Time & Motion

Different concepts
Hearts & Minds of time and lifestyle

3 Great &Small
Great Expectations
by Charles Dickens
Life on this planet: The
Beating Heart Romeo
and Julíet by William
Working Time Around
The World Traffic: Why
We Orive the Way We
Travel experiences Shakespeare Do by Tom Vanderbilt
Toy collections The Mindfulness Nature or The Secret Lite of Bees
God of Sma/1 Things Nurture? Attachment by Sue Monk Kidd
by Arundhati Roy theory

4 Theory & Practice

The Myth of Mars and Venus by Deborah
10 Local & Global
When local goes global: /solarían
by James Attlee Why Eat Locally?
Cameron Cinema genre: Dogme 95 The El Globalisation and football A Treatise
Sistema music miracle Pygmalion by George on the Astro/abe by Geoffrey
Bernard Shaw Chaucer

5 Heroes & Villains

Gilgamesh World Vision Volunteers Crimes
and punishments Piracy The Stanford
experiment

6 Trade & Commerce

The Silk Road Freedom and
Slavery: The Long Song by
Andrea Levy Commerce in
Bangalore The new golden
age by Yasmin Alibhai-Brown
 1 -
1•11 -
•
. . ,-
1
Contents - 1 1 1
. .· . -· · · •

Grammar Readlng texn Ustenlng text& Vocabulary Speaking e~nd Pranunciation

Fad Pr"S"'ll .,.. cnd contimJOtJS ls tN ki¡"\001' ( " nev. "1 " OOOLc 0 Pcrsom 1acte (¡
tor facts and trencl., (p9) ·gloiJJi !Jratn '? (p6) r~'UScL.ms (p8J
poge 6 EV Collooatio,Js lur~¡<¡uoy unlu1C' (pi)
T/Je wrxtcl-, mu~t T/JP, w01ld's most ncJ\rcnturO<IS
ArlvenfiiiOIIS I))U$CUIIJS (p8) muscums (pB)

Fiction Ellipsis (p13) ,!1 r>/ ,;CtflilCC frction? (p12) ThH Amúmn Emotional reactlons (p11l Fiction ilncl storu::s (p10l
poge 10 flllure forrns (p14) f\l¡gflls (p 10) 0 Emotionalle<Jction~ (p 11)
ke¡;ctinn toa EV p,,.¡,xes (p12)
qwstK>n (p12}
funclf011 globrlly: Moking piGns and anangements (p14) Wriling: An onllnt tntydopeclla mlry (p7)
Glohal Enghh: lngllslt: (usl tht ICKts? (p 15} Aslory lpll)
1••
A apprcatlon (p16)
Shldy sklllt: 5tlllllg goals (p17)

Ught Futurc predictíons fp:? 1} C/o1hs of i"leavw1 (p10) Light in paontings Clo/11' ol Ho ll "lnl9) Ughtu1 paint,ngs (p18)
poge 18 Real ancJ rnotop11orica1 (plfl) Real ancl metap11orícal 0 Chut1k1ng (p 19)
hgt1\ (piU) light (p19) The Sun (p20)
Tl1e Solar So/u/ion (p20) Till-l So/;Jr SOIII/¡()/J (p20}

Dark Narrativa tenses (p~~} Dratogue in t11e Dar/< An fhrough the SolJild~ \P221 Disabilities (p23)
exllrbttrntl to rMcowr 1110 7i.mnel(p::>4J Tl>rT)ugh lile Tunnei (p<'4)
poge 22 unseen (p22)
EV Ways o1 describing fear (p24)
Difficult expenences {p25)
Funcllon gloli~lly: Agrt4fng and dlsagJealltg (p261 Wrilfn¡: Sa..,!s (p22)
Global v41cts: PhQbia> (p27) A slory (p28)
Study sllllls: Explaring e»>locallons (p29)
Great Relatiw l"latiSO (p30) Grefll Expectations (p30\ <11U(I/ r, ,rnt (~ ., ~ Greatnoss (p30)
Great travel experiHnCAs ti<pectiJIIOilS
poge 30 Hopes and e.xpectat'o"s (p31)
(p3?.) (p30}
Greal travr;,/ experrences (p32}
Gf!ographicol
sitos (p~2} EV great (p33)
0 Nurnl>er!1 (p:13}

Smoll Compound nouns IP~fi) Tl1e God of Sma/1 Tl>tng:.. Childhood loys (/IJ/1-'/ 1•11Cl S6C!Il/ (p37} EV sma/1 r>r ii/1/P. lp34)
(¡}:16) lp34)
poge34 Co lecl•l9 (p351
nJO God ol SmaR 0 We..-u< and ::.troo¡ foruls (¡)30)
Thin<Js ip36)
C¡INe/ <Jild SJle<¡( (p37J

Fu!Ktloft globally: HGrrRtl"; ud rtspondlmt (p38) Wrlll.g: Asmal toy lp34)

GlolialIQ91is~: lndlan l,..tlsh (p39) Aneuay (pAO)
Stu6y llu1•: lmprovlng your rtodfng tflldtncy (p41)

Theory Modols: lonquaqe lunr;l1o11s (p431 Gender dilterence:~ (p42) CorllmLinication ThP.OI y an<l r<'!:,.:mrch (P'I2} Gender drfterences (p421
Modats of ollh~J'lhon (p~5) T/>e My/11 of MDrs ond prol:.JielllS /p42) Crncmo/p·1>1) Tlle My/11 of Mors and Vonus (p42)
poge42
Pasl 111cunl torms !p45\ Venus !p~2) Crnema(p'l4)
Dogme 9!J (p44)

Proctlce El Stslcma rp46> !>ygm¿o/ron /p~ fl) Skills (p46\

poge46 Small talk (p48¡
0 Question tags ip43)
Accents (p49)
EV Srrnros ¡p1Q)

fundlon gloliolly: Asld.g for dorlflcation (p50) Wrill119: Thtllfy and rastGrch (p42)
Global volees: Pradlct (p51) A monlfesto (p45)
Artvlew (p521
Study sklll: Worklng on pr011undalion lp531
Herae& Present perfec:l ~Impla ond Gitgeme.~h (p54) GrJqameslt (pG4) H~ro1sm ond personal HHroisrn and persono! qullli\Ie& (p54)
continuous (p57} Unsung 11croes! qualilies (pó4) Unsung hcroes/Wocl(f Vi~ru11 volunteers
poge54
World Vrsion [xprt-'.'>!\II)/1S Wlth .~/trrld (pb6)
voll•nte~rs (piiG) lrtd g.. c (p55) EV AtJboev~ations llr)(] acronvrns for
Wor1d prOOietns ~>!>6) ~ltcr·utional organi$111101'1:, (pi"> 7¡

Villains Pirar:y (p58) Pír<~cy" Somorn O"trlles 13fld /JI.R'Iísttmeilfs Crimes anct J)(blishments ¡psa¡
(p58) (p58J
poge .58 foo lk"Ttt~ of evil !P60) Piracy in Sont<JIIél p58)
0 Word stress (p5'J)
St¡¡nford experirnent (pOO)
EV Way,; o! df\~C11tllng b ..to:l p(."JfJI.. {p60}

fundfon globrlly: Ma11119lng IANiverslllloas (p62) Wrltlng: H1wsreporls (p57)

Global Engl1h: Unpstk Mr09s ond vlllalns (p63) A reporl (p64)
Study skllls: R~lster aworeneu (p651

O Contents
 Grammar Reading texts Uste.-elng texts Vocabulary Spealdng and Pronundation
hrp. l'o'C (pb7) Too Long Song (ll68l Th ' A<~ J W. ,. of loo!- O) (pti(}) IV cllémye and excl!<lnge (¡:¡&¡)
(p66)
0 List intonat10n (p66J
rree<lom and davery (p&l)
Oelt AAOI!lf)(;~¡ (p73) B;.¡¡¡galote (p70) Ideas for ln~a's P.-oblcms (p7 1) Bang:'llore fp 70)
Thc >lDW goldcn aga (p72) tulllrfl(p70j Tacklrny ~ <oblems tp71)
lrwestmonls (p72)
IV gold and golden fp72)
fulldlon globclllr: Negollalf~~g lp7.4) Wrttlng: fm•• lp76)
Gloltal vo1c.es: Customer servlce lp75) SINyskllls: l.eanrlng lantuagt in COIII..t lp77)
AiliG 1 ·s (p79) Tf,g BRalmy Hearl (p7fl) Ron1eoand 0 ;~>1 and lijl (p79)
Unreal conditionats 1 {p81} Romeo and Juliet. fhe Ju/otJI·Ttul IV Collo<;fllion.~ with l?eart {p81)
balcony scene (p80} batcony sccn0
(p80)
G¡¡rund ¡¡n(l infinitive (p85) Mindfulness (p82) The <levcloptng fllllld(pfl3j Conccntralion nnd daydreaming (p02)
Ati;J(:/unen/ ll>e()ty (pOG) br¡un (p84) Nature vr; Nwture (p84) Nature vs Nurture (p84)
0 irJi and !JI (p84)
Junct1an global~: Dealllg wlt• tflffl1ult slt1101l011s lp86) Wrtllng: Aclvke lp81)
Glokl Englfsh: SIHJktspiGrt: the btst E~~gllsh teacler? lp87) Al! "'JUmtll! (p88)
SINy slllfs: lmprovln11 pur speaklng skflh (p89)
Raal c:oll<lilionats (p91) Wt111t are tt•e chances? The lde.1 of Vcrbs descritling acci<lenls : EV cilance {p90}
Unrcat condilionols 2 (p93J (p90) Per[,'!<·tk>ll (p92l (p92)
Pro!Jatlllity (p91)
The Idea of Pedcclion Awkw<;rd situations (p92) Tnc lde<J of Perfec/ion (p92)
(pOO)
Verbs describing accidcnls {p92)
Awkward liituations (p92)
0haYe(p93)
Pa.'l-'<lvA U~JOfllnlJ (p97) Four Nghly contJoversial Builctngs (¡)!)1) Oescnlli 1y rt!(O(;IiOns (p95) Builcings {p94)
( /e;iglts {p94) A short message or response about a
Rtdcd by Desigo (p96) btilding (p95)
Coospiracy lhcofies (p96)
Functi011 globally: GM1111 a prtHnlaiiOII (p98) Wrlllllg: A short 111t1sagt or respoast alioli! a buiWitg fp95)
Glollel vokes: Platel (p991 Consplracy "'""" (p97)
Al! artlde (plOO)
Study sklls: b ...slve rooA.t (plOll
tJrm•nl pasl lilllA (p1 0:'1) Working Timf:l Arounc/ The Concepts of tlrno gol (piO~J Time(p102)
Ouantiftcrs {p 105) Wor1d(p104) (p"I02) Concepts of time {p102)
EV Cottocations wilh lime (p102l
Working Time Arot>nd Tho World (p1 04)
Cornpar,~on~ (p107) Tii>ffi¡; (p10fi) The dance of Formol and inlormnt IV UK 1 US Engtish {p 106)
{l¡c Socrct ure of Bces u·,¡¡ honHyhHflS tan<)uage (p109) Congestion problems (p107)
(p108) (p108)
Animal bohaviour (pl09)
f1111ctian tloilally: le(ng interviewed (p 11 O) Wrfltlg: AJllopasal . (pll21
Glallal Engllsh: Ganglllg Enghsh lplll) Sturlys~: lmpravlng Usrenlng lpl13)
Plu ._,¡. diKl numtler (p117i lsol&rion (p 114) Food cholces Your neighbourhood (p1 14)
Wily tal Locally'l (p i 16} (p116) /soorion fp 114)
EV Coltocatioos w1lt1 rood (pi 15)

Why Eat Loca8y? (p 11 ó"}

IV have (p1161
0 Pklrals and lli.lmb<lt' (p 117)
0 l'>land.';J(p117)
Food debate (p117)
lnvor!lion ¡pi 19) A lrcnttsa 011 tlle GlobahsatiOn ano Glob3isation (p118) Gtobalisalian (p118)
Astrolabe (p 120) football (p1 18} USing t"chnology (p120) 0 Stress and rhyt.hm (p 119)
The World Cup (p1Hl)
Tcchnotog,cat uwentions (p120)
Fundlo11 tJabally: Mallng proposals 01111 sugttslions lp 122) Wrfll..: Y-local joumey (p115)
G!G~al volee.: Mtmories of plar.tS lp123) A technlcal IIIGIIINII (pl21)
A webllle •nlr( (pl24)
Study s~s: CeltbratfiiJI your adllev-'s lpl25)
(ommunitallon adlvlties: Addltianal material: (p131) Grammar lotus: (p132) Aud'"10scr!pt: {plSl) Irregular verbs (p166)
Sludent A: (p126) Student B: (pl29) Student (: (p121) S!udent D: (plll) Phoullc srmhols (p152)

IV - hte~d yaur vacabvlary 0 - Pranundatlon Contents O

 Pnli 1

Spcclcing & Prcnunclatlon

Personal facis
+:: ....,.~ . .... kyliíi .. ;.Jj~d i!'l"o·n.. ·"'ll<" ~...... ~ on
·-~~ •• ¡¡;:: ""' , . 111~, ·....d.!·.... ·' , n .J... .. ~ !l·""'if,l·: L :

'[ \IVo rk in pair:->. '[(;]] c;1ch o thu rhn.:e hu;ts i \.Vhen yo 11 nt:ed inhmn<1tio11, do you
ROoding
ahour yoursdl. 1"11:11' you thi11k they do nol no m 1;1lly use a n cncyc:lopedi <1 or othcr
Six Wilcipedia 'Facts'
know or could not g11ess, :111d u ne hct d1;1 1· rdl:tTncc hnnk, or lt~ol, onlinc? 'vVhy?
ls Wilcipcrdla port of is F.1 lse. Yo ur pan ner shou ld :1.~ k que.stio ns
a naw 'global bruin' ? to li n!l out which s t:l tc m c nrs are Etcts, :111d 2 Re;H( Si.v WilúpL'di11 'l•itrts'. Five
which i~ Edse . Tll l'll sw:1p ovc r. statet111.:11ts <1 rc lT u t: ;llld tliW is E1lsc . \ tVhicJ,
E.xlend your Yd«<oolor }' on¡; do you t·hi11k is f:1l:;c? \Vh:ll m:ltk you
Colla(atlonJ for ~ With your p:1riiH~r, <kcide which wonl ~ rhink l'11l: mhers we re true?
going onllna cnrry rhe tnai ll stress in !:;1<:h sc nJ~cnu.:.
;~ RGHI !.1' IVi/.:i¡n:rli11 fM'I of'¡¡ w:w 'giobr~l
1 rhought he w;1~ ;1 stlltknl', b11t acrua lly
Writlng bmin '? on pag-c 7. \.Vhid1 Sl;Hemcnt b~;st
he\ rhe teachcr.
An online rdlects thc wr iter's opi uion? Find evídcncc
2 She th otlf!ht l was l'n>nl Sp;lin, hm in fac t
encyclopodio entry IÍ>r yu11r vicw.
!'111 f'rum :'v1cxico.
Sites likc \Viki pedi:1 hnve rei110Vl!t.l th¡;
3 ~ 1.01 List·en to check yo11r answ¡;rs. nc~<~d (or <.:xpc rr knowleclg-e n ow;1d <ly~.
Tl1l'll pr:H:tis¡; rq>e:tting L'h e scntcnc:cs wil'h 2 Prol~ss i on ;J ) <:xperrs st·ill llave a vit:ll ¡·ole
vour panner. to phty in de<:id ing: aho ut· thc aecuracy

4 1 [ ;¡s :1nyo n c ¡;ve r g oL ;1 f.1c:t ;lho ut you

<lltd im port;)llC:(! or ~l ets.
>vrong? 1Lwc you got <1 (1cl wro ng ;lhour 4 .·'v'l:ltch tiH: lirs l lin¡;s hclow to p:tr;1gntp hs
S0111en1H: clsc? TUl you r p nn ncr. t\ D ÍJJthc 1e.x1. Use the words in bo ld in
the liues ;11HI in tiH: tcxr w hclp.
.S \Nork with :IJJothcr pair. Inrmclucc your
But is it re;1lly th<: e1sc r-hat wt: no long:er
p¡Htner. lnclwle the truc ;1nd the co rTCL'tecl
11ecd pro lcssio n:1l n :pertisc?
fa cts fmrn exercise 1. C se in Jrcl, 1/dY/./tl{y,
or iiiiiCiut!lf;,,t t o coJJtradict tlw fa lsc l Thc interne! is o lkn cd chr:tted ~i>r
gi ving- :1 voi cc to ;lnyhody ;lncl evt: rybody.
i11 fonlhll ion.
Dc.spite its WCll kncsscs, \.Vikipt:dia
is :,¡¡·iJJ a gTC<lt l'llll} point fm f·intling
in Fonnarion •md li11king to othe 1· sir¡;s
Stx or inr¡;resr.
The name Wikipedia derives from 4 \Nith t h is prolifcr:ltjo u o f user-
the Hawaiian word wiki meaning quick genemtcd eontcnt h :rs cou1C thc nol ion
(the Wiki Wiki Bus in Hawaii is a fast airport of '' colleclivc int"dligem:e, or wkH somc
shuttle bus). A wiki is a website that allows the
kwe tennetl ':t ~lnlJ:il hrain '.
easy creation and editing of web pagas.
S J·>>plnin the fo llowing phrases, :1s uscd in
The first web·based wiki was created by Ward
the texl.
Cunningham in 1995 to enable computer programmers to
share ideas online. use r-ge ncr;ll e cl con tent (p<trag-raph i\)
2 citizcll jouma lisls (p:t r:t~r:t ph i\)
Wikipedia contains over 2.9 million English language articles, pccr rcview (p<li'<tgraph B)
making it the largest encyclopedia ever assembled.
4 collccrivc iu Lclli gl:nce (p;1r:Jgn1ph B)
Wikipedia articles are written and revised by hundreds of c:n g:ineeru 1 <.:01 1tent (pa 1';1gT;1 ph l ~)
thousands of unpaid volunteers, who may be academics, 6 profcssion;ll aJHalcu r:-; (¡1;1ragrnph C)
researchers, students or simply interested amateurs.
ó C hoose the altem:Hive yo u ;lgn:e wi!'l1
The website has an official non-bias policy, and articles must most. T hc n d iscus!> your idt:;ls in pnirs.
present a balanced view of a tapie. ·rhc iclc:1 of colleu ive intelli g·<: n c~; is
Articles are vetted for accuracy and appropriateness by jlt'l'l'tfrJsivc 1 im·r~!!,YÚng 1 ridiodrms.
a panel of experts on the Wikipedia Editorial Board. 2 L ~cr-gcn cra l'ed <:11111 en 1 71'ilf¡wofl,,f¡fJ' 1
111ft)' 1 willllt"<.'<:l' rcpbc<~ 1he c:CJnt:ributions

o f l'xpcrts.
 Read the collocations below and answer the
questions with a partner.
• visit a website 1 web page 1 b/og
• post a blog enfry 1 comment 1 photo
• download 1 upload a file 1 an image 1
a video 1 information
• click on 1 follow a link
• update your software 1 status 1profile 1
blog
Do you regularly acccss thc intcrnct? Why 1
V/hy not?
Are thcrc any of rhese actíons that yo u ha ve
neverdone?
vVhich, if any, have you done recently,
and why?

Writing
You are going to write the íntroduction to
an entry on one of the following topics for
an onlinc cncyclopedia websíte:
• your town or region
• a favourite band, singer, composer or type
of music
• a famous person from your country
1 Rcad thc instructions for writers fr01n rhe
\tVikipcdia website below.
\Vhich two criteria for acceptable articles
are mentioned?
2 Do you think there is such a thing as 'a neutral
point ofview' or 'vcrifiahlc accuracy'? How can it
be presented?

Wikipedia has a neutral point of view. We strive

for articles that advocate no single point of view.
Sometimes this requires representing multiple points
of view, presenting each point of view accurately and
in context, and not presenting any point of view as 'the
truth' or 'the best view'. All articles must strive for verifiable
accuracy: unreferenced material may be removed, so please
provide references. That means citing verifiable, authoritative
sources, especially on controversia! topics and when the subject
is a living person.

2 Write your introductíon. Then show it toa partncr.

Your partner should check that it mccts the critet·ia,
and ask qnestions ro find out more information.
~1 Fact & Fi n
Port 2

Reading & Speaking

Reading and Speaking 2 61.02 Listen toan interview with
The world's most
Professor Ken Arnold, Head of Public
adventurous museums 1 Work in pairs to discuss the questions. Programmes at the Wellcome Trust
listening Muscum, in which he discusses museums.
adventure a fun day out
lnterview about
Check your ideas for exercisc l. Does
boring information experimental projects
museums anything surprise you? lf so, why?
hands-on exhibits historical artefacts
Grommor specimens temporary exhibitions 3 J,isten to the interview again aml
Present simple and
complete the gaps.
• Which of the ideas in the box do you
continuous for facts 1 Yes, more than ever
assodate with museums? vVhy?
ond trends _ _ __, so more people are going
• When did you last go to a museum?
to public cultural institutions these
• Which of the items ahove did you
days than are going· to sporting venues,
experience?
aml in reccnt years attendance at many
2 You are going to learn ahout sorne of the museums has riscn steadily.
world's most adventurous muscums andan 2 Tt can be hard to tell , but
galleries. Work in groups of four. Studcnt A: ( think museums are increasingly
turn to pag·e 126. B: turn to page 129. appealing to young adult audiences.
C: turn to page 127.0: turn to page 131. 3 is this idea of facts that were
publicly visible, that were verifiable by
3 Tell rhe rest of the group about your anyone who wanted to question them.
muscum. Then discuss these questions 4 museums can still effectívely
together. perform the same sort of function, but
• Which museum would you most, and now not just for a few people.
least, like ro visit, and why?
• Do you think museums like these can 4 .Which of the expressions in the gaps
enrich our knowledge of the world? are used ...
WJ1y 1 Why not? 1 to start an answer ro a question?
2 to givc an opinion?
Listening 3 to add cmphasis?

1 Work in pairs. Discuss whether you think 5 Choose rwo qucstions to discuss in pairs.
these statements are true (7) or false (F). • Think of a museum you know. What
1 Attendance at muscums has declined docs it Joto attracr more visitors?
recently. • Descrihe an intert:sting or unusual
2 Children are the largest growing agc exhibir or temporary cxhihition you ha ve
group for museum visitors. seen m a museum.
3 Muscums originated in the Renaissance. • lf you could designa temporary
4 Museums helped establish a scientific exhibition, what would you choose to
way of looking ar the world. focus on?
s Early museums all had similar exhibits. • What do you think a museum might look
6 The function of museums is changing in likc in 100 ycars' time?
the dig·ital age.
7 Museums should aim to engag·e people
emotionally.
s Museums will probably havc disappcared
in 100 years' time.

O Unit 1 Fact
 The Wellcome
Trust Museum
with figuro by
Antony Gormley.

1' 1

Grammar
1 i\•tHch the grammar rnlcs bdow with a
phrase front the box.

a temporary situation a habit or routine

a trend or new development
an established fact

• Use thc prcsent simple tense to Mnsenms provide 1 arc¡wovidiuguní<¡uc

describe ... access to pricclcss trcasnrcs.
4 The loca l an gallery f.1·ic.r 1 ir f1Jing ro
---~ cg iHost ?1/U.I'ctll!fS do nol
chmge rm rmtlrma ji•e. r<ÜSe funds LO buv a new exhihit.
5 Puhlic fu ntfiug fur museums al\ll the
b cg l quite oftm go to
c:b i bi 1irms. arts is n:ducctl 1 bci11¡; n:dm:cd nowada)'S.
6 M y fr iend ÍJ rtln>rty.r tryí11g 1 rthL'f~_ys tries
• Use the present continuous tense
to describe ... to pcrsU>Hlc me to go to cxhíbitions, but
e eg 'lodt~Y, mm·e tmd mon: l'm afraid Tdon 't bavt: 1 rmt not bttvir1g
)'Otmg people 11re visiting mu.rcm11.~. enongh time.
d eg 'J'be t•.r:bibil:~· mr: 7 '1 'he idc;l of visitíng- that cxhihition .rmmtlr
L'ftrrent~y br:ing stored i11 tbc celltw while
1 is soum/.i1'1g less ;md lcss atr.ractivc.
tbe ?JIIfseum i:; being ¡·enovntecl. 4 Choosc a suitablc advcrh to complete
the sentcnces.
~ote the following uses of the prcscnt
continnous: 1 - ---·-- _, wc havc a fcmalc pri m~

• with ah.11rqs or fonrver lO emphasisc ;m minisr.c r in mv conn r.rv.

' '

emotional reaction to <1 regular activity 1·-·-·-·..·-·-·-· wnch TV in thc cvcning·s.

He~r nlways coming lrrte. 'f'bq'rc forever .1 a m - -- - spending my weckends

puttiug on 11ew exbibitious. stc1dyi ng.

• with ccrtain statc vcrbs which <liso have 4 p~ople in my country spe;¡k

a dynamíc, progrcssivc mcaning good Englist1.

;\tlu.retm?,\' are imnasiup,/)' ttppealíng to r1 5 1t is bccomiug· di Hi cult for
younge1' mulieru:c. young pcoplc to íind a job in m y country.
l'w lovi11g hmúng mm·efree timt' these 5 \Vriw lTuc sclltenct:S describing tacts
dn_ys. o r trcnds wnnectcd with tour of thc
followi ng topics.
2 Match cach group of adv(;rbiahi \\-·ith one
air travel cost of living tourism holidays
of thc rules ~1-d.
learning English leisure activities spending patterns
nowadays, incrcasing·ly, thcsc cbys, today
2 in general, normally, gcncrally spcakíng Holidays: Most people in my country spend their holidays
.1 nmdy, frotn time to time, cvcrv othcr wc(;k
at home, but more and more people are going abroad for
4 at the 1nomen t, ll l presenr, cn;Tently
their holidays.
3 Jfor en eh of rhe semenccs, dcciclc wh cther
6 Read your sentences in small groups. Wh<Jt cviJence
one or both alternativcs are possihlc, ancl why.
do you havc for your statements?
i'vrnsenm entnwce fees become 1 an:
becoming more and more expensivc. @ Grarnmar focus .. <~):plurwtion X. <rH or·,~ pu 11.li<" , ,[ pr< ':·"'"
2 I 71Hwk 1 mn 7tJodáng as ;lssista nt cnrator in ' irn¡ do '"'' 1 <'t)ntint:"·"~ !.;,· lnu:-, '·"'d ln·:rt< l;, '" pnrJl' 1T/
the local museum.

Fact Unit 1
Part 3

Speolang
Fiction and stories
Speaking Listening
1 Rcad about the frame story teehnique
L•st~ning fiction I'DkJ(;,)n/ noun "* below. V.'11at exactly is meanl by '<1 story
the Arabían Nights 1 [U] books and stories about imaginary cvents within a ~tory'? Do you know tbe story
anJ peoplc. Rooks that give facts about real of the /lmbian Nights, or any of the tales
Vocobulory & Pronvnciotion events, things or pcople are called non-fiction. within it?
Emotionol reactions
2 ~ 1.03 T.istcn to thc first part of the
1 \\- ork in pairs. Look at the definition of
7
Writing fra me story of the /lnzbilm Nights. How are
A story
fiction and makc.: a list of different typcs of thcse characters connected in thc story?
books that coulcl he dassiiied as fiction or
1 Shahraz:ad 3 The King·'s Vizier
non-fiction. \.Vhich typcs of book do you
gencrally prefer to read, and why? Jf you do 2 The King 4 Dunyazad
not normally read, why is that? 3 vVíth a panner, tty to put the evcnts
bdow in order 1-7. C<m you rcmcmbcr <lll}t
2 Read A J;Ood stmy. rcasons gívcn for the events?
1 Choose six featurcs you think ~ue the
a Shahrnad vowed to marry the king.
most importan t.
h Thc king met Shahrazad.
2 Compare your ideas with a partner. Are
e Shahrazad told the l<.ing a story.
there any ingredients in thc list tbllt you
.t The vizicr bccame sad.
fecl are not necessary?
" Shahrazad's sister came to meet her.
3 Think of a well-known story or folk
· fhere werc no young women in
tale from your COL1.t1try, or eme you
t.he kingdom.
remember from your childhood. Can yoo
g Tbe king rkeiJcd to rneet Shahrazad
sumrna1·isc the story in a single scntence?
l.he next night.

4 T.isten again to check your answers.

S Tn your opiníon, which of the following
does thc story mainly illustrate, ancl why?
The powcr of:
• intdligcncc • rulers
• love • fiction
6 Shahrazatl is said to have collected
thousancls of storics, havíng 'read books
and histories, aecounts of past kings and
stories of earlier pcoplcs'. If you had to tdl
a fa vourite story to save your lite, wbich one
would you tell, and why?

The Frame Story

One of the earllest techniques in fiction ís the frame
story. A frame story is a narrativa in whích a main story
is told In order to set the stage for a series of other
shorter storles, each of which is a story within a story.
The technique goes back thousands of years and can be
found In storles from all over the wor1d. One of the most
famous trame stories in wor1d literatura is the Arabian
Nights (also known as the Thousand and One Nights).
Vocobulory ond Pronunciation S ~ 1.04 J,isten to check
your answers. With a partner,
1 Read two sentences about the st01y.
take it in turns to read out the
Which of thc underlined adjectives
sentcnces in exercise 3, choosing
is gradablc?
onc of thc alterna ti ves.
The king was somewhat surprised when
Dunyazad arrived to see her sister. 6 Look at the example of
another way to describe
When Shahrazad offered to see the king, her
emotional reactions in a story.
father was absolutely astonished.
Write some more sentenccs
2 Complete the rule~ using thc groups of about the story using the ideas
words in the box. in exercise 3, and one of the
words below.
a rather, somewhat, a little, a bit, slightly
The vizier learnt to bis utter amazement that
b very, quite, pretty, faírly
Shahrazad had not been killed.
e absolutely, utterly, completely, totally
amusement annoyance astonishment
1 Gradable adjeccives (eg good, big, surpriserl) bemusement delight dismay fury
can be qualified by adverbs such as horror relief sorrow

2 Gradable adjectives with a negative

meaning (eg difficult, expensive) can also Writing
be qualified by _ __
1 Work in pairs. You should each choose
3 Ungradable adjectives (eg wonderfitl,
one of the opening lines from a tale fron1
cnornurus, astoni.~bed) can be qualifi.ed
the Arabian Nights. Take it in rurns to write
by aclverbs such a!i - - - -
scntences to develop the stories. lnclude
3 Rcacl more sentences about the story, and dcscríptions of emocional reactions.
deletc t hc gradable alternative. 1 There was once a poor, elderly
1 Thc lcing was absolutely furious 1 enraged fishcrman with a wife and three
1 angry 1 incmscd to lcarn of his wife's chiiJrcn, who was ín the habit of casting
hetrayal. his net exactly four times each day.
2 He was complete1y hcm1:broken 1 ·upset 1 2 Once in the lanJ of Egypt thcrc was
distmught 1 devastated so he ordercd a woman who loved money so much
her execution. that she could not find a husband rich
3 •1be citizens were utterly ho1'Tified 1 enollgh to satisfy her:.
shocked 1 appt~tled 1 speechless at the 3 In a certain town of Persia d1ere Jived
lcing~c; brutality. two brothers, one of whom was named
4 Shahrazad'~; dccision to see the king Kassim and the other i\.li Baba. Tbeir
lcft her fatht!r fccling totally m.ystified 1 fathcr at his deatb left them a ver y
pttzzled 1 bewilde1·ed 1 bajjled. moderate fortunc, which thcy divided
s T he vi1.ier was absolutdy pleased 1 equally.
ove1joyed 1 deJighted 1 eupboric when 4 Once upon a time there was a wcalthy
Shahrazad's life was spa.red. merchant who possessed many animals,
as well as the gift of understanding the
4 Find adjectives fr.om exercise 3 with the
language of birds and beasts.
following stress patterns.
1 O 3 Oo s ooO 1 Oooo 2 When you have linished, read your
2 oO 4 oOo 6 Ooo stories to another pair. Which do you
prefer, and why?
 1 Fact & Fiction
--------------------------------------~~~·~-~~~----------------------------------------------------~~~-
Port4

Reodinq
Reading S Disctt'is thcse ideas with a partner.
Jus t science f ictio n?
• \Nhat would it mean for mankim! if other
1 vVhat do you th ink of whcn you hcar thl:
f xtcnd your vo-:cobulru 't star sy~tcms could proviJc potcntial new
phrasc 'science fiction'? ' l'hen tell the dass.
Prefi.~~:es
living spaces?
Do you cnjoy science fictíon books and
• Why do so rnany people insist that wc
fi lms? Are thcy more 'liction' th;m scien.ce?
are not alone in the universe?
Reacting to o ques ti o n 2 Look at thc intcractive quiz below • Civcn the rapid pace of change tod;1y,
by N ASA, Thc American Space Agency. what will scicncc fiction have to come
G !'OIYII))0(
Do you think thc scntcnccs are just science up wíth to kccp ahcad of actual sc.:icnce
Ellip.sis fiction? Tick (V') the emes you think are research?
hased on scientific t.ruth.

A We now have evidence that some form of

life exists beyond Earth, at least in primitiva
T,ook at thc wonls from the text. What do
form. _ _
thcy mean? Match the prdixes in hold to
Our solar system is not the only one: d1c corrcct mcanings:
we know there are many other suns with 1 telescope 3 extraterreslrial
planets orbiting them. _ _ 2 ultraviolet 4 interstellar
We currently have the technology
between beyond
necessary to send astronauts to another
star system within a reasonable times pan. extremely over a distance
The only problem is that such a mission
2 Cornbinc thcsc words with onc uf the
would be overwhelmingly expensive.
prcfixcs abovc. Explain the words to
D There is no gravity in deep space. a parmer.
E Some organisms can survive in space
without any kind of protective covering. active changeable judicial modern
ordínary shopping sonic

3 Find out the meaning of these other

3 Read Just sdence.fiction? and match prefixes. Use a díctionary and find an
paragnphs 1-5 on page 13 to .sentcnccs A- E example word for each one.
in cxcrcise 2. Underline t.he information or
anti hyper multi post sub
phrascs that helped }IOll match them.

4 Check yo ur answers to exercise 2. Vlhich

of thc science facts did you find the most
surprising? Listening
1 r.¡, 1.05-1.09 T,isten to five opinions
and dialogues. "Wbich one of these thrc.:c
questions are all five speakers reacting to?
ls there life on other pla.nets?
2 Is space exploration a waste of money?
3 Would you like to go into space?
2 Listen again. Which speakers are in
favour and which against?
.For each speaker or pair of speakers (1-5)
note down their reaction and reasons.

3 \Vhat's your answer to the <Juestion they

are discussing?
 3
SCIENCE FICTION
While many scientists speculate that extraterrestriallife exists,
so far there is no conclusive evidence to prove it. Future
1_ _ _ _ missions to Mars, Jupiter's moon Europa and future space
SCIENCE FACT telescopes such as the Terrestrial Planet Finder wlll search for
lmproved telescopes and detectors have led to the detection definitiva answers to this ageless question.
of dozens of new planetary systems within the past decade, 4
including severa! systems containing multiple planets. SCIENCE FICTION
2 ___ Even the unmanned Voyager spacecraft, which left our solar
SCIENCE FACT system years ago at a breathtaking 37,000 miles per hour,
In a European Space Agency experiment conducted would take 76,000 years to reach the nearest star. Because the
in 2005, two species of lichen were carried aboard distances lnvolved are so vast, interstellar travel to another star
a Russian Soyuz rocket and exposed to the within a practica! timescale would require, among other things,
space environment for nearly 15 days. They the ability to move a vehicle at or near the speed of light. This is
were then resealed in a capsule and retumed beyond the reach of today's spacecraft- regardless of funding.
to Earth, where they were found in exactly 5 -- ·-·
the same shape as befo re the flight. SCIENCE FICTION
The lichen survived exposure to the lfthis were true, the Moon would float away from the Earth,
vacuum of space as well as the and our entlre solar system would drift apart. Whlle it's true
glaring ultraviolet radiation of that gravity gets weaker wlth distance, it can nevar be escaped
the Sun. completely, no matter how far you travel in space. Astronauts
appear to experience 'zero-gravity' because they are in
Grammar continuous free..fal;.-ound the Earttl.

1 iVbtch the exHHlples ~1-f to thc

corrcct ruks. W hich words have bcc::n
kft out? \ Vhich sentences souncl inform;1l?

a U'e bm.Jc some surt ofduty tu ji11d out if'we

are al<me in tbc unruenc. Or at len.rt try to.
b 'W go into spncc, ynu lmo'W, ¡fJ got the
dumce.' - 'l tbi11k 1 would too.'
e Know <ubt~t Jmean? 2 1n r.hcse scntcnces words have
d Don't k1JOW re(J/6'· Hffven 't n:atly tboup;ht been a.ddcd to replace another phrnsc.
ubO'llt it. \Nhll l has bcen n:pbccd ? lichen {novn}- a small
soft plant that grows on
e You lmow ivbat? /s spsce exploration a waste of money? surlaces sueh as traes
f 'Tbe govr:17nl/.ent ro-u/d bn·ve ttsed tbllt 1don't think so. 1 hope not. andwalls
mmu:y to belp peuple in 11eed hmead.' -
'Yetth, tbq could have .. .' 3 Look <ll thc díalogucs.llut bracl<ets ronncl what
can be left ont, or cross out <llld repbce w i r.h .mor not.
\Ve often b1Ve out wo rds in order Somctimes therc is more than one cor.rect :lnswcr.
to avoid rcpctition. This is natural in
t A: lo; that a shoor.ing- star?
evetyclay spokcn and written English.
B: lt m ight be a shooting sta r. H mm, but the n again
• the main vcrh aml its object can he lcft
it mig-ht not be :1 shooting star.
out after an auxiliary verb
2 A: Is he guing- to go on ahout scicntific progTess
• an infinitive clause can be reduced to
<lgain?
the word to _ _
n, r hopc he isn't going t.O go on about that again.
In spoken English, wherc the context
3 A: 1) o yrm bclievc in extraterrestrials?
is d ear, unnecessary words can also be
D: Yes, 1 think I clo bclieve in e:nraterrestrials .
lcft out. T his makes the sentcnce sound You can't hclievc cverything scienti~ts tcll you.
much more informal.
4 A: Do you f<lllCY going to sce the new sci-li ti lm ?
• at thc beginning of a sen ten ce, subject 1 think it's sríll on.
pronouns can he lcft out before all
11: Ycs, I'd !ove ro sec thc ncw sci-Ji film.
verbs _ _ _
• in questions, thc auxiliary verb can be 4 \iVork in pairs. Stndcnt A: turn to page 12/Í. Studcnt
le ft out (except bcforc I and it) R: turn to page 129. Ask ami answcr your qllestions.
• in questions wherc thc subject is clcar,
the snbject pronoun can also be lc ft
@ Grommo r fo cu s - n;pluiiCIIHJ" .~,,-,.,re
pr~H.Iicn nf dlip';i;. (oll IJU(F 132
out __
 Language focus
Read sentences from the conversations. Underline the
expressions used to describe plans and arrangements.
Then match each sentence to one of the categories.
A Clear intentions e Formal timetabled events
n Fixed arrangements D Possible plans
1 l've arranged to meet Sarah.
2 I'm helping her move house next Sunday.
3 My coach gets in at 4.30.
4 I'll be there as soon as 1 can.
s I'm going to be working.
6 I'm due in court at half past t:wo.
Warm up
7 I might take sorne of my friends a long.
vVork in pairs. Discuss the following for your town or area: s vVe're going to have a lovely meaL
• a good meeting point in the town centre 9 vVe'll probably go to the nursery.
• a good place to meet up fot· lunch or coffee 10 I'm planning to go to London.
• a good place for a night out with friends 11 I'm thinking of visiting my mother-in-law.
• three interesting things to do with a friend 12 Maybe I'll do sorne gardening.
a t the weekend
(D Grammor foc:us - explonotion & more practice of future forms
on poge 132
Listening
1 01.1o-1.12 Listen to three conversations in which Pronunciation
people are making arrangements to meet. For each 1 Look at the questions. Do you think the speaker's voice
conversation, note clown ... goes up or clown at the end of each sentence?
1 the relationship between the two speakers. 1 Are you doíng anything on Sunday?
2 what they are arranging· to do. 2 Is tomorrow any good for you?
3 where and when they arrang·e to meet. J What are your plans for the weekend?
2 Listen to the conversations again and answer 4 What are you up to this evening?
the questions. s Would you like to meet up for coffee?
6 Do you fancy coming round for supper?
Conversation 1
1 vVhy is the woman tied up this Sunday? 2 01.15 Listen to check your ideas. What is the rule?
2 Why is ita shame? Listen ag-ain and repeat.
Conversation 2
1 What time does Clare's coach get in? Speaking
2 Why might Rob arrive a little later?
Conversation 3 vVork in pairs. Ask and answer about your partner's plans at
1 What plans does the man mention for before and different times in the coming week.
after lunch? • Invite him/her todo sorne of the activities you discussed
3 01.13-1.14 Now listen to two conversations where in the Wann up and make firm arrangements to meet.
• Swap roles and have similar conversations.
people are describing· plans for the weekend. Make notes
on what each person is going to do.

• That sounds great! l'd lova to

• l'd love to, but l'm afraid .•.
• 1can't do 1.00- can we make ita bit later?

e Unlt 1 Function globally

 English: just the facts?
by David Crystal

People often conclude the polnt they're making with the their social status. Sorne of the differences
words ' ... and that's a fact!' lt's a fact that the Earth is are very marked; some are very slight. We find
round and that Aleksandr Solzhenitsyn won the Nobel Prize people disagreeing about whether two ways of talking are
for Literatura in 1970. Facts are demonstrable, veriflable, the same dialect or not. So, how many varieties are there
unarguable. But with language, there are remarkably few worldwide? There are no facts here either; only opinions.
ofthem!
How many words are there in English? Nobody knows,
How many people speak English around the world? because not even the largest dict ionaries have tabulated all
Estimates vary enormously: sorne say around 1,500 mlllion; the technical terms that are found in such dom ains as botany
sorne say 2,000 million or m ore. The uncertainty partly and zoology, and m any English-speaking areas of the world
results from the Jack of informat ion about language use in haven't had their local vocabulary surveyed. In 2009 there
many countries. Census form s rarely distinguish different was a claim that on a particular day that year, the number
functions - listening, speaking, reading, writing - or ask of words in English would exceed a mili ion. That was pure
about a person's ability in each. But the uncertainty also fiction; English reached one million words years ago.
reflects a question of definition: how fluent do you have
New words are coming into English all the time, especially on
to be to count as a speaker of English? At what point in
the interne! (btog, twitter, unfriend). Old words are falling out
a learning curve does someone dare to say: 'Yes, 1 speak
English'? There can never be facts about global totals,
of use, especially as l J 1 J
only guesstimates. ~:~~:~~~g~::;,mes [_0F.w~ 1 Olo J
How many varieties of English are t here around the world? betamax, sputnik).
We talk happily about British English, American English, We can be sure
Caribbean English, and so on, and note the sounds, about one point:
grammar, vocabulary, and discourse patterns which we whatever the total
find distinctive in each area. But there is never uniformity. was yesterday, it will
Caribbean English, for example, breaks down into different be different today.
varieties, such as Jamaican English and Trinidadian English. And that's a fact.
Then we find there are severa! differences in the way people
speak English in Jamaica, depending on their location and

Worm up 3 Complete thc scn t.cncc.~ with thc corre<..'t fo n n of t he

wo rd in brackct:-;. All rh c wo n ls are in thc tcxt.
' No rk in p:1irs. Rcad thc quts tions, thc n discuss why it
l The class has m :Hk ____ _ (dc-'lmmstnm:) prog n .:ss
mig ht be dif!icult t:o dctcnuim.: the answcrs.
since term bcgan.
• How lllany wonls are thcrc in l<:ng;lish? z ' l'he two politici:11l~ :1 rc hitt<.:r cncmics, but in fact <l l'e
• 1 low m:111y I·:nglish ~pca ker~ :m ) there in thc world? - - -- (n.·m,td·) sim ilar.
Thc (uuij'omt.) or co m¡mtcr opcn11:in¡.r systcrns
Reading in the cmnp<lllY makes transli::r of chn:l c:lsicr.
1 l{t:<ld l~n!!,li.l'b :jtt.l'l the.fiu:ts? H ow does the :mthor ans wcr 4 H cr En~li sh sh owcd ;1 (?t/.1/d ) diflc ren<:c :lftcr
the l wo q uestions rrom rhc \iV:m u up ? spcnding two wceks :1 bro;~tl.
.s 'vVc :m~ guing to (trtbk) dw in l'o nn<1tion so
2 Read the text aga in. vVh ich st<ltCllll::ll [S can you infcr ¡-J,,lt·wc analysc thc data more e:1sily.
Crom tlw tcxt:? Mark them wirh a tic k (V').
You C<lllnot dispute¡) fa ct: sm:.:h as 'the l<:anh is round'. Speaking
2 l•:vt:ry couut:ry in the wmlcl docs a census to llnd 0111:
Look at the J'ollowing ncw words in Eng-lish that :lrc
about languagc use. connec:ted to technology. \tVhich wonls or plm1~cs do yoLJ
.l ' li-ini(bdian Eng·lish is a v;1 ri ery of Carihhean English.
know? \Vhich on<:~s do yo11 rh ink wíll bccomc obsolcte in
-1 T hc author 1die ves thilt pcoplc don 't lmow tlterc ;m;
30 yc<lrs? D iscu ss with a panner.
diffcrcn t v;J ricrics of F uglish.
s T hc aurh o r hclicvcs wc should h<lvc a dictionary th<1t app blog hot spot LOL to google to unfriend
collccts all thc wo rds in E nglish. twitter
(, 7hmny and /1('/lf.'lllt.t::t: ;lrc words conm:ct·cd to t:cchno logy.

Global EngHsh Unlt 1

 Dear Mr Spencer
a 1am writing to apply for the pos1tion of Team Manager lo support
people with a disability, as advertised on your websile. 1 believe l
possess the necessary skills and personal qualities to do lhe job
successfully. and 1can bring l o the post a proveo !rack record in
successful team management.
b As you will see from the enclosed CV, 1hold a master's degree
in The Mediation of Social and lntercultural Conflicts from the
University of Florence. Since then 1 have undertaken further
practica! training in con flict mediation, followed by a theoretical
exam to register at the Dutch Mediation lnstitute.
e In addition to my skills as a mediator, 1 have extensive experience
of team management. From 2007 to 201 O 1 was employed
as a project manager and programme leader at the Office of
Discrimination Affairs. a non-profit organisation based in The
Hague. This work entailed coordinating different projects in the
field of discriminalion prevention. 1was in charge of financing
and overseeing the fi nal outcomes of the projects: and 1 was also
the first poínt of contact for prívate donors and organisations
involved in funding !he organisation.
d Pnor to my work at the Office of Discrimination Affairs, 1worked ~l 1)n you think lli lck is slli t;l hh~ l'o r dw job? Why 1 \Vhy not ?
as a volunteer gulde on holidays for pcople with a disability.
which taught me how to take the initiative. and take the lead in Wri1·ing ;:;kilh•: formol letter convention!:
a cnsis. Moreover, 1 am creatíve and able to inspire others with
innovative ideas. In my free time, 1enjoy studying phílosophy S<l)' ¡¡· thc st:lttlllCn ts are ITIIC ('/) 01' ft~lse (!•) t(>r :1 formal
and travelling (l have lived in both ltaly and the UK as well as my k ttt"r. C orre<.:t thc fals<.: s l';llellH:Ills.
nativa cotmtry, the Netherlands.). 1 am a native speaker of Dutch
Put you r llallle :me! acld rcss in the wp right· h:md co rncr.
and 1 am fluent 1n ltalian as well as English. This has not only
broadened my outlook, but also enabled me to adapt easily to
2 Put th~ ti tic, n:tmt: ;mcl :Hidress of th~ recipient in t·ht:
new environments. toplcft-h:md COI'IlCI'.
' ! !1 st:at:t: th<.: suhjcct, write l~c.;: llOllll Ceg joh appliq tion)
1 am available for interview at any time in the next two weeks.
hd()I'C t:hc S:1lti1::11Ítlll.
1 look forward to hearing from you.
4 \tVrit·é l'!m.1:-- sincr•rt~)' witlt D1Wr Sir 1 i\1admll :md i·(¡ffiY
Yours sincerely
jltitl~fir/~y wit:h Ot•tfr :H·r 1 i\!!s Um.~g.
Hilde Faber
5 lfyou :trc writingan ope11lettcr to unknown rccipicttls,
sl:lrl '!i1 1ubom it 'llltty I.'Oih'l'1'11.
<; St;H·t ivty 71tl11t¡: is ... , 1md 1mn ·uwili11g t:o ... 1 ÚJ ,·omt.rxtirm
7t;i/b .. . 1 i11 'l't'Jf!OJIJc to ...
} J~e;ltiiJiJde's lcttcr. :vbtch C;lCh p:lragraph lO OllC of'
7 1)o oot use.; <.·ontnlct:ions (t:p; don 't, be:,).
th l~ hc;ld ittgs .
!l Put your !iÍ!{tl<l turc l>clow your name.
Sk il l:;, pcr:;oml qttl litic!; and inttTcsts
1 Qu;d itictt ions linking id(~~~¡~ udditit:-trt
Rcasons fo r :1pplying (or 1he jo h
·1 \Vo rk cxperienc:t: 1 Look :1 t thc<;c extracts fro m th~:: lc ttcr wltich cach l in k
two ideas. vVithout look ing ;H dw lcttcr, decide which
1 Find in th<: k tter mt u·e fo rmal wt~ ys of S;lying- the words wonl is missing from CJr woultl improve them. 'T'Iu:n rcad
:mcl p hrascs in it:1lics. t-h<: rcxt :t g:~i n Ir) chl:<.:k your ideas.
thcju/1 o F ' I ~;l m NLlll <ll::'cr /u,ufdi ri rm ~~~-y .d·i/1.' fls '' m r:dirttm; 1 Ílt/1!1' t'.\' lt·nshJI'
l tbi11l· 1brnrr: thc tH.:ct:ssary ski lls t:.1'f.Jr'I'Ú:IICf' ofli!r/'111 Ul!l71lll(Cl/U'I11.
1 b11-vc ttt/1!1.1'/.r:r'J t!c,~rec 2 1 b1tv1: tim:d át. lt11~)' rmd tbt· Uf\·.
4 f'¡;e drmr: 'liiOt'l' tr;l ining· :1 1 mn Jltu: nf ÚJ. ltfllian fl.l' 71Jd!J!:nglirb.
1 h;w<: '' lot '!f' cxpcricncc of tc;ml m:ma¡.~;cJllUlt: 4 1 trt!.:t: 1b1: kfld in r1 cri.ri.r. !tmt cn:ttthJc.
r, IJcfim· my vvork :lt thc Oflicc oi.Discrimin:ltion AITairs
s ·n,ir !tffs JJ.O/. ""·f:r fq·r¡¡¡.t/clf.t'flmy out.lool· ,tfro ¡'Jirtbktl me to
7 ' 1'h i~ h:1s ttmp;bt 71f.t' urw f biup,x.
rlflllpt: c·rtsi(J' fo m:w mvirom11t:l!f.l'.
11 bopt! lr1 br:m·from yrm mrm

Unit 1 Wtítlng
2 Add not only and alm to the sentences bdow, making any Setting goals
other necessary changes. What is the rule for thc position
of not only and also? 1 Complete the sentences below.
1 I am a nativc speaker of Swedish and 1 am Au ent I am learning English because
in Norwcgian. I am learning English in order to
2 Tcan work undcr pressure and Tenjoy challenges. 2 Compare what you have written with a partner.
3 1 hold a degree in lang·uages and a diploma Then discuss these questions.
in translation. • In what situations do you use, or will you use, English
4 1 have qualilied as a nurse and have undertakcn further outside the clasr.room?
training in midwifery. • 'What skills or abilities do you need in these situations?
3 Rewrite each sentence in two different ways using the • What do you enjoy about learning English, and what
words and phrases in brackets. do you fi.nd difficult?
1 As wcll as playing golf, rama coach for the local hoys' 3 Read sorne characteristics of an advanced user of
football team. ('lltflreover, 1/.Qt q.nJy) English and rate each one.
2 Tama good tcam player . .Fnrthermore, I ama good
listener. (in addition to, both) 1 = 1 can do this confidently
3 Besides playing thc flute, I sing in thc choir. 2 = 1need more work on this
(in addition, not only) 3 = 1need a lot more work on this

Preparing to write An advanced user of English ...

• can speak confidently about complex subjects.
1 Complete sorne of the cxpressions below to make them • can express him/herself appropriately in social or
true for you. professional contexts.
2 Read your sentenccs m a partne.r. Ask and answer • can use the right leve! of fonnality or informality.
questions to get further infonnation. • pronounces English dearly and intelligibly.
• can understand the gist of written texts quickly.
• can understand detail and implicit meaning in texts.
• can understand most of what he/she hears in most
• 1 have a diploma 1 professlonal qualífícation 1 degree 1 situations, even when it's not well structured.
master's degree 1 doctora te in ... • can use English grammatical structures accurately.
• 1 have trained as ... 1 undertaken training in ... • can express his/her ideas using a wide range of
• 1 have extensive experience 1 a proven traek record of ... vocabulary and expressions.
• Since ... , 1 have worked as ... 1 been employed as ... 1 • can write clearly, accurately and appropriately in a
studied ... range of genres.
• Prior to that, 1worl<ed 1 studíed ...
• 1 am able to take the initiative 1 motívate others 1 handle 4 Work in pairs. Tell your partner about two areas that
pressure. you are pleased with and two you would like to improve.
• 1possess good time management liT 1 communication 1 Discuss how you could work on weaker areas.
interpersonal skills.
• 1am flexible 1 tactfull enthusiastíc 1 a good team 5 Complete the sentences below to set realisúc
member 1 we/1-organised 1 a good Jistener. prioriti es for your study úme.
• 1 am a native speaker of 1 am fluent in 1 have a (good) 1 1 can dedicate ...
working knowledge of .. . • _ _ minutes 1 hourr per day 1'Wtek on reviewing
• In my free time 1enjoy .. . work done in class.
• _ _ minutes 1 hours per day 1 'Wtek to improve my
Writing . To do this, 1 will
z I will evaluate my progress and review my goals every
vVrítc a lctter to apply for a job you would like. Follow thc
week 1 two weeks 1 7Mntb.
samc structure as Hílde's letter..

Writlng & Study skllls Unit 1

Port 1

light in poínt111gs Listening and Speaking

1 Work in pairs. Look <lt thc pain ting by
Vcrmccr and thc installation by Olafur
Chunkíng
Eliasson, and answcr thc c¡ucstions.
1 vVhat is thc focal point (thc place yon r
Clollt.s nf Herrv"''
eyes are d rawn r.o) in e:1ch one?
2 \tVhm else can you see in t he foreg ro und
Ro<ol ctncl
and the background?
me1·nr•hot ict.l li9ht
3 What is happening in the p<linting?
Do you think thcrc might be a story
bchind it ? If so, what?
4 vvl1ich of thcsc worcls would you use t.o
clcscribc thc light in cach onc?

bright cold dazzling deep dim

faint harsh rich sott warm

s W hat do you thi nk the insta ll:Jt ion

conld represent?
r. W hat is che mood in each one? W h.ich
do you prder, and why?

2 ·~ 1.16 T,istcn t.o a description of thc

painting. Use your finger to folluw thc
dctails tha t the speaker mentions ami answcr
thc IJllestio ns.
1 H ow does the speaker an.o;wcr thc first
fonr questions in excn.:isc 1?
2 D id listening to thc dcscription
change your vicw of thc picture at ~11l?
lf so, how?
3 Work in pairs. You are going to describe
Johannes (Jan) Vermeer (1632-1675) was a Dutch a p<lÜlting to your partncr. Stndent. A: mrn
palnter who specialised in domestic interior scenes of to pagc 126. Studcnt B: turn to page J29.
mlddle-class life. He is now acknowledged as one of the
world's greatest painters.
Pronunciation
1 Read thc scntence below and say
where you think thc speaker will pause.
Woman with a Balance ís one of Vermeer's
finest paintings.
(1865-1939) was
2 • 1.17 Listen to chec;k your answers. an Anglo-lr1sh poet and one
D oes the speaker's vo.ice go up or clown at ot the major fig ures of 20u•
6 The project has already takcn six
the end of each phrase? Whic;h word or century llterature. He was
months, but l can see the light
words are stressed? awarded1he Nobel Prlze for
at the end of the tumzeJ. Uterature In 1923.
1 New fact<; ha ve came to li¡{ht whic;h
3 L ook at the rest of the sc;ript on page 154
suggest that our earlier hypothesis
and predict the places where thc speaker will
was wrong.
pause. Listen to ch eck the answcrs. Then
8 We bad a vcry ilhmúnati1lg discussion,
read alternare sentences with a partner.
but in the cnld light ofday l reject l1is
arguments.
Reading and Vocabulary 9 When midnight struck, the whole sky
1 Work in pairs. Read Cloths ofHeaven and was lit 1tp by the fircwork display.
answer the questions. 10 I thought he was an honest person, but
1 Who do you think the poem ís
I'm afraíd his behavíow· has led me to see
written to? hím in an altogether difforent light.
2 What docs the poet want to offcr, and 3 Match the words and phrases to the light
what docs he offer? metaphors in italics in exercíse 2.
1 \/Vhat is meant by 'golden and silver lig-ht'
and 'the half~light'? approved informative understanding
4 'What do you think the last line means? looked at later and In a calmer way
2 Which of the sentences below refer to help us understand better
reallight and wluch to metaphoricallight? emerged considering in a new way
1 Scientists hope the discovery of this gene signs that a situat!on is going to improve
will shed light a1J the hereditary nature of
the disease. 4 Work in small groups. Discuss one or
2 She travelled to lndia in search of more of the following tapies. As yo u speak,
enlightenment. try to use as many as possible of the words
3 The government has given the green light and expressions in exercise 2 in a natural way.
to thc proposal. • a surprising story you read in the news
4 In the light ofthe latest revelations, thc or heard from a friend
government has decided not to renew • a recent English lesson
theír c;ontract. • a new díscovery or piec;e of research
s We could just make out the outline of the • an intcresting conversation you
house by the light ofthe moon. had rccently

Light Unit 2 o
2 Light Dark
Part 2

SpcCiking
Speaking 3 Rcad The Sola1· Solution and answer
The $un
the questions.
1 How important is sunlight to you?
Vocobulary & Reodiog 1 Why is solar power ...
Do you enjoy sunbathing? Why 1 \Vhy not?
The Solar Solutíon a convenient in tmpical areas?
2 Work in pairs. A: turn to page 126 and b better than currcnt altcrnativcs?
Grommor B: turn to page 129. Read ínformation about e chcapcr for poorer people?

F1.1ture predictions the Sun. d 'cmpowering' for the poor?

e good for the planet?
2 Explain the meaning of the expressions
Vocabulary and Reading in ítalics in the text.
1 Delete the alternative that does not 3 Match each word in the box with one
collocatc with thc word in bold. with a similat· meaning.
1 solar systcm fuel panel
affluent curtail dwelling generate
eclipse powcr
halt home inexhaustible limit!ess
2 nuclear power wastc warming
weapon power station produce wea!thy
3 renewable non-renewable fossil
solar nuclear low energy 4 In which ways ís solar power already
4 greenhouse carbon exhaust solar bcing used? What are the possible
zet·o emissions advantages and disadvantages?
2 Díscuss the photos on page 2 J with a • generating electricity
partner using some of the collocations in • water heating
exercíse l. What renewable energy projects • heatíng and aír condítioning
do you know about? • charging electronic devices
• lighting
• transport
Gro mmar d It is inevitable 1 highly likely 1 possible
1 Complete the predictions about solar 1 highly rmlikely 1 inco1Jceivable that
power from the text and answer the questions. global temperatures will rise ifwe do not
mrb greenhouse emissions.
a .Solar p()'IJ)er be the key to e There's no troubt 1 a strong chance 1 a
reducing our current deprndence on possibiJity 1 little likelihood 1 no way
fossil fo.els. that we wíll have discQVered new sources
b lt be possible t() reverse, or at ofoi/ by the middle ofthe century.
least halt, ... cti?nate cJJange.
e The i1lexhaUJtible power ofthe sun, ... 1 \Vhcrc does the auxiliary go in sentenccs
- - - - one day be its salvation. with p1"Ubab~)' and definitely?
2 Underline thc cxpressions in a-e that say
1 Does the writer th.ink that these when something will happen.
developments are certai.n, probable
4 Read the predictions below, and rewrjte
or possible?
them to .reAect your opinion, eg:
2 Which of these words could also
be used in the gaps to make future There is unllke/y to be a major nuclear accident
predictions, and how would they in the foreseeable future.
change the meaníng? 1 thínk there mav we/1 be a major nuclear
accident jn the near futu&..
can may well will would • T he world's governments will definitely
find ways to halt climate change in the
near future.
2 Explain the choice of verb forms in the
• There's no way wc will ever be able to
pairs of sentences below.
dispose of nuclear waste safely.
1 a In 2030 the govemment will bui/d. ten • There's a strong chance that thousands
new m4clear power stations. of species of plants and animals will
b By 2030 th(! gove1wment will have soon become extinct on account of
built ten new nuclear power stations. global warming.
2 a This time next year we will itzstall • There's little likelihood that we will nced
solar panels in our offices. to reduce our energy consumption in the
b This time next year we will be short ternt.
itmalling solar ptmels to generate • Tn the long term, humankind will
rnergy. probably need to emigrate toa
different planet.

3 Read more prcdictions, and choose the 5 Con1pare opinions on sorne of the
alternative that is nearest to your opinion. statements in exercíses 3 and 4 in a small
T hen answer the questions. group. Who is the most and the least
optimiscic?
a Global warming will definite~ 1 wiU
probably 1 may 1 will probably not 1
0 Grammar focus - explanotion & more
proctice of future predictions on poge l 34
will definitely 7U>t become more ofa
problem mthe near filtzwe.
b In the coming decades we wiU 1 may
weU 1 could 1 probably won't 1
definitely 'WOtl't be investing more in Photos show: a low en ergy bulb,
rmewable energy sources. a solar·powered blosphere
e Oil is bound UJ 1 likely to 1 ftnlikely to 1 and wave-powered turbinas

bound not to run out in my lifotime.

Light Unit 2 e
 Porf 3

R~IIQ
Reading 5 Whieh of the following tlllotions did th~.:
Oia/ogue in tl1e Darle
- An ctxlliblllon lo
writcr expcríencc, and why?
1 'The only way to karn is throug·h
díscovor tha unseen
cncount~.:r.' \Vh;tt clo vou think thís s~.:nrcnce contusion embarrassment fear
mc:m~? 'fhinl< of rwo sitll:trions in which interest sickness surprise worry
Vocolw!ory &Writmg
SoundJ
rh is could he 1ruc.

2 Read :1 hom /)ialogue iu IIH /)m-k, <111

6 Fínd cvidcHcc in thc tcxt fi>r r:he
Spee¡ki1>g
inl:<:mation;ll exhíhition. \Vh:ll. ;1re its ;1ims~ followillg st<~tetncnts ahoul: the visir.
Diaabiiítíaa Thc vísit took place on :1 boat.
How does it relate to thl~ statcment in 1

ext:rcisc l ? 2 The writer ~.:mploycd nt:w stratcg-ics to

identify objccfs .
.1 She fmmcl iL h~wd to identify thc lonnion
Dialogue in the Dark
of noiscs.
The brainchild of German entrepreneur 4 She smclt thíngs Lh<lt w~.:r~.: not r~.::rlly th~.:r~.:.
Andreas Heinecke, Dialogue in the Dark
Sh~~ hnd to buy <1 drin]; in ~.:ompletc
is an awareness-raising international
d:1rkncss.
exhibition, housed in different centres
around the worfd. lt is designed to 7 \Nork in pa i rs. Discuss che q ucstions.
give sighted people an insight into • \VIut do you think th~.: writcr 111ig·ht ha ve
the experience of being blind and of
written in her Br<lilk uJcssag·~.:?
otherness, thus provoking a change in
• \.Vhich of your iivc s~.:nses would you ha te
perspectiva. Taking as its maxim the
to lm:(.: thc most, ;tnd wh.y?
philosopher Martín Buber's statement
that 'the only way to learn is through
encounter', it aims to evoke in the Vocabulary and Writing
visitors extraordinary and powerful 1 C0111plet~.: thc scntcnces with worcls fmm
emotions that are mentally challenging, thc text to dcsu·ihc sounds.
and thereby effect a profound
1 he:ml ...
change in the quality of their human
interactions. Since it opened in 1988 1 ca rs w.hooshing by.
it has had over six million visitors z binb _ _ _ __
from more than 25 countries, and has J bi~.:ydc klls - - · .
employed over 6,000 blind people. 4 dogs ______
s c<1r horns ______
6 water _ _ _ __
3 Rl~<Hl //11 exbibition to dí.rcmJr•rtbe un.rcen.
2 Can yon ímíratc the sounds? Could
\Yhích of thl~ ti ve scnses (touch, l<1Ste,
anything- clsc make them?
smdl, sight and IH~;Iring) are mentionc&·
2 Do you think tiH.~ writcr'~ experience 3 ~ '.l8 1,istcn to thc sounds <llld try to
lll:m·hed the ai1us described :tbove? idcntify the source, <1S in the cxample.
4 :\-1:nch thc highlig-htcd words ~md phrases a .......Qg!J.QQO_ .. poppíng
in the text with their llJe;mings below. 2 a rumb.ling
1 souvenir or r~.:tnin(kr .l a buzzing
2 tot~tlly involved 4 ~~ creaki.11g
.l allllost Etll whik w:llking- s a ___ h<mg·ing-
4 sep;1rate <• a _ ________squcakinf!,"
.~ hH.·king: 7 a crackli ng
6 join 11p to makc ;l eomplcr~.: picnrr~.: t1 n- ··------- going- off
1 joinin~ tog:erhcr ••gg-rcssívcly <J ;1 _... clickin~

!l se;lreh dumsily

Unft 2 Oark
4 Which of the sounds could
<1lso be madc by thc following?

a fire a floorboard a hammer

an alarm clock a pen
conversation new shoes thunder

S Choosc.: one of thc.: topics bclow, ancl

write a few línes about it. Then rcad
your descriplion toa partner. Can thcy
gness the place?
• Describe sounds you heard on your
journey tu the class today.
• Imagine you wcre in a completely
diffcrcnt place. Describe the sounds
you might c.:ncounter.

• 1 heard a door bang 1 bangíng

• 1can hear the sound 1 noise of a baby crying
• 1 heard the rumbfe of thunder 1 the buzz
of conversation

Language note:
1 heard a door bang =a single sound
1 heard a door banging = a continuous or
repeated sound

Speaking
Work in pairs. Imagine you are one of the following,
and discnss the <¡uestions. If you ha ve one of these
disabílities, describe;: your real experiences.

blind or partially sighted deaf or hard of hearing

a wheelchair user
• llow would you have cometo your dass today?
What díflicuhíes might you have had getting
into the classroom? llow could you havc.:
ovcrcome thcm?
• \i\lhat Jiffcrencc would it make to your ability
to take part in thc.: class now? \.Vhat would yon
neecl to do?
• How fardo you think your lcarníng instítutíon,
workplace or leisure centre catcrs to the needs
of pcoplc with a disability?
 Dark
Part4

Speaking and Listening S Read somc extracts fi·om thc story.

Through the Tunnel
Decide.: whcthcr they occur before, during
1 Think ahout a time whcn you were in or after thc dive ami explain why.
one of the pinces in the hox. Discuss the
Ways of describing fear 1 He drifced to the surface, his face tnrned
questions below with a partner.
up Lo the a.ír. JJe was gasping like a íish.
Grommor a cellar a dark tunnel 2 lle was being continually pressed ag·aínst
Narrative tenses the sharp roof, which fclt slirny as well
a deserted street at night
as sharp.
an underground cave
3 Supposing- he turncd dizzy in the nmncl?
in the countryside at night Supposing he died thcre, trapped?
Diffkult experiences
4 Next summer, perhaps, when he had
• Why were you thcre?
another year's growth in him- then he
• V:Vhat did you do?
would go through the hole.
• llow did you feel, and what was the
s lle could see the local boys diving and
experience like?
playing half a mi le away. He did not
2 You are g·oing to listen to thc last part of want them.
a short story called 'flnwtgh tbe Twmel hy G He strugglcd on in thc Jarkness hctwccn
Doris Lessing. lapscs into unconsciousness. An immcnsc,
1 Read a synopsis of the story so f:1r. \Vhat swclling pain fillcd his hcacl, and then the
is the meaning of ils title? darkness crackccl with an explosion of
2 Y< >U will hear these words in the story. grcen light.
With a partner, predict what tnight 7 He must go on into the blackness
happcn. ahead, or he would drown.llis head was
swellíng, his lungs cracking.
count crack dizzy drown tuss
gasplr.~g lungs roof shaking trembling
6 The st01y ends wíth the words 'lt was no
longer of the least ímportance to go Lo the
bay'. Why do you think that was? What does
Jerry, an 11-year-old only child, was coming to the end of hís holidays. He had the tunnel represent, in your view?
been staying in a villa near the sea with his widowed mother and had been going
to the beach with her every day. He had made friends with sorne older boys at
a separata beach, and had been observing them dive through an underground
tunnel and come out the other side. He had been practising diving and holding
his breath so that he, too, would be able to go through the tunnel. He was on \Vhich of thc scntcnccs refcr ro ...
the verge of fulfílling his ambition when one day his mother suddenly announced • moderare fear?
that in four days' time they would be leaving the villa and going home. • extreme fear?
a l'm scared 1 frightened 1 afraid of the dark.
b l'm feeling apprehensive 1 nervous 1
3 ~ 1.19-1.21 Close yollr book. As you anxious about the interview tomorrow.
listen to thc story, think about the following e l'm petrified 1 terrified 1 scared stiff of
questions. heights.
d l'm fee1ing somewhat daunted 1
1\Vhat emotíons did Jcrry experíence? intimídated by the amount of work that
2 V:Vhat difficultics did hc cncounter during- needs doing.
che dive? e Loud noises startle me 1 make me jump.
3 What was the outcome of his attempt to f 1 have a horror of 1 phobia about snakes.
go through the r.unnel?
4 Work with a partner. Diseuss your
answers. \Vhat images remain with you from
the story?
Grammar
1 Look again al sentences which rckr to
events tal<ing place bef01·e, during and aftt:r
the story, ami answcr tht: questions.

Before the story

Jmy had been staying in a villa nea1· tbe
.rea witb bis 1vidowed 11totbe1· tmd had been 3 Read the following· imaginary paragraph
going to tbe betiCh witb her every doy. He from the story and pnt the verhs in appropriatc forms.
had made friends with some olde1· boys at a
sepmr~te beacb. Jerry's mother (1) (sit) on the terrace of the holiday house that she
(2) (rent) for the past few weeks. She (3) (think) about the
Which of thc vcrhs in bold refer to ...
faot thát their hollday (4) (SCDOil /liJe) 0ver, arn'd (q) (worry)
1 a finishccl actíon?
about Jerry. He (6) (behave) so strangely in the past few days, she
2 a tcmporary situation?
(7) (reflect). He (8) (sudden/y 1 become) so cool and distant.
1 a repeated action? Something (9) (change) in their relationship.
During thc story She (1 O) (get up) and (11) (wa/k) towards the balcony, and
He put on bir goggles,fitted tbem tight, (12) (look) out towards the beach, hoping to catch a glimpse of Jerry.
tested the vncumn. His bands were shaking. He (13) (leave) the house earlier that day to go swimming. She
His hmgs were beginning to bmt. (14) (hope) he (15) (flot 1 do) anything foolish. School
,(16) (star:t) ir\ a rew days'11rne and she (i 7) _ (hot 1 want)
\Vhich of the vcrbs in hold rcfer to ... him to begin the term in a state of agitation. She (18) (go down) to the
4 a continuous unfiníshed past action beach to look for Jerry when she suddenly (19) (catch) sight of him
or state? slow!y climbing the hill towards the house.
s a finished actíon?

6 \Vhich of the verbs bclow rcfer to 4 \-York in pairs. \.Vritc a fcw lincs about thc story
'future in the past'? from tbe perspective of onc of rhc local boys. Tly to use
Afwr the st01y a range of verb forms.
He bad been pmctising diviug tmd holding
bis breath so thnt he, too, would be nbie to @ Grommar focus - expiCin(lfion & more
prC!clice of norrCIIive teme;. on poge 1311
go th1·ough the tmmel. He was on the ve1-ge
offulfilling bis ambition ·wben one dny bis
mother suddenly mmotmced tbat in .fou,· days'
Speaking
time they wtm: lenving tbe villa. He 1·enlised 1 You are going· to talk about a time whcn you
that he 1vottld sbmt~y be goiug bome. did sornethíng that was difficult, scary or
dangerous. Makc notes on thc following points:
2 Fin.d more examples of these verh fonns • where and when thc cxpcricnct: took place
in Speaking ancl Listening exercise 5. • what yon had done, had becn doíng hefore
it took place
• what you were doing whe.n the story starced
• what happened and how yon felt
2 Work in pairs. 'lell each other your stories,
and ask questions.

3 Retell yonr stoty toa different partner

incorporaLing the addítional information.
 Language focus
1 Match thc sentencc halvcs.
1 I can see both sicles a that all modem art
2 Yes, but don't you is ruhbish?
think that b on subsidies for arts projects?
3 What are your views e views on that, actually.
4 Smely you're not saying d it's just that science is
5 It's not that art more useful.
is unneccssa1y, e that doesn't mean ít's art.
6 Just because it's original, f of their la test album?
7 What do you think g art is a leisure actívity really?
s 1 have mixed h of thc argumcnt.
Warm up
2 Which of the sentences ...
1 Read the statements and mark cach sentence 1-5 1 darify the speaker's question someone's
(1= ag·ree strongly, 5= disagree strongly). argument? viewpoint?
1 The main reason for doing a degrcc is to get a job. 2 ask for an opinion? 4 express amb.ivalence?
2 Governments should not fund the arts.
J Childrcn should not be made to study literature. 3 Catego.rise the expressions.
4 Most modcrn an isn't 'art' ae all. 1 Absolutely! s Seriously? '> I couldn't disagree more.
5 There's no point in studying an a.rts subjcct at university. 2 Come on! 6 Me too. w I totally agrcc.
6 People who only study sciences have a narrow ctlucation. 3 Exactly! 7 Precisely. 11 Do you think so?
4 Me neither. s That's true. 12 Right.
2 Choose two statements and compare your ideas with a
Strong agreement: Absolutely!
partner, giving rcasons for your views.
Agreement:
Oisagreement:
Listening Strong dísagreement:
1 .1.22-1.24 Listen to three conversations. Which of
the opinions in Warm up exercise 1 do the speakcrs discuss Pronunciation
in each case? 1 • 1.25 J•.isten to someone reading thc cxprcssions
2 Listen again and answer the questions. below. What is the intonation pattern on the words in
italics, and what does it express?
Conversarion 1
t How many peoplc like the e:x.hibit, and how many
1 I see what you mean, but .. .
people disJike it? 2 That's true in a 1vay, but .. .
2 ln what way(s) could it be considered 'art'?
3 I takc your point, but ...
3 In what way(s) could it be considered 'not art'?
4 I hcar what you're saying, but ...
4 Note two instances of impolitencss in the conversation. 2 Listen again and repeat.
Conversatíon 2
1 Why do we need sciemists?
Speaking
2 Why will there always be artists?
3 Who should be funded, and why? 1 Complete thc scntcnces below in your own words.
Conversatíon 3 Tn my vicw, thc aim of university education ...
1 Wbat did the first speaker study at university? 2 My own view is that freedom of speech ...
2 Why does she regret it? 3 1 personally feel that modcrn scicnce ...
3 \Vhat is the value of srudying the hmnanities? 4 Quite frankly, there\ no point in studying ...

2 Work in small groups. 'Thke it in turns to read out some

of the statcmcnts, and discuss them.

Unit 2 Function globally

Warm up 3 You are going to hear Caroline tell Giacomo a story
about being afraid of the darle Make phrases with the
1 Do you know any of these phobias? Try to match them words in A and the words in B.
with their meaning. Use your dictionary to help.
A B
1 acrophohia small spaces a muffled scratches
2 hydrophobia heights laughing sound
hear a shapc
3 bibliophobia water
distinguish out loud
4 claustrophobia spiders
is the fear of 4 O 1.27 Listen to the story and check your answers to
s arachnophobía books exercise 3. Then use the phrases to reteU the story in your
6 agrophobia people from other own words.
countries
7 xenophobia pub)ic spaces Languagefocus:ñke
2 Do you know anybody who suffers from one of these 1 Like is very common in spoken English. lt can be used
fears? Do you know any other common phobias? What are to give the speaker time to think. Look at the following
their technical names? examples from the listening. In which case is like being used
as a verb?
Listening 1 It leaves you the door to like imagine much more things.
2 The tendency of most people is like to switch off the
1 O 1.26 Listen to Giacomo from ltaly and CaroJine lights, don't you think?
from France talk about the fear of the dar k. Listen and
3 Acntally, 1 don't really like, personally, scary movies.
answer the questions.
Doyou?
1 What do people base their decisions on, according 4 1 can remembet· that I had seen like all the horror
to Giacomo? movies.
2 Caroline believes sometimes people are attracted to the
dar k. What example does she g·ive of this? 2 Read the other uses of like in spoken English. Then add
3 Who likes horror movies more? an example of your own for each one.
To focus attention on something, by gíving an example:
2 Listen again. Which of the reasons below do the
1fove old horror movies, like Dracula or Frankensteín.
speakers give for a feat· of the dark?
To ask for an example:
Because ...
A: When 1was a chíld 1 was afraíd of so many things.
• you can't sce • sight is so ímportant
• it's cvolutionary • you don't know what B: Real/y? Like what?
• you imagine things is happening In informal reponed speech, with the verb to be:
• of scary movies So 1ask her what's wrong and she's líke 'Oh, l'm afraid ot
the dark.'

Speaking
Work in pairs. Discuss one of the topics below.
• Choose one of the phobias from Warm up exercise 1,
or another phobia and discuss why you think people are
afraid of this.
• Describe an experie.nce when you were afraid of the
dark. vVhere and when was it? What happened? Did it
affect you very much?

Global voices Unit 2 G

Reading 2 Close yo11r book, ;111cl, with" p<lrtner, try to remem hc r :1s
rnut:h as ynu C<lll ;llHllrt:'Elm 's cxpcricnce. Thcn opcn your
1 Rc!;HI Tmt's em:1il r.o Ali11<1. lmoks clltd check. VVere 1hcn: :111y dcrails you h <l<l t(,rg-ottcn?
\Nh at do yott 1h ink is thcir rchnionsh ip ?
VVh¡¡t son- of cxpe ricncc clw..:s ' E1t 11 rccl)u nr? 3 \Vhich words 1)1' phr:l ...cs docs the writer use ínstcad
of thcsc?
\-v:1l king 7 en 1erccl qtLickly
2 looked for clum~il y ¡; sighing
.\ t:ook quickly !J ~:ame in~íde
4 looh:cl quickly 10 nppro;1ched
running in p;míc 11 holding alJ(l swinging
r. shouting loudly l .l rc:11ly want

Writing skills: an email to a friend

Ddt:tc the cxprc.~sion rou wmtld probah ly not use Íll an
informal cJHail to ;l t'riend.
!Ji Alhlilllldfo / 1/intl 1 Ni 1 /-Ji JIJm: 1 Der¡uJiú!lt
1 11e!lo .fi-il'll d
SmT)' 1 brw,·n 't 'W't"Íttf:IIJ'or so lrmp;. 11 apologiscjiw t bc dc/11y
in n:plying.
:1 J bo¡Je 11 tm.rt lllop,·l llopr:fiil~)' you'll fed heu:cr soon.
4 C/m 't 7Vrti1! T'w tl)•i11p; 1 1 m11 yc:rr.ming 1 !.onp,ing 1.0 st:t: yo u.
s Wrilc soon 1 1\r.:¡> in t'ITicb 1 /.)1'ofJ111C: rt Jim: 1 f/,ml'}iwwrml
lo bt•twinp;.fi'()'m yrm.
6 'lflke r.cr.: 1 W'ilb Jbrmf.-.,· in rtdvroh·c IA/lfitr t/071' 1 C'br!t•n·

linking ideas: time expressions

1 In each of 1:hc scn wnccs bclow, say whcthcr the ~:ven t in
italics happens hef'on:, ar ;~ hl)lrt thc same tillle a~, or .~ rl~~ r
thc othcr event.
1 ¡\s 1'iM.r mr¡.f.·ing 11~)' 1:Jt~'}' 1:ow:1 rds thc c1r, 1 lteard
f(lOt<;teps.
l Twas 011 thc poÍ IIl or phon ing rhc police whcn T.\'fnt' rJ.,,¡t
tbc 1fllt11 n>ttr gctting 1tl'ttrt:r:
·' As soon as f srtw tbc uum t:u11únp; lmvm·dr mt·, 1 sr:~rted
l'll lllllllg'.
-1 1 brulnosomwrm-rived at th<.: pub th~111 the n~;m stcpped in.
2 l{t~phr<lsc the scnW11<.:cs in cxcrcise 1 using che words
or phr;1scs hdow, :1s in t hl.' cxalltpk. \Vh,n gramma ric:~ l
t:h;lnges (if any) wonlcl you n t:ed to tnake?
1 ·¡pbcn /¡vbilc
When 1 While 1was making my way towards the car 1heard
footsteps.
1 was making my way towards the car when 1heard foo tsteps.
1 j11sl: ahout ro
:1 immt:diately 1 the IIIOJII<.:Ilt
4 jHsl: 1 harclly
3 M.atch e;tch of the words and phrases with onc with a Exploring collocations
similar mcaning.
Collocation is 'thc prope•·ty of language whercby two or
1 mcanwhilc before long
more words seem to appcar frcqucntly in cach othcr's
2 suddcnly h straight away
company' (Professor Michael Hoey). For example, it is
J soon e bcforchand
normal to ralk about conducting or canying out research,
4 in the end el initially
but not making resem·ch. Using correct collocations
5 prevíously e in thc mcantimc
makes your English sound natural, clear and fluent.
6 immediately r eventually
7 at first g all of l1 snddcn 1 Work in pairs. Can you remember any nouns,
4 Complete thc t~.:xt using one of the words or phrases adjeccives, verbs or prepositions that collocate wirh the
from cxcrcisc 3. More th<111 one answer may be possihlc. following words from Unit 2?

chance light rumble

1 had a scary experience while 1 was drivíng to meet my sister
in Scotland. My car was very old, but 1had had il checked
(1) so 1 wasn't too worried. (2) ____ ··-· there 2. Read extracts from the Macmillan Collocn.tions
were no problems, but (3) clouds of steam started Dictionmy entry for d1n-kness. Which of these collocation
pouring from the bonnet. 1carne off the motorway at the typcs are mencioned? What other informacion is given?
next exit and (4) phoned for emergency
assistance. 1ended up waiting for three hours in the blazing verb + noun noun + verb adjective + noun
sun: (5) _ _ _ _ , my sister was waiting anxiously because adverb + verb adverb + adjective
she didn't have a mobile phone. (6) , the rescue
servíce arrived to tow me and (7) _ _ _ _ l arrived to meet
~t!j+N total absolute complete, impenetrable, pitch, total,
my rather annoyed síster.
utter He ruúbed hís eyes, mul sootl bewme nware that he wm
alone in the church, rmd in utter darluu:Js.

Preparing to write v+N light up darkncss dispel, illuminate,light up,

penetra te, pierce 7be only light that pmetrates the darknesJ
Work with a partncr and discuss .ideas for a story using emits blunily from the neo11 Jign in the wimlow.
thc prompts !Jclow, or your own ideas.
N+v approaclt, close in, descend, eogulf stb, envelop
• \Nhat sort of cxpcricncc was it? (scary 1 emharrassing ...) sh/sth, fall, shroud sb/sth in, surround sb/sth Darlmm
• \Nhcre wcrc you? (on a boat 1 in a jung·le ...) enveloped him again, but tbis time there see111r.d to be lighiY
• v\lhcn was it? (at night 1 during· a thunderstorm ...) upahead.
• v\That were yon doing? (trekking 1 celebrating ...)
• v\lho were yon with? (your hoss 1 a smmger 1 no one ...) 3 Which of these strategies do you airead y use for
• Whar happened? developing your use of collocacions? Compare with a
partner, and decide what you will do in future.

• l'm sorry 1 glad to hear that ... * Notice word combinations in texts.
• You'll never guess what happened to me recently. * When you record a word in your notebook, write
• As you can imagine, ... it with words that it collocates with.
• 1can't wait to hear your news 1 catch up 1 hear about ... * Use a learner's díctionary, eg Macmillan English
Dictionary, or collocations dictionary to find the
Writing correct collocation to use.

1 \Vritc your story in an cmail toa friend. Use link worcls, * Use an online corpus, eg the British National
Corpus, to investigate common collocations.
and hricAy mention othcr ncws.

2. Fxchang·c cmails with your partner. llow similar are

your storics? Which parts do you like best in cach cmail?

Writing & Study skills Unít 2

 ~.

~3 Gre.OII ;...,-==-- 11 -

Part 1
Speoking
Greatness Speaking 4 Read the text again and answer the
questions. Compare answers with a partner,
Reoding &li$kloing Read the quotation beJow ahout 'greamess' and refer to the parts of the text that helped
Grecrt Expedarions and answer the questions with a partner. you with the answer.

Grammor
1 What are thc two conditions of the offer?
2 How does Pip fccl about the situation?
Relative clau•e•
3 How do you tbink thc lawyer feels
Speaking
about Pip?
Hopesand 5 How might you react if you received a
In your own words, explain what the
expectation5 similar visit and offer?
quotation means. Can you think of examples
of people who havc become great in any of
the ways? Grammor
1 Look at the sentences about Great
Reading and Listening P.xpectatiortJ· and underline the relatíve
1 Yon are gojng to rcad an excerpt from clauses. Thcn answer q11estions 1- 5.
Great Expectations, a famous novel by the
English writer Charles Dickens. Do you a On Chri.rtmas Eve of1812, sevm-year-old
know anything about it? Pip meets a man i7J the village churchyard
whose manner and appearance terri!J him.
2 ~ 1.28 Read and listen to the extract. b The 7/UJn is a ronvict who has escapedfrom
Answer the questions. a prison ship.
1 What is going to happen to Pip? e He ~oants Pip to steal food ttnd a too/ he can
2 Look at the Sbakespeare quotation again. take offhis leg shackles with.
In which of the three ways is J>ip going to d The next morning Pip takes some food tmd
ac4.uire greatness? drink, 2ohich indudes a Christmas pie, and
gives it to the c()1ZVÍct.
3 Mr Jaggers uses very old-fashioned e He has to steal thesc things from, bis sister
language. Find the way he cxpresses these and her husband Joe, which makes him foel
phrascs in the text. vety guilty.
1 T have been asked to tell him. (line 8) f This is an important event i11 the book
2 The current owner of the house wants because the convict wi/J never forget the
him to leave. (lines 10-11) kindtzess Pip showed tQ him.
3 Yo u won't núnd having to do this.
(lines 21-22) 1 What re.lative pronouns are used here?
4 You mustn't try and find out about this. 2 Wlúch relative pronouns could be
(line 29) replaced with the word that?
s I have plenty of money for your education J Why are there cornmas around the

and costs of living. (lines 39-40) relative clause in sentence d?

4 What does the relative clause in
sentence e refer to?
s Which relative pronoun has been
omitted in sentences e and f?

e Unit 3 Great
 Great
The orphan Philip Pirrip, or Pip as he is known, lives with Yo u will have no objection, 1dare say, to your great
his older síster and works for his brother-ín-law Joe the expectations being encumbered with that easy condition.
blacksmith. One day a lawyer, Mr Jaggers, comes to tal/ Pip But if you have any objection, this is the time to mention lt.'
some important news that wi/1 change his life ... My heart was beating so fast, and there was such a singlng in
s 'Now, 1return to this young fellow. And the communication 25 my ears, that 1could scarcely stammer 1had no objection.
1have got to make is, that he has great expectations.' '1 should think not! Now you are to understand, secondly, Mr.
Joe and 1gasped, and looked at one another. Pip, that the name of the person who is your liberal benefactor
'1 am instructed to communicate to him,' said Mr. Jaggers, remains a profound secret, until the person chooses to reveat it.
throwing his finger at me sideways, 'that he will come into a This is not for yo u to inquire into. The condition is laid down by
10 handsome property. Further, that it is the desire of the present 30 the person from whom 1 take my instructions. That person is the
possessor of that property, that he be immediately removed person from whom yo u derive your expectations, and the secret
from his present sphere of lite and from this place, and be is solely held by that person and by me. Again, not a very difficult
brought up as a gentleman - in a word, as a young fellow of condition with which to encumber such a rise in fortune; but if yo u
great expectations.' have any objection to it, thls ls the time to mention it. Speak out.'
15 My dream was out; my wild fancy was surpassed by saber 35 Once more, 1stammered wlth difficulty that 1had no objection.
reality. '1 should think not! We come next, to mere details of arrangement.
'Now, Mr. Pip,' pursued the lawyer, '1 address the rest of what You must know that, although 1have used the term 'expectations'
1have to say, to you. You are to understand, first, that it is the more than once, you are not endowed with expectations only.
request of the person from whom 1take my instructions, that There is already lodged in my hands, a sum of money amply
20 you always bear the name of Pip. 40 sufficient for your suitable education and maintenance. Yo u will
please consider me your guardian.'
Glossary 1said 1had always longed for it.
come Jnto {verb} - inherit (money or propertyj 'Never mind what you have always longed for, Mr. Pip,'
handsome (adjective)- Jarge he retorted; 'keep to the record. lf you long
be encumbered with (verb) - have a difficult condition attached 45 for it now, that's enough.'
deñve (verb) - receive from
r.l':!-!:T~r.:~ r..~~r:'l':'l

(181f2;..1870) lá eónlildírwd one

2 Look at the cxamples and do the tasks. 3 Rewrite the sentenccs with a relative ofthe~ &nolilb~
clause to make o ne sentencc. ofthétP~Ht . . . .
a He wants Pip to steal food and a tooJ he can 1 She was the one in my family. I thought VfiY popullr10day Wldlll maet
tnke offbis Jeg shackles with. she would go on to g reat things. rwnernbeMd b a.ung vMd
b He wants Pip to steal food anda too/ and~---.m
2 I let m y parents clown becausc thcy had
- - - - he can take offbis Jeg shackJes. hl8 Clai;ifC ncMIII.
high e.x.pectll tions forme. Tjust couldn't
e The name ofthe person who is your liberal livc up to th em.
benefoctor remains a profound secret. 3 Thc exam was easier than we expectcu.
d That person is the person from whom you That made for a nice change.
derive your expectations. 4 Thcir tCattl showed great promise fo r the

In relative clauses with a preposition, final. T hcir r esults were consistent all year.
there are two possible word orders. s J hada good fccling about the apar tn1ent.
We were about to move into it.
1 Where is the preposition in sentence a?
6 l spoke to a lot of pcoplc. Many of them
2 Complete sentence b with the
preposition directly after the noun. were disappointed ahout thcir career.
3 Which word arder is used in everyday
speech and which is more formal?
0 Grammar focus - ex plono tion & more
p ractica of rela tive clouses on paga 136
4 ldentify the relative clauses in
sentences e and d. Why js whwt used Speaking
in sentence d? Rewrite the second
1 Tl1ink of a t ime when you had high
sentence with the preposition at the
expectations or hopcs about something or
cnd of the sentence.
someone. O ra time when somcone had high
hopes for you.
Language note: whom is rarely used in
2 Wo.rk in pairs. Tcll cach other about yom
spoken English. In more fonnal contexts
hopes and expectations, using the sentences
and in written English, whom is used when
in Gram tnar exercise 3 to hclp you think
lt is the object of the relativa clause. of ideas.
 3 Great
-----------~~~------------------------------------~~~~~~~~~~~~~~~~~~~~
1
Parl 2

K~:di "!J l', S:;.~;¡kin~J

Reading and Speaking 3 Worl< in pai rs. Complete tbcse sentence~
Gt cat trove/ f!Xporh•n rcs
from thc text.
1 l{ e;HI Great tmvel 1!.\{Jer-iences.
[j~J•!IIII~J 1 1 myself in an cntird y
• D eciclc what sort of tcxt this is and where diífercn t world.
Geogrophi<ol sitcs
you m ig·ht íind it. 2 r to see :-;ome of rhe most
• \'Vould you like to expcríencc either of hrcatht~kin g sccncry 1 have fonncl to
th ~.:s~ th i ngs~ vVhy 1 W hy not? thís _ __
great
2 vVork in pairs. )..'me whi ch of the 1 .. -- - lo tmclcrstand <1 little bit
fóllowing to pícs thc author m ~.:n tions more of the;; i.ncredihle seo pe of ... the
Numbcr~ for e:~ch cxperienee ami what is wrí ttcu Un itcd St<l tCs.
about thetn. 4 · rhís was mv íirst - - - - with wiclc~
bike !:mes.
accommodation actívíties food ~ Sw i t1.e rl~ncl :~ bohas ... idyll ic
local people scenery and surroundings countryside . . -·--me thi n king J'd
transport travelling companíons stL:ppcd into :1 picture.
<í ' !'he hcst - . ... . was all th.at famil y
bondíng time .
4 ' 1cll a partner l1 bout a great travel
experiL:ncL: you h;lvc hacl ;md why it was
so memorahlc.

Listening
1 Look at the thlllH::s heginní n~ with
Great travel experiences 'The Grcat'. W h.ich one is n ot
by Ricki a p lace? Vi·11at do yo\1 know
Which travel memorles never fail to cheer you abo ut the others?
up? Puta smile on your face remembering some • ' 1'he G rL:at Lake::;
of the good times you've had out there. Here are • T he Great Wall
two of my favourite trsvel experiences. • T he (;rear Deprt:ssion
Working In White Sulphur Springs, Montana • T h c Crea!: Barricr Reel'
1took a job on a guest ranch in Montana one summer. When 1 2 -t~· 1.29·- U 1 Listt:n Lo rh n.:..: d íffcrclll
arrived In Whlte Sulphur Springs from New York 1found myself in an people talking aho ut tlw places in exercise 1.
entirely dlfferent world. lnstead of cabs 1 found cows, and instead of sky DL:t:ídc which p lace each speaker talks about,
scrapers there was ••• sky. 1myself was somewhat of an oddity, having and match them t:o one of the cat.egorí ~.:s
never dñven a pick up truck (or actually, any vehicle) or gone hunting. In bdow. Thcre is one you don't n eed.
any case, 1got to see sorne of the most breathtaking scenery 1have found
• a descríption by,, travd <1 g"l:IH
to this day, and 1 carne to understand a little bit more of the incredible scope
of the people, landscapes, and lifestyles that makes up the United States. • an account of a memorable trip
• a prep:~recl talk by a to11r g·uidc
Blldng through Switzerland
• a n;¡ tu r:~ l hístory ' 1V progran unc
This summer my mom, sister, and 1joined a group biking through Switzertand.
The weather was perfect - warm but not overwhelmingly hot, with occasional
showers to cool us down (OK, maybe the showers were less than perfect). This
was my first encounter wlth wide bike lanes and courteous - no, downright
friendly - drivers in cities and towns. Swltzerland al so has mile upon mile of
idyllic countryside that had me thinking l'd stepped into a picture. The best
part was that all the biklng freed me up to eat as much chocolate and cheese
as 1could. 1mean, the best part was all that family bonding time.

úmt 3 Grcat
3 Listen again and choose the correct
answer.
Speaker 1
1 The Great Wall of China was built ... Great is a very common word. and can have
a during the Ming Dynasty. the following main meanings:
b in the fifth cenrury BC.
• important • enjoyable
• enthusiastic • bigger than usual
e o ver hundreds of years.
2 Scgmcnts consisting of actual wall make 1 Match each sentence to the correct
meaning of great.
up ... 1 One of Junko Tabei's many great
" nearly 9,000 km. b over 6,000 km. achievements was her solo ascent of
e nearly 3,000 km. Mount Everest.
Speaker 2 2 Many of the world's ancient forests are
in great danger of disappearing.
3 What happened in the late 20'" century
3 lt 's a great day out for both children
to the Great Lakes? and adults.
a They attracted people and industry as 4 My brother is a great fan of camping
never befare. and the outdoors.
h Rcsearch started into ways of stopping 2 Write two true sente.nces, using the word
pollution. great in a different way each rime.
e Thcy bcgan to benef1t from the
development of previous decades.
4 Together, the Grcat Lakes cover an area
Vocabulory ond Pronunciotion
of .. .
a 245,660 square kilomctres. 1 L ook at Listening exercise 3, questions 2,
b 260,450 square kilomctres. 4 and 6. Answer the questions. Then listen
e 246,560 square kilometrcs. and check your answers.
Speaker 3 1 How do you say the numbers?
s Tours visit only a small part of the reef 2 In which numbers is there a pause?
because ... Where is it?
a it would take too long to see such a
2 ~ 1.32 Listen and write the numbers
large area.
you hear. Compare answers with a partner -
h the entire reef area is still being
say the numhcrs.
mappcd.
e the majority is closed to tourists for 3 O rganisc the numbers from exe.rcise 2
conservation rcasons. into categorics from the box below.
6 llow many individualrecfs make up the
Great Barrier Reef? areas decimals fractions percentages
a 2,900 l> 2,600 e 344,000 ratios round numbers years

4 Work in paírs. Ask and answer the

questions below. 4 ~ 1.33 How do yo u pronounce the
words in bo.ld below? Which sound do they
• Ha ve you been to any of these places?
all ha ve in common? Say the words, then
• Which of these places would you most
listen and check.
like to visit , and why?
• What othcr places in the world would • two thousand eight hundrcd and forty
you most likc to visit? Why? • sixty-two per cent • two to one
5 Work in pairs. You are going to tell each
other sorne facts about two historical events
beginning wíth the word Great. Sntdent A:
turn to page 127. Student B: turn to page
130. Follow the instructions.
Great Unit 3
Wri·ing
A small toy Writing Listening
1 Write a short paragraph callcd A m tall 1 Look at the photos of popular small toys
toy. This could be about <1 toy you liked as a of the p<1St centUty ti·mn around the world.
Childhood toys Do you know any of thcsc? Did yoll play
child, a toy your chilcl or grandchild !oves o r
a toy yo u like now. with any of them? J lave you sccn children
Exte~d your vocobulory
playing with thern?
sma/1 or littlo 2 Exchange your tcxts with a partncr. Read
your pat·tner's text and write rwo qucstions 2 ~ 1.34-1.37 Listen to four pcople
Grommor talking about one of the toys in cxcrcise l.
about it. Give the text back ro your partncr
Compound nounr. w.itb yom questions. .For each pcrson, take notes on ...
• t.he toy and any special characteristics
Sp~c"oktng 3 Rewrite your paragraph, but answt:ring
it has.
Colleding your partner's questions. Then show yoUI'
• whether the speaker has good or had
new text to your partner ag·ain.
memories of it, and why.
4 fn small groups, swap and read ea eh 3 Listen again. Which speakers think this
other's tcxts. Did any of you choose the toy will be popular with future generations?
same toy?
4 Do you agrcc wíth the opinions of the
speakers in exenio;c 3?

Complete the sentences with sma/1

or little.
1 Just a ___ , please. That's great.
2 Wow. lt's a ___ world.
3 Oh, it was late. The ___ hours,
actually.
4 That's because you didn't read the
___ print.
5 Don't worry. We'll get there _ __
by _ _,
6 Exactly. ___ do they know.
7 lt just makes me feel ___ when
you do that.
8 What a sweet ___ baby!
9 l'm afraid these jeans are too - -- ·
2 For ea eh of the above sentences, think
of a context and write the question
or sentence that comes before it.
Us e a dictionary to help you.
Grammar 3 Complete the sentences. Make noun
phrases us.ing the words in b.rackets.
1 Look at the following pairs of nouns.
1 l 've got an old (box 1 picture
Work in pairs and decide which ones
books) somewhere in my house fr om when
sound correct.
I was a child.
1 a board game 1 a board's brame 2 Thc (girll toy 1 section) is ovcr
2 a childrcn's toy 1 a children toy thcrc, just on thc right.
3 a pack cards 1 a pack of cards 3 The government found (traces
4 a chess piece 1 a piece of chess 1 iead) in the toy soldiers and took them
s a doll house 1 a doll's house all off the shelves.
ti the bathroom floor 1 the bathroom's Aoor 4 We gave all our old toys to a - - - -
7 the house front 1 thc front of the house (shop 1 dJtWity).
s <1 lifetime's work 1 a lifctim e work s This puz:de wasn't easy to solve. It took
2 Read the rules in thc g-rammar box. _ _ (wtrrk 1 tbree days).
Find other examplcs for cach rule in the 6 H is hohhy ís making (model/
exercise above. planes).

We use noun + noun for commonly Speaking

accepted compound nouns wh.ich refer to 1 Did you collect any of the following
familiar things, where things as a chi ld: toy soldiers or action
• the second noun shows the main class figures, dolls, starnps, marbles, cards or
of noun (eg shop, glass) coins? 'lell a partner.
• the first noun fun.ctions as an adjective
(eg ?rtUSic shop 1 clothes shop, water glass) 2 Read the quotation below about why
We use noun + of+ noun people collect. T hen choose three of tbe
• where no common compound noun questions below and discuss.
exists (eg centre ofthe Eartb, cohur of • Do you know anyone who has a
the slry) collection as an adult? VVhat do
• for units and parts (eg a gJass ofwater, they collect?
a piece ofpaper, a group ofpeople, a slice • Do you agree that collecting things
ofcake) is about love?
• for certain fixed expressions (eg the • Are collections a waste of time
back of tbe room, the middk ofthe street, antlmoncy?
the side ofthe building) • If you had thc moncy to indulge in a
We use noun + 'sls' + noun collecrion, what would you collect?
• to talk about possession (eg my son 's • Does gender play a role in
toys, the country's president) collecting? Js collecting
• to show the user or origin of the noun more of a man's
(eg gírls' magazi11es, cow 's mi/k) thing ora
• in general measurements of time woman's
(eg a week's holiday, today's weather) thing-?

(D Grammor focus - explonoti on & more

proctíce of compound nouns on poge 136
 Small
Por! 4

R-Jing & Ll\1 runr¡ 3 Read ag;1Ín . .r\rc Lhe scntcnccs trur;; ('/') or
Reading and Listening
The God of Small Things t~dsc (/")? l•:xplain why.
1 Thcrc is ;J S<lying in English: 'Chihlrcn 1 Thcre wasn't an cxacL momcnf' th;lt Eslha
Pronuncifrlion should he sccn <llld nor hc;ml.' \Vh;ll do you stoppcd l<ll king.
Weok ond slrong form5 think? \Vhar would you rh ink if somconc 2 Estha's silc.:ncc was problema Lic.
s:1 id this in yon r culture? 1n what coutcxls is :\ Pcoplc noticed im m cdíatcly tl tll l l •~stha
Vocobulory & Speo~ing sik ncc a g-ood or had thing in yonr opinion? ncvcr spokc.
quiot and silen'
2 ~ 1.38 Yo11 :1rc g'Oing to rc;1d ami listen 4 h seemr;;cl that J(sLha's sikncc was ttOl jtlst
(O <111 CXtr<lCt rrom an fndían novel cdkd a p;1ssing phasr.;.
'f'b t~
Cod ofSmlfll'f'bingJ :1boul a vcry quict s llis pan~n t:s kit awkward <11 first about
pt:rson. Rcad Lhe exlTact quiddy nncl answcr wh:lt ht: did ~ t home.
6 \Vorkt:rs in thc market wcre unkind
thc qllcstions.
to Esth<~.
1)o wc know why Fstha is quir;;L?
2 ls he SlllTotmtkd hy cpti ct peopk in his 4 \iVorl< in pnirs. Discuss thc questions.
c..:vcryday lifc? Civc rc1sons (~ , .. ymtr :mswcrs.
• \Nhat docs the tcxt su¡.rg·cst aboul why
l~stha stopped 1~ lking?
• Do you fcd comfort;¡hlc or uncomfort.ablc
arouncl vcry quiet pcoplc?
• C111 you imagine not hcing ahk to spe:1k'
In what w:tys would it :1 Ffcct your Jife?

Pronunciation
1 • "1,3.; Listen tu Lhe li rst pflragraph
of the re;Hling tr.;xt <lg"<lÍn . 1low are the
following wonls pronounced?

a/an and as for of that to

VVhat sound do yon hr.;;Jr?

2 Are thcy pronouncccl more slowly or
mon: CJHiddy th<ln ot.hcr wonls?
:l /\re rhcy saicl more quiedy or more loudly?
4 \Vhal sorl: of words are lhcy? What is
their fun c:t ion in the sen ten ce?
2 \.Vhal i:; thc 'strong' pronnncíation of
thcsc words? Whcn ís it usecl?

3 These worcls follow the snmc

pronuncialion rnlc. \Vhat are thcir wc~1k
and strong forms?

at but from than them

4 Pn1ctisc rcading the final paragr:1 ph of

lhc rc;Hling (until 'cusLOmcrs') toa pnrtncr.
1,islcn ro your panner ancl corrc<.:t his/hcr
prnnunciation of these words if nccessary.
 Glossary
pinpoint (verb) - flnd
out exaclly
blend lnto (vettl)- become part of
mediocre (sdjective)- average
earn one's keep (verb) - work for food and
accommodation
clamouring (verb)- shoutlng loudly for something

Vocabulary and Speaking l'm lookíng forward to retiring and living

a quiet 1 silent life.
1 Without looking back at the text, can you 4 Vo you have a momcnt? l'd likc to havc
remember how to complete the following a quiet 1 siient word.
phrases about Estha? llow could you explain s You h:~ve the right to remain quiet hilent.
the phrases in italics in another way? 6 Can't we have a tnOlnent's peace and
Estha had the ability to blend into the quiet 1 silent round here?
b- 1 I'll tcll you, but ple~se keep it quiet 1
l It was as if he had nm 01-lt ofC- - - - silen t.
and had nothing 1 tv say. s Just betwccn you and me, he's been doing
3 F.stha 's sil en ce was nevcr an n _ _ __ some other work on the quiet 1 siknt.
silence. 3 Look at the scntcnccs in ex.ercise 2 again.
2 Look at other sentences about quietness • Decide what thc context is of each
and silence. Choose the right word to sentence: Who could he spcaking·?
complete the phrases and expressions. Who to? About what?
Use a dictionary to help you. • Work in pai.rs. Choose one of thc
1 What's wrong with you? You've been sentences and write a short dialogue
giving me the quiet 1 silent treatment containing this sentence. Act out your
all day. dialogue witb another pai.r. Pay attentíon
2 Everyone fell quiet 1 sile-nt when the hcad to the pronunciation of weak sounds.
teacher entered the room.

Sma11Unit3 G
 longuoge focus
1 Complete the story openings with a suitable word.
Then compare ideas wíth a partner.
1 llave I ever told you about my .6rst day at school? l t was
so because I got locked in the classroom.
2 I had the most __ experience when m y parcnts
took meto Disneyland for my fifth birthday.
3 You'll never guess what Zoe did the other day.
She picked sorne flowers and gave me a big bouquet for
my birtltday. It was so _ __ _
4 1 must have told you about the time I wcnt ice-skating
Worm up with Lucy? It was absolutely because we kept
1 Work in pairs. Wllich of the sentences below are falling over all the time and couldn 't stop laughing.
probably sajd by a small child, and whkh by an adult? What 2 Underline expres,'lions in exercise 1 used to start
could they be talk:ing about? an anecdote.
Because 1say sol Now, don't let go. 3 Put the listeners' responses into four categorics: interest,
Can 1have a go? That's not fair! sympathy, gladness and surprise.
lt wasn't mel We'llsee.
Yeah. What a nightmare! 1bet you were
2 Tell a partner about a situati.on when ... You must have Right. worried.
• your parents wouldn 't let you do something wh en you been so annoyed. What a relief! Uhuh.
were a child. Fantastic! lt must have been Poor little thing!
• you or a small child you know did som edúng dangerous, How incrediblel awful. That was lucky.
naughty or amusing. You're joking! Oh no!

Listening
Pronunciotion
1 O 1.4o-1.41 Listen to two people teHing an anecdote
related toa small child. For cach one, make notes on ... 1 O 1.42 Listen to someone say Oh four times.
W hich one exprcsses .. .
1 what exactly the child did.
2 whlch other people were involved. a interest? h sympathy? e surprise? d gladness?
3 what happened in the end. 2 O 1.43 Li'itcn and repeat the expressions in Language
4 adjectives used to describe the experience. forns exercise 3 using the correct in tonation.
2 Listen to conversati.on 1 again and say who .. .
1 had bought the kite. Speoking
2 was happily fl.yíng the kite. 1 You are going to tell a short anecdote on a situation
~ had a naughty smile on h is face. from your childhood, eg your first da y at school.
4 hada tantrum.
Make notes on what sort of incident it was (weird, amusing,
3 Listen to conversati.on 2 again and choose the correct etc), where and when it took place, what happened and how
alternative. you felt.
1 Emily let 1 diJn 't let Alast;~ir run up the hill. 2 Work in pairs. 'Thke it in turns to tell your anecdote. As
l H e was lost for abQUt 15' minutes 1 more than 15' minutes. you listen, remember to use a range of responses.
3 Alastair had asked .wmzeonc for heJp 1 had been looking
for Emily.

e Unit 3 Function globally

 lndian English
by David Crystal

Many factors influence the way a regional variety of English Regional variation is inevitable in a country with
develops its character. Loanwords arrive from local languages over a thousand languages and dialects and a
- and the more contact languages there are in an area, the population of over a billion. Sorne varieties are reflected in
more loanwords there will be. The sounds and rhythms of colloquiallabels such as Hinglish (mixing English with Hindi),
these languages influence the way English is pronounced. Punglish (Punjabi), and Tamlish (Tamil). Bul the stylistic range
Local cultural practices introduce new expressions, and the and regional diversity of lndian English is far greater than
names of persons, places, and institutíons provide fresh these labels suggest, as can be seen from the growing body
idiomatic references. The longer English is established in a of lndian literature which increasingly represents indigenous
country, the more we find the development of local dialects usage. Gone are the days when everyone in a novel, from
and the evolution of a literature that proudly articulates its sahib to servan!, spoke standard British Englísh, and the same
culture in a dislinctive voice in poetry, plays, stories, and linguístic diversity is apparent in lndian cinema.
novels. When this happens, a 'new English' has truly come of
Many in India still see British English as the only 'proper'
age, as most clearly seen in the mature literature of American
English. At the same time, a fresh confidence is emerging
(as distinct from British) English.
among young people, and altitudes are beginning to change.
All these factors are presenl in India, which has had a longer We are still in an early chapter of the story of lndian English.
exposure to English than any other country using itas a
second language; and the words, idioms, rhythms, and
Glossary
grammatical constructions of lndian English have made it one
loanword (nnun)
of the most dístinctive regional varieties. Dictíonaries include
- a word from one
thousands of words expressing local myths and legends,
langu<~ge that is
arts and culture, food and drink, and fauna and flora (such as used in another
brinjal, the fruit of the eggplant). To take just one domain: road IMguagc without
travel. On the road between Pune and Mumbai there are signs being changed
that would not be found in other English-speaking countries, contact language
such as Do not criss-cross on expressway. Road in curve (no!ln) - langw'lge
ahead, and No 2-/3-whee/ers (2-wheelers are motorbíkes and which is created
through contact
scooters; 3-whee/ers are auto-rickshaws). No dictíonary yet
belween two or more
includes all such usages or identifies the differences that have
cxisting languages
grown up around the country.

\tVarm up Cnmuuar, languagc hnvs and pronunciation are three

factors th••t inHucnce thc clevelopment of' a region,tl
What do you think rht: words in Ít:llícs me;m? Choosc the v;~rícty of English.
COITt~Cl
optÍOll. 2 !.\. ncw v;tricty of lí:nglish ís f'ully dcvelopcd whcn it
llc's weari ng his new opl.im/.1·. produces :1 liwrmurc of its own.
" lrousers h gbs~c.:s e nngs India has a long history oF l•:n¡.>;lish as :1 seconcllanguagc.
2 M y brothcr ís olfl t{\'fftlúm thís wcek. 4 Tnclían l•:nglish diction;lries still do 11ot im:ludc all wonls
" out of town h feclíng nnwcll rclatíng to ro,ld travd.
e 0111: or the hospÍt<ll 5 All lndi;Jn films are in :-ot~mdard British English.
:1 Whm í~ your p;ood tlt/11/(:? 1. The ;lUtltor believes thar lndían Englísh will conrinuc

:o yo u r n ickn:une h your ll<llllc lO dcvdop.

the n;ltnc you likc 1110st
4 · 1'hís is the pcrfcct gíft idea tór your m:ttr lf.nt! detn- oncs. Speaking
" Friends ami faJ níly h ncig-hboun; <' co-workcrs
Choosc thrcc of tht: c¡ucstions bclow ;lnd discuss in
sma 11 ~roups.
Reading
or
• Are thcre diffei'Cill V~lrieti~::s your OWI) I:Htg-ua¡;e?
1 Thc abovc :1rc :tll English cxprcssions ttsccl in clífiCrcnt • Are varictics m dLJit:cts of <l langu~1g;c inkríor to thc
p;ll'lS of lnclía. Rc;td /udÍf/.11 l~nglirb ;liHIIind two more stand;m] vcrsion of a hlllguagc? \Nhy 1 \tVhy not?
cx;tmplcs. .. Wh;ll: do you think will ltappeu to Eng·li!ih ín thc nt:xt
100 ycars?
1 Decide if thcse ~t:ntcnccs are truc ('!') or b1lse (!'). Civc
• Do ymr think 1ndi<lll 1~:11glísh or othcr kínds of Englísh
rc:tsons !~Jr your ;Jnswcrs. l{cad t·hc t:c.:XI' agaín ;md choosc
will ~row? \Vil] pcoplc ;lround dtc world lcarn thc111 as
thc corTcct answcr.
wcll ;1s Bril ish or i\mcric~lll Englísh?

Global Engllsh Unit 3 e

 Linking ideas: controst
1 Where in the second sentence could you use the word
ho1vcver? \iVhat changes in punctuation are required?
How does the position change the emphasis?
Lasers are used in a range of fields. They are best known for
theír applications in daily life.

2 Complete the sentences using one or more of the words

and phrases in the box. \Vhat difference in emphasis, if any,
is there bctween the alternatives?

although but despite even so eventhough

however in spite of nevertheless while yet

1 J.aser technology is rclatively new, it is widely

used in many areas of life.
2 its recent devclopment, laser technology is
now widcspread.
3 nuclear fusion using lasers is not currently
possible, it may be feasible in the future.
4 Laser technology has 'a dark sidc'. , its benefits
outweigh its disadvantages.
s Lasers have a range ofbene.ficial applications. - - --
they also have tlte potential fo.r misuse.
Reading
1 Read Marina's essay on the qucstion '"What do you
Writing skills: gathering ideos
considcr the greatest scientific breakthrough of the last 1 Read a list of possible strategies for planning an essay.
50 years?'. Tick (V') the ones you would use, and add any others that
1 \Vhat is her answer? you might use.
2. Ilow do es she justi fy it? 1 Jot clown random ideas on a piece of paper.
2 Discuss the topic with other people.
2 Answcr the questions with a partncr. 3 Research the topíc in books.
1 How does a la ser work? 4 Develop your ideas in your head.
2 In which fields is laser technology used? s Research thc topic on the internet.
1 Which specific applications are mentioned? Which do 6 Use a 'mind map' (see page 41).
you consider the greatest? 7 Make a list of paragraph headings.
4 Do you think it is true that most scicntific R Arrange your ideas lmder paragraph headings.
breakthroughs have 'a dark side'? Give examples. 9 Write without planning.
10 Others - -
G Unit 3 Writing
Example of a mind map
importance
lmproving your reading efficiency
1 Read sorne str::~tegies for itnproving your reading
cfficiency. Two of these can often be unhelpful. Which
are thcy? Check your ideas on page 131.

* Know why you are reading.

* Ask yourself questions or predíct the content
of the text befare you read.

disadvantages * Look up unknown words in a dictionary as

you read.
2 Compare your ideas in small groups. What are the * Engage with the content of a text by questioning
advantages or disadvantages of each onc? \Nhat procedure or summarising itas you read.
do you nonnally use? * Read aloud to yourself as you read.
* Try to guess the meaning of words from context.
Preparing to write * lf you want to find the gist of a text, try reading
\i\lith a partncr, choose one of the alterna ti ves in italics and the first line of each paragraph.
díscuss the llucstions. * Read selectively - do not feel you always have to
\Nhat is thc grcatest scientific bn:aktbrougb 1 invemúm 1 read every part of a text.
politícal acbievement 1 mediad advant·ement 1 mu.ríc pbmomenon * Use the title, headings and visuals to predict and
of the last 50 years? guess the gist of a passage.
• How would you assess your categ01y? vVhat criteria
wonld you use (eg impact, popularity)? vVhat possihle
* Try to read to the end of a sentence without
going back too often.
answers are there, and which would you choose?
• 1Jow could yon define your chosen alternative? * Move your finger from top to bottom to
What are the applications and benefits? encourage your eye to move on.
• \Vhat problems or disaclvantagcs are there? * Highlight or underline keywords, not unknown
• What are the possible fumre clcvdopments? words.

2 Which three strategies do you think could heJp you

• lt is undeniab/e 1 undoubtedly the case 1 probably true to
personally thc most? Discuss with a parmer.
say 1 simply not true that ...
3 Rcad 'Improve your reading speed'. Follow the
• There is no doubt 1 sorne truth in the claim that .. .
instructions and calculare your speed.
• lt could be argued 1 must be remembered that .. .
• 1personal/y belíeve 1 lt is my view that ... lmprove your reading speed
Take a text that is typical of the kind you normally read,
Writing and read it for exactly five minutes. Then count the
\Nrite your essny using· each of the questions in Preparing tu number of words you have read, and divide the total
wt·ite as the topic for a parag-raph. by five. This will tell you your average reading speed in
words per minute. An average natíve speaker can read
at 200-250 words per minute with 70% comprehensíon.
Keep repeating the process as you try to improve your
readíng strategies to monitor your speed. Remember
that you should be able to understand most of what
you read as weu.

Writing & Study skills Unit 3

~H:P~ing & R...oding

Gonder diffcN!nccs Spec::! kiro~J «Jnd ~h~n cl i ng

Tho M)rlh ol Mors 1 \Nork in p;1irs. Rcad tiiL' tiLles 11f 1 Re;ld ;\ Sllllllll<ll·y of thc Lexts. · 1iv1> of thc
and Venus somc bcst· selli ng ~clf-h d p books allon1· thn:c np1icms in iralics are corrccl in c:wh
di ITcn.: nccs betwecn m e n :md WOIIH; n, :md case. Ddctl' 1he incorrcct al terna tivc.
Vocobolury & V.Ju1tng discus.<> wh;lt they could h<: :lbout.
Theory ond researth In The Myth of Msrs and Venus, Camercn
• A·t,·n r1rc from .lltfn·, H'lm11.·n 11-n: Ji·om (/(·¡ms
¡.·;m ]11.r1 /Jou't Ui!dc·JY/tmd (1) debunks 1 expounds 1 refutes the
llw.niny theory that men and women commumca1e
.. vV/~y ;1;/i'/1 /)1)11'1 /.i.l'/c:JI rmd ltVmnm Can 't
Communication dlfferently. Her basic (2) dogma 1 premlse
N.(·tfd :'\i/lljil'
problems 1proposition ls that there are mora
:: R~.:ml ~~q r:JCrA fro111 ~~ bonk Ul llccl simllarltles than differences between the
·¡ Z~t· Mytb uj'!\!fmx mul H:nus by 1)chor:lh two sexes. She (3) challenges 1 takes lssue
Modols: longuoge ( :am<.:roll 011 page ·H in which slw with 1 verlfles the received wisdom that
hmctions s um111ariscs ~ome of rhc th\.'(lr ics in dH: men and women are from different planets.
huoks in cx~.:rc is~.: J. H ow rruc ;lrc rh\!sc Accordtng to Cameron. this cla1m (4) does
Lhcorics, in your e:xpericnc:c' not stand up to scrutiny 1 is nota sweepmg
generalisation 1 cloes not hold water. She
3 ~ow t"C<Id cxtr:lct·s [~. 1) ¡:rom tlw hollk. argues that research (5) shows 1indicates
\Nh:ll: is thc lll)ith or
:Vlar:-> :md Vt:lltiS, 1questions that, (6)/n practice 1in fact 1
;lccon ling to Ctlm~ ron ? Dot·s sl1e gclh~ l'<llly in theory, men and women are very similar.
:1grc<: 01' dís:1grce wi1h dH.: daÍll lS qj' Lhe
sdr- hc:lp books?
2 \;\frite a fc.:w Sl:lltCIICl~S ci l hcr t·o Sll)l)llll't

4 Lonk ag-a in <H 1hc words an d phr:lst:s or dehu nk o nc of these theories.

high ]i~h rcd Íll tiH! 1CXts.
\tV hidt Sll~g'I:Sl .. tvkn h:wc ht·tter !-ip;Hial ;1w:1n:ncss
th:ll: ... ( h:111 WOillC ll .

this is th~.: \vriLer's pc.:rson:d hc..:licP .., \-\'cllncn :1rc 111or~.: ~.:tnoLional tl ~<m mc.:n.
l 1he writcr di~hdicvcs or di!iapp rovcs ·• \.Vomcn :l rc hc1t·~.:r :1t looking ;1f'1 c:r
of'lhis? ehild ren 1han mcn.
J th1: wri !'cr h;IS <111 open- minckd :JttÍLudc? i!· l~ ecHl your iclcélS ro ~1 p~1rUH.;r. ll cn.v f:1r do
5 l ' ind pL1ces i11 tht~ \.cxrs whcn:. C<IIIWron Lhey ;lgTcc 1 di~:1grcc, ;md why?
c..:xprcsses rhcs~.: views. For which cloc..;s s hc
rcfer Lo evidcncc? U~áen ins
1 Tlwn~ :1rc no signific::1111: ditTcrcucc.o; in '! G 2.01 l .istc n to :mother c:xtr;H.:l in
the way 1nen aJHl \VOitH:n use langu:1gc. wlticl1 C1mcron describes how Joltn ( ; r,¡y
2 lt i~ nottrue that IIIÍSuntkrs!'anding-s
(thc writcr of i\ilc:n '"''' fimn iHm:r, /t/l(nmn
betwet:n t he scxes :1 r~.: vt~ry cnmmon. m·c.fhmJ 1/r.·mt.r) , suggt:sls how wotHCII liVoid
.Peoplc tcnd 10 describe ¡.fJ.;ll\linc conllicts comnllm ication prohkms. :\·hh: notes 011
as colnuwnicat ion prohlctns. 1 he qucsrions.
4 ( :ouliiiUnicHinn c:111 hrc:1k down heC<liiSC
What advicc does Crar give?
ur l h<.: li llljt:llions or langu;lgc. 2 \.Vh;ll: is Camcron 's response?
.'vl os\ con H i ~.:t,; befwcc n lll Cl l and women
3 W h;l1: poi nt ís ill ust nned hr 1hc cxamplcs
;lre not due to b ngna~c di tfcrenccs.
of 1he l.r:1sh and thc ketchup?
4 VVhal is di ffcrcnt about her p;ln~n l s'
gcner:Hion :llld co uples tod;ly?

2 \:V'ho <lo you :1grc~ \·vith n1ore - (:al ll c..~ ro u

or C1':1y? Why~
 is a British linguist who
Grammar
is currently Professor
1 Choose lhe corrcct function to dcscrihc 2 \Vork in p airs. Disc.:uss tbe differenccs in of Language and
cach of the sentcn<:cs hdow. mcaning ancl register (direct.ness, formality) Communication in the
among the verb~ in bold. Engllsh Faculty at Oxford
complaint about an annoyíng habit Unlversity. She has written
making a suggestlon offer promise 3 \.Vith your partner, think o f dífferent ways severa! books, including
recommendation request to cxprcss thc ideas below in a more dircct The Myth of Mars and Venus.
way nsing <1 modal verb.
request for permission
suggestion of moral obligation This room is very untidy - can you tídy

unenthusiastic suggestion it, please?

You might clear up thís mess!
1 It's mld in hcn;.
Cmz 1 S hall Tgct JMI a glass ofk-"'mnUI.de?
2 I clo n't fccllike staying
2 You real/y should 1 mwt see that film.
in toníg ht.
J Can 1 Wi/l 1 Conld 1 WMtld you empty
3 I'm fed np with doing lhe
the dustbi11?
wash ing-np all the tin1e.
4 Shall 1 Should 1ve go out for 11 pizw?
4 Yon look busy.
s Can 1 Could 1May 1 Might 1 use
5 l wish someone would an swcr
)'OLW p!Jonr:_?
the phone.
6 You will kcep inte77'upting me, tmd yrm
won't listen. 4 Choose two or tbrcc of thc
7 You should 1 ought to 1 cou/d 1 might 1ines and improvise <:onvcrsations
apotogisc! around the scntcnccs in c.:xcrcisc 3,
R We may as well 1 might as ·well go to using a range of modal vcrbs.
the únema.
'.1 1shall 1 l'll givc yrm a ring tonigbt. @ Gramrnar focu.s - oxplouotion &
more pwctice of modob: luttHuuo<·:
funcJions on p CJge 138
 •
4 Theory & P cttce
~~~~~----------------------------------------------------------------------~=
Porl 2

Cinc m u
Vocabulary and Speaking Reading
1 vVrite thrce questions abont thc cinema 1 Heélcl thc two opinions bdow. Do you
and films. \iV<>rk in p<l Írs ancl as k and answer agree with cithcr of them ? \iVhy 1 Why not?
Dogr>1e 95 your questions. • Films toclay are so fnll of spt:t:ial effects
ami technical wi;c,ardry th<Jt nothing can
2 Rcad the following film dcscriptions
suqaise or mna7.c us anymorc.
Motluls of obligo!ion below, ignoring thc gaps. \Nhat genrc is
• Spccial effeccs toclay allow fdm-makers LO
Post modal forms
each onc? G uess thc.: films' names.
creatt: ncw and exciting experienccs for
3 C omplete each gap in thc tcxt with thc the anclience.
appropriate wonls from the hox. 2 Head tht: tt:xt abont D ogme 95. llow
A manifusto
could you sunnnarise this thcory or
adaptation box office budget cast
tilm-making, and what ís thcir vicw of
digita11y nominated props score
spccial effect~ ?
screenplay seque\ set sets shot
s1ars 3 Which rules did the films in Vocabulary
and Speaking t:xcrcise 2 b reak, and how?
4 Tdl '' partncr <lbout a favourile film, using 4 Read a <JU<>tation about thc man ífesto
somt: of the vocabulary from exercisc 3. from 'fhomas Vinterberg, a Dogme C)5
director, anc\ answer the qncstions.

Strangely, the strict set ot rules we set

Film firsts include ourselves have tumed out to be a ralease,
The To/1 of tite Sea (1922):
a relief and emanclpation almos t. The
lirst in colour; The Jazz strictness or the rules hava not hindered,
Singer (1 927): first with
Filmed in black and white in but on the contrary, have encouraged my
sound; and Star Wars imagination. When adding a musical score
Pinewood Studios, this classic thriller
IV (1 977): firs1 with 3D was suddenly prohibited, this resultad in my
was directed by Alfred Hitchcock and
computer-generated film Festen - T/!e Celebration - being filled
the Osca,.e- _ _ actors
images. with people slnglng. lt carne allve.
Trevor Howard and Jean Simmons.

All of the _ and costumes • Docs the srar.emcnt surprise you? What
for this epic blockbuster were manufacturad by crew do you thin k would be the merits and
members, and the scenes of Ancient Rome were downsides of lll<lking; a film accorJing to
over a period of 19 weeks in Malta. A 15.8 m replica of part r.hc guiddines?
of Rome's Colosseum was used, but images of most of the • Do you gcnerll lly prcfcr H ollywood or
building were added indepenclcnt úlms? v\'hy?
• D o you agrcc that, in general, ru les can
_ ___ in the South Pacific durlng the period of the Second
provicle :1 scnsc of ti·eedom and relief?
World War, and filmed in Ibiza, the film íncludes the use of coloured
filters during many of the song sequences. Many of the songs in the 5 You are going to re<ld and Jiscuss two
original _ _ have now become classics. rcvit:ws of a Dogmc fi lm. W<>rk in pai rs.
Smdcnt A: mrn to page l 2H. Studcnt H:
This popular children's animation was completed on a $30 million r.urn to page 130.
_ _ __ , and with 27 animators using 400 computar models'to
anímate the toy characters. A huge _ _ hit, the film was so
successful it prompted a , released in 1999.

Fans of costume drama willlove this of Jane Austen's

181 3 novel, with a written by Andrew Davis. The
includes Colin Firth and Jennifer Ehle.
Ur. ... Tht:OI)'
 In 1995 fNstrated with the techniC81 waardry of modern
c1111ema a group of independent Damsh d1rectors set out a
manlfesto, called Dogme 95. which included, a set o~ rules
about how f1lms should be made Thetr a•m was to provide
i.!P.IIILeJ:!DDI:..ux-fdm ~WOI1<ing on a low budget that
Grammar )Vot.t:i llow them to QQ!Tlpe1e w•Jfl Hotl)'yiood films Sorne
1 Ddctc thc inco rrcct altcrnativc Í ll c;Jeh of the most famous filtns made accordtng to these rules wera Festen (7he
si:Ht'll tc nr ahour DognH: 1>S. Celebnltlon) (1998, di~ by Thomas Vmterberg) and ltalian for Begi111J81S
(2000 clrpcte{l tw Lone ~herfig).
F'ilmi".!!.' i'!l/1.1·tu 't i mu't 1 drw.1·n '¡ /un;~
lo ¡,,},·!' ¡•l;tt'e i11 rl ,·w dio.
1.l·/h11J· J1ccdu '¡ 1 don 't ll<'f!d to 1 111 U.l'/11 '1 í
tlrnr't bfl'll<' to brJilwl'lf 011 llc'rtdenzy
J) 11/lllji/m.
,. ¡\ II!Si< can 1 'lllll.l'f 1 1111~)' In• //,,.,.,¡ j¡¡
tbcJihi!J'.
d Film.•· 111 1/.l'l 1 shonlt/ 1 bm:t• lo lw ..·bol
¡,¡ .-,,fow:
,. F ih1u sboult/11 't 1 m u 't lwfih!l,·d
in .;l idtl (l'l'<'ll.

2 W h ich scil\(~tH:c~ ~ug!,!:t:S I t h:1l SOIIH:rh ing

IS ...

forl l Í( ], len? ~ nc~c ·css:1t')'?

allowcd? 5 11 11 1H~<'CSS:I ry?
.1 tlc.:sirahle?
3 v\'h ich o f tlw .~t:IH!' IH'<~S bd ow would be 5 Cnm pl<·• e
th~ SCll(t:ll('(!
said ]¡y l'IH: prod11n:r o f tiH~ 111:1 nífcsro, :111<1
Of>C..:IH..'I'S Í11 tiH.'
whic:h hy sonH~onc n:port ing tiH: m :mi l{:st·o::
gr:llt111l;t r l1ox i11
Why?
cxercise '1· tiJ write
Thc li l111s ntusl he nuc.lc on 1oc·;1 1ion. 1Tt.IC SClli'CI H.'l'S ;tiJoul'
'l'h(: li l111s l1;1 Vl' lo he 111;1(].: on loc:lt i 011.
rccl:nt· ;lCt'Ív i t'Ícs , cg 1 lwd
4 L ook :11 tltt·se s<:rttenn:s usín!! p:1st to write él report lélst night'.
IIHl<f:lk \VIIicli o f th e.~é sc r ll C II CI~~ Í m p l ~·
1h:lt tlw pe rso n ... l~c:H I yo11r s<:n tcnn:s ro ;¡
p:HTna. Your p:trt ncr shmrld
did SOiliC'thing- ll ll llCtTSS;try?
:1sk q rH:srions.
2 l'~~gn;ts IIOt do ing SOIII<.' t h illg'?
W<1s ohlip:cd ro do so111dhing ? (!) Gra mmar focus - explonotion & more
" 111:11t aged ro do somcl'hi ng? procllce of modofs of obfigotion ond J)CISI
.~ t~SCólpcd :111 111111CCCS~:li'Y 1';1sk? modal forrns on poge 138
r. tnissccl ;1 n oppü1'11111 iry?
Writing
1 b(f(/ to /mol: t i.-1-·cr.,· i11 tlthit i/((: .
1> 1 dirlu't bm'c to 1 \Vurk in pairs. l.>csign a II Ja llif·(.~~ l'o wirh rult:s :tnd
,. llPtJ:,· ahiL' lo guiddine.; fi>r En r~l is h lessons. Use a ra n~e l)t modal
.1 l11t•erln 't. btn.'l' hliol.wl tid·t·t~· 111
n:rhs, a nd :111 jedives i nd utli n~.fi,t·bitltf.:,¡. probi/Jitnl,
,¡ , {¡ 1¡/1}¡'('. ;t/hm>tt!, flt'l'l!lifl,·d :md (tm ),mxpm/Jir.
,. 1 nJIIid btn·e Stuclents should ideal/y talk in English ciuring the whole
f 1 sbould buvt• lesson. 1 Use of the mother tongue is forhirlden.

2 Rc:HI your lll:lnifcsto ro ;lnndlCr p:1ir. Th cy sho11ld

s;1y how F:1 r rhey :1gn:c, and why.
Theory Unll 4 O
Port 3

S¡roukma
Speaking 2 Rcad Wbrtle.-o::acliv is El SiJt¡:mll? on pag·c
Skilla
47 ;me! dt0<.:l< your ¡;rcdictions. \Vhich of it:s
vVorl.; in pairs. D isc.uss tht:: qtJCStions ;lllOnt aims ;lnd :n:hicvcrnents <lrc mcntiont.:d, <11Hl
Roodug
rhc differen t skills hdow. which do you consider the most i tttJ X>rl~l n t ?
El5iJtcma
cooking driving learning a language 3 Rc:HI .i'vfu.ric Pmdicc in¡;;¡ Si~'tL"/1111 by the
Grommcu
playing an instrument reading musicia n Jon;lth:rn Covías, all(l choosc the
Dorermlners
riding a bike swímming corn:ct :¡ ltcrnativc. Find evidencc for }'Ollr
using a computer choice in thc rcxt.
1 Training :H H/ Sil'tcmrr is offered n:grmlles.1·
• What do VOH think is the bt:st ;1g·c to of'/ onrhe lmsi.1''!/'musical <lhility.
karn c;H.:I~ of thc sl.;ills, <llld why? 2 Studcnts normal\y practisc cVI:I)' dt~)' r~f'rbc
• vVhich skill woulcl you (or did you) <l'cek 1 iu 7tÚ:n:d (lbili~y gnmps.
personally íind most rcwHding or 1•:1 Sistcmtl is innovat:ivc l>ecausc o f
frusrrating to Jearn, ;mcl why? irs c mph:tsis o n inJivid11ttJ tltlention 1
• W hat ;1 rc thc bcntfr rs of coiJcctive :md Lcmmvork.
individual practicc, in your op in ion? 4 Cnmp;lrccl with trnditiuna l music
l low h:tvc you pcrson;1 1ly bcnditted tn\ini ng;, pr:tcticc is C<lrried out more
froJJl l::<lch? fi·et¡ll.c:nt~)' 1 lcssfiTtft/1'1111)'.
Th.c pracr.icc scht:dtdc <tllows st:ndc nts to
Reading /l7'ogrc.l'.l' tmwc mpidf¡, 1 diminrrtc t:I"'"!I'IJ.

1 Loo k ;ll 1he photos bel ow, ;m e1 thc 6 Priv<ll'c l ~ssons :trt: g-ivcn tu 1·c:r/t1Í11
quotatioJJ nhom El Si•tmw. \Vhat do ynu .l't"fttf('7/f'.l' / L"Vt:I)'OllC CIJIIIIl~)'.

know, or c;tn you gucss, ;~bon t what 4 Fincl w()rds or phrasc..-; in hoth l'cxts with
¡.;¡ Si.rte-1mt is? thc ~i>ll ow i ng mcanings.
innov;Hi vc (t:cxt 1)
An orchestra is a community where the
2 cxtrc111 el y poor ( tcxt 1)
essential and exclusive feature ls that
.1 skillcd {tt~x l l)
it ls the only communlty that comes
4 publicly prai:;ed (tcxt 1)
together with the fundamental objective
.~ totally t:.l ~t: inated (tcxt 1)
of agreeíng with itself.
6 mocld or sy:·i\em (!~:xr 2)
(José Abreu, the founder of El Sistema) 7 from the start (text 2)
¡¡ temporarr b ilures (text 2)
1 What exactly is El Sistema?
Hailed as 'ground-breaking', 'a music miracle',
'the future of classical music' and 'the most
extraordinary social phenomenon of our
times', El Sistema is a unique programme
of musical education founded in Venezuela
in 1975 by the visionary former economist
José Abreu. lt has been subsidised by ten
politically divergent governments and has
offered free musical training to over 800,000
children and young people, 90% of them
from impoverished backgrounds and some as
young as two or three years old. lts aim is not
primarily to produce accomplished musicians,
but rather to make a positive social impact
through the pursuit of musical excellence. And
not only has it produced internationally renowned
performers and conductors, but it has also been
linked with a marked reduction in drug addiction and
juvenile delinquency, and improved school aHendance.
The life-affirming vitality of its orchestral performances,
which has so mesmerised audiences around the world, can
be traced to one of the principies at the heart of its training:
Passion first, refinement second. Music is meant to be fun.

5 From what you h<lvc rcad, do you thinl< 2 Rcad thc scntcnccs and
El Sistmut descrvcs the ckscriptions in lines answer thc c¡ucstions.
1-4 of tcxt 1? vVhy 1 \i\Thy not? " ·rhcrc isn't any time. /Thcrc is no time.
h lle doesn't have a mtor. 1 T-Ic has no mtor.

Grammar " 1don't líke cíthcr piece of nmsic. 1 I líke neirher

piece of mnsic.
1 Rcad about dctermincrs. Thcn choosc the
d J lave ym1 gor tmy books 1 booh 1 somc books?
bcttcr alternativc to complete the scntcnccs.
e lf you have tmy t.ime 1 time 1 .~·ome thne, come to
rhe concert.
• dererminers include n(u), tbe, tbis, tbm,
encb, I'Ve1J', sumc:, no, rmy, útbe1·, ncitber, Which ahernative in a-e is slighdy more formal
one, rmotfm· ,md possessive adjectives :md empiHtic? José Abreu: founder of
(eg my, bis) z vVhich alternative in d-e expresses <l more El Sistema
• eacb, every, eitber ami m:ither are ncg~ltive idea?
followcJ by a sing-ular vcrb
3 Read some st.nements abülll practising· mus.íc
• eve1:y mcans 'al/, used.fiw thn:c unnore ';
and add determiners where appropriate (more
e11cb mcans 'two m· more, ·wbt•u seen
rhan eme altcrnarive may be possiblc).
ff.•· íudividunú'
• uncounrable and plural nouns can be 1 With tr<lining and time, student can learn to
used withom a detenniner, lmt sin!,"lllar pby instrun1cnt.
nouns must always be preceded by 2 Iris good idea to find regular time day
to practisc.
a determiner
l Stndent can makc progrcss without instructor.
1 ,11~y 1 No
studenL is turned :nvay hccansc 4 Pracrice nor effort can compensate for lack
of lack of resources. of talen t.
2 11uy 1 No student can artend, regardless of s Individual has different Jearning curve.
their ability. 6 You need discipline or perseverance, and
J 1<:ve1:y 1 Ertch studcnt in Vcnczuehl has the prctcrably both, to succeed.
opportunity to join. 7 lt is good idea to practisc with student so you
4 l\very 1 Ertch stuclcnt is assigncd to one of can cncourag·c cach, and correct eme.
the núcleos. 4 Work in pairs. Discuss how far you agree or
.s St ndcnts can start wíth eitber 1 neitber a disagrcc with the starements in exercise 3.
wínd instrumcnt ora string insrrument.
r. k'itber 1 Neitber instrumcnt is bttter than @ Grammar focus - explcmolio•1 & more::
thc othcr. proctic:e ol derr~rminer5 on pCl(JfJ 1:1n Pr<.tclice Unit "1 G
4 ory & Practice
Part 4

Speoking
Small talk Speaking Pronunciation
1 When you meet someone for thc first 1 ~ 2.03 Listen to the sentences ami say
ProniJnciCltion
time in your country, which of the topics whether the intonation on each question tag
Question tags of conversa don hclow do you norrnally goes np or down.
t:1lk ahout ? Are any of thcm taboo in your 1 Lovely weather, im't it?
lis!euir19
culture, an d if so, why? 2 We've met befare, havm't wc?
Pygmalion
1 Yóu're from Nlexico, arerz't ymt?
politics relígíon the news
Speaking 2 \i\lhich of the tags in exercisc 1 rneans:
the weather your age your family
Accents
your health your job your salary " T'm almost certain.
b T'm not sure this is trne.
fxlt'f!<l youo vocabulaoy
2 \Vhat other tapies might you discuss at e Tknow this i..<> true, but 1 want to engag'C
Similes
a party with people you do not know well? you in convcrsation .
l n what othcr sorts of situations do yo u Listen again and repeat the sente11 ces.
norm ally cngage in 'slllall talk'?
3 \Vork in pairs. Make questions and
3 Read thc exchanges be low. How do comments using some of these tags and thc
the 'a' r esponses brea k the 'ruks' of ropics in Spcaking exercise l. Your partncr
polite convcrsation? should respond.
1 Lave ly wca ther, isn 't it?
n Tdisagrcc actw1lly. aren't you? don't you? haven't we?
b Yes, bcautiful. Let's hopc it stays isn't ít? isn't (s)he? wasn't ít?
like this.
2 Do you come hcre often? 4 Choosc two or three exchanges from
a No. exercisc 3 and improvise conversntions with
b N o, o nly about once <1 m onrh . n partncr.
.i\nd yourself?
.l How are you doing? Listening
a I've gota terrible hcadache.
h Not too bad. How about you? 1 ~ 2.04 Rcad the infonnation about
George BcrnarJ Shaw and his play
4 ~ 2.02 W ork in pairs and think of Pygmalitm. T hcn listen to the íirst part
poli te ways to respond to thcse conversatjon of a scene from thc play in which !Jenry
ope ners. Thenlisten to thc cxchanges Higgins and his mothcr are discussing her
to compare your ideas. 'at-home' party. Mark thc statcments
• Great party! truc (T) or false (F).
• llave we mct befare? 1 Mrs Higgins is pleased that H cnry is
• Hi, I'm Marina. coming to her party.
• ,\by I jo in you? 2 H cnry contesses that he has fallen in love
• Do you mind if 1 with Eliza.
3 l~lí7.a comes from a differem social dass
from H cnry and his mother.
4 llenry has ordcrcd Eliza to talk only
about the wcathcr.
s Henry is trying to tcach Ellza to talk and
act like l1 duchess .
6 Eliza is rnH king gooJ progrcss with
her practice.
2 • 2.05 Now listen to a La ter part of the Speaking
sccnc, in which guests (Mrs Eynsford Hill,
ht:r daughter Clara and her son Freddy) In the play, Eliza was trying to lost: her
regional Cockncy acccnt and learn standard British
arrive for the party. Answer the questions
English pronunciation (also known as RP, or received
beJow.
pronunciation) so that she could sound more 'upper
1 How does Eliza managc thc class'. Discuss these questions with a partner.
conversation?
• How acceptable are regional accents in your
2 Does she stick to the two topics
country? Do you have an equivalent ofRP?
of conversation?
What happens right at the end of • Does the pronunciation of young people diffcr from
that of older people? In what ways?
the sccnc?
• Which form of English pronunciation have you
3 Complete the sentences with the correct learnt? Which form would you likc to use when you
preposition. Who said each one, and in speak, and why?
what contcxt?
1 Besides, I've picked a girl.
2 I've a sort of bet on tha t I'll pass he.r
- - -- as a duchess in six months.
I started on her some months ago; and 'She's getting on like a house on fire.'
she\ getting like a house 1 Circle the correct alternative to make familiar
comparative expressions (si miles) with like.
on fire.
1 1felt llke a fish out of water 1 a lemon in a bowl of
3 She's to keep two subjects: the apples on my first day at school.
weather and everybody's health. 2 l'm like a bear with a sore head 1 a /ion with 8
4 Tf 1was doing it propcr, what was you broken paw if 1don't get enough sleep.
laughing ;¡ 3 1have a memory like a broken computer 1 a sieve
when it comes to remembering dates.
4 . . 2.06 Listen to some short cxtracts to 4 1always sleep like a log 18 stone after l've been
check your answers. working out at the gym.
5 1was shaking like a plate of jelly 1a /eaf when 1
5 Which of thc following enclings to thc took my driving test.
play do you think is a) more likely, b) mort: 6 My boss smokes like a bonfire 1 a chimney.
satisfying·, e) more realistic? Why? 7 He takes no notice lf you tell him off- it's
like water off a duck's back 1 talking to a
• llig-gins wins his bet and marries Eliza. sleeping efephant.
• llig·gins wins his bet and Eli7.a decides to 2 Which of the alterna ti ves do you prefer? Can you
marry Freddy. think of better altcrnatives? Do you have sim.ilar
• Hig·gins loses his bet and Eliza returns to expressions in your own language?
her family. 3 Tell a parmer about personal experiences using some
of the similes.

Practice Unit 4
 Language focus
1 Which of these ways of asking for repetition is
not usually considered poli te? Which have you heard
most frequently?

Excuse me? 1beg your pardon? Pardon?

Say again? Sorry?
Sorry, could yo u repeat that, please? What?

2 \Vhich of thc following expressions indica te that the

speaker ...
Worm up a did not hear? h did not understand?
1 Work in pairs. Have you ever been in any of thcse
1 Sorry, you've ÚJst me.
situations wbere communication broke clown? Tell your
2 Sorry, can you speak up a bit, please?
partner about it.
3 Sorry, can you speak a bit more slowly, please?
• Someone was trying to explain a complicated idea or 4 Son·y, what does 'motor skil/s' mean?
process, and you couldn't understand. s Sorry, 1 didn't catch that.
• You were speaking on the phone and the Iine was bacl. 6 Sorry, 1 don't quite foiJow.
• Someone was explaining something important and you 7 Sorry, what exactly do you mean by 'disruptive'?
needed to ask questions to clarify their meaning. s VVhat, yo u mean he can 't write?
• Someone was speaking English fast or with a
strong accent. Pronunciation
2 How would you ask for clarification in each of 1 What happens to the pronunciation of the /t/ sound in
the ahove situations? the words in italics in Language focus exercise 2?

Listening 2 O 2.11 Listen and check your ideas. Then practise

repeating the sentences.
1 O 2.07-2.10 Listen to tour conversations. Match them
to the situations in Warm up exercise 1, and answer the
questiom.
Speaking
l Where are the people and what is their relatíonship? Choose two or three of the situations to roleplay wíth a
2 What does the person need to clarify in each case? partner, and practise asking fo.r and giving clarification.
1 One of yo u has just joined the dass and you are
2 Listen again and complete the sentences about
explaíning about the way the class and the school works.
the conversations.
2 You are on the phone making arrangements to meet a
Conversation 1 colleague. The line is bad.
1 You have to plug the cable into - - - - 3 You don't want to go on holiday with a friend, as
2 To get a picture, on the remote. arranged. 'Jly to explain why.
Conversation 2 4 Give directions on how to gct to your house.
1 Football practice was going to be at - - --
2 The new time is - - - -
Conversation 3
t It's chcaper to join the gym - -- - • Ves, exactly. • No, l'm not saying that exactly.
2 To join the gym, you have to - -- - • Ves, in a way. • No, what l'm saying is ...
Conversation 4
1 Michael nceds help with his - -- -
z Ellie is than Míchael.

O Unit 4 Function globally

Warm up Language focus: 1mean
Read the following sayings about practice. Do you have any 1 mean is a very frequent discourse marker in spoken
similar sayings or proverbs in your language? Do you think English. You can use it to expand on what you are saying.
these are true? Carolina: ... )'OU will never speak Engiish. 1 memt, you 1vitl
• Practice makes perfect. 11ever dare to .rpeak English ...
• If at first you don't succeed, try, try, try again.
You can also use it to correct yourself.
• Practice is the best of aU instructors.
• Practke is the best teacher. Rod: ... which is French, 1 meatt, which was French.
Continue these sentences with 1 mean and your own ideas.
Listening 1 My first Englísh teacher was at w1iversity ... (correct
1 O 2.12-2.1 S Listen to four people talking about how yourself)
they learnt English to a high level. Who ... 2 It's so much easier to practise English these days ...
learns words from television? (expand)
2 .repeats phrases? 3 1 have studied English last year, ... (correct yourself)
3 speaks English to professional colleagues?
4 English is more popular now than when I was a child ...
4 speaks to the teacher in English?
(expand)
s watches movies without subtitles?
6 practises English in the shower?
Speaking
7 has studied abroad? 1 Think of five ways that you can practise ro improve your
8 reads books in English? English. Make notes.
2 -.:¡, 2.16-2.17 Listen to Rod and Carolina gíve their tips 2 Work in pairs. Compare your list of ways. Decide on the
on how to improve your English. Wríte a short summary of top six ways and list these.
what each speaker says, using thc words in the box to help
you. Do you agree? 3 Work with anod1er pair. Compare your lists from
exercise 2. Now decide on the top four ways out of these
conversation embarrassed experiment mistakes and rank them from 1-4.
native perfect posslble relax speak
4 Compare your final top four ways to practise English
with otl1er groups in the class. Oíd you agree?

Global voices Unit 4 e

 Writing skills: writing a plan
1 Complete thc plan for th e review using the words from
the box.

acting ~ context genre message plot

recommendation settlF~g strengtl'ls theme

Paragraph 1 Paragn1ph 2 Paragraph 3

awards setting streagtb.s
b b
e e
d d

2 .Make brief notes for cach catcgory.

linking ideas: extra information

1 Find these phrases ancl dauscs in thc te.x.t. What cloes
cach onc give extra information about? How is each one
punctuatcd in the texL?
1 wh ich won four Oscars~: Tbe Ki:ng's Sper:cb (followecl by
a comma)
2 Hest Picturc, Bcst Director for Tom Hoopcr, Bcst Actor
for Col in Firth and Best Origina l Screenplay
3 nickmuned Re rtic
4 A historic<11 drama ba~cJ on true evems
.5 whcn Germany and Russia wcre gaining power
ín Europc
6 prohably brought about by chi!Jhood cxperiences
Reading 7 D octor Lioncl L ogoe
s who comes aaoss as a cornplex and multifaccted figure
1 Rcad Wcnchao's review of thc British film 'f'be King's 9 a son who fccl~ inferior to his father
S¡m:cb. How many points our of ten Jo you think she
gave it?

2 llave you seen this fil m? If ~o, do you agree with the
review? If not, wmJ)d you likc to see it? Why 1 \Vhy not?
2 'i\.'hich of the phn1ses íll\d d auses in excrcisc 1 are ... Working on pronunciation
a rdativc chmses?
1 How would you describe your pronunciation?
r,nonns or no un p hr ases?
Choose one altemative.
" pa niciple clauscs?
• My pronunciation is ahnost like a native speaker's.
3 l ,in k the ideas bclow into '' single sentence (more than • J have a sligbt accent, but am mostly clear and
one way is po:<>siblc). in telligible.
T he wrítcr of thc scrccnplay is David Scidler. He had • 1 have quite a strong accent, but am usually clear
a stauun~.;r as a eh ild. and intelligible.
z Thc film w:¡s rele:1sed in Jann:uy 201 l. lt was widdy • I have a strong accent and pcople sometimes do not
praiscd by crit.ics . undcrstand me.
.l Tbe Kin¡(r S'peech receíved numerous awards. lt receivcd
2 Place an arrow next to the sentence that represents
O~cars®, 131.\Yli\s ami Colden Globes®.
your target pronunciation. Then discuss your ideas
4 King Ceorgc was crowncd in 1936.llis brothe.r
with a partner.
abdícated thcn. His brothcr was Kíng- Edwarcl VJll.
s Kíng C corgc was a shy man. His daughtcr was 3 Tick (11) the areas of your pronunciation that you
Quccn Elí'-'lbc th TT. feel need more work. If you are unsure, ask a teacher
6 Thc film stars C:olin Firth, (;coffrcy Rush and or fellow student.
Helena Bonham C:1rter. Tt is set in thc pcriod hcforc individual sounds (vowels and consonants)
World War rt.
sound changes in combination with other sounds
7 Bcrtic w.1s a complex fi gnre. Bertie was playcd by
word stress
Colin Virth. phrase and sentence stress
sentence rhydun
Preparing to write intonation patterns
Tcll a pan.ner ab011t a ftlm you would recommend. Give 4 Compare your answers with a partner and discuss
infonnation liSÍng the categ·oríes in Writing skilú. Your these questions.
partner should ask questions to get funher infonnation.
• What resources do you know of that can help you, eg
books, CDs, websitcs?
Describing .a:: ljlm • What do you do, or intend tn dn, to work on these?
• The film depícts 1 portrays 1 tells the story of 1 recounts 1 5 Study the phonemic chart uf standat·d British English
explores .. . and answer the qucstions with a partner.
• lt ís set in ... 1 stars ... 1 is directed by ... 1 was shot in ...
• Which arcas uf thc chart reprcsent a) vowels,
• Firth gives a moving 1 brílliant 1 subtle 1 memorable 1
b) diphthnngs, e) cnnsonants?
powerful periormance as ...
• How many of the sounds do you recognise?
• This is a(n) hilarious 1 compelling 1 entertaining 1 insightfu/
1 thought-provoking film. • What is the value o f studying these symbols?
• The success of t he film lies in its vivid descríptíon of ... 1 i: J u u: ~~ Cl
moving portrayal of ...
• This film ís we/1 worth seeing 1 should not be missed.
e a 3: ~: u~ :JI ::JU
(C 1\ (1: o eo ai au
Writing p b t d t d~ k CJ
vVrítc yonr n~view, b<1sed on information rrom Pnpari11g f V eoS z J ?)

to wn'te. m n 1J h l r w j

6 After the class you can download the chart and

listen to the sounds that you want to improve at
www.soundspronapp.com.

Writing & Study skills Un•t 4

 Speo~ong & Vocobulooy
H&roism and
per$0nal quollllej
.
Sk"'"·~""
--K J~~~...,
... ,, ....
~ ~ ~. - ~
,1"1r.:rl . .........
_,_o..,.vt'!'~ ~ ~~ftry 4 \Vork in pa ir~ . Wri te the acljectives ror ;lS
lll<l ll.Y u f thc.: 11fHtns ilt exercisc :~ ;ts you u1n,
'! VVork in p;lirs. ( :~n you tltink of <li1Y eg· conn1gc:ous. \iVh01t otla~r qtr<llitic:; C:JII also
historie;¡] or contempor:1ry figures (tn:llc be consider(:d hcroi6
Reocllf19 & LII IUillng
or fcma le) \V ho <liT commonl y reg·,¡rdecl <lS
Gllgomtuh
h crocs or hcroines itt your culture? 5 'Our <lg-c: h;lS cekbrities and role lllodds,
hui' no hcroc.~.' 1)o you agTcc?
Vocobulary
2 Re:ld SO ill<:' possiblc c:har;lCteristics or
Exprenions with a hero. vVhich :tre n·uc c>i' thc pcople you
stand ond givo
sug¡{csted in excrcisc. 1? Compare your ido..:<lS
Readsng and Ustening
wit'h ;t p;trtlter. l \Vh;tt is :111 'c.:pic'? Cm you tlt ink o f':111y
A hcro is someon(: who .. . ex;lmplcs of cpit:s in lilc:r;ltlrrc or JIIOvíc:s?
fa ces cbug-ers aiHI tria ls withour fe;tr.
2 Rc:tcl Gi~C{rllftt~~b: lht! epíc and :mswcr
2 is c:oncem cd aho111 th<.· wef f:ll'C othcrs or th<: qucsrion:;.
rathcr th:m ;tbout himsclfll n:t·self.
:1 lt ~1s com plete l ~lith in his/hcr :1bilíti es.
\Vhy is rhc po(~lll historic;tlly sig-nilic:mt?
2 1~ it f;l<:t: o t· fiction?
4 idlows stTong- 11101'<1 1 p rincipie~.
$ if n ecess;1ry, will die l'or rhe s:tke of \Vh íc:h 1:wo s<::ll!ies o!' 1he: worcl ' hero' an:
another pcr.o;on or g-roup. rc:l'etTed t:o?
tí nt:vcr hetr<lfS ti·icnds, l~mi l y or nation. 3 ~ 2.18 l{c:td ;llHI listen 1:0 rhc cxtr"ct
7 is not d isll';H:tcd h·out his/hcr go;tls. Frorn tlw pocm c>n pagc 55, which st:trts wlH:n
!l kccps going rcgardk:s:; or
obsl:tcks Cilg~1mc:sh ;md En kid u ;lre ;1htllll: w con Fmnt
o t· discour;1gement'. tite IIIOll Slc: r H 11t11 IJ;¡[J;t. \Vlu, expericnces
'.> h:1s stTOllJ.; belícfs :111d '' sense of missiou. fe.tr, ;1nd who o i-Tcrs encourngc:menr~
ro is not ilrl'o~ant , <1nd Í:; lltndcsr ;lhout'
his/hcr q ua lities >11Hl ach ievcment<>. Ji f\n~wer t·h ~ quc.:stiollS with ;1 partner.
'vVhic:h hcroic qualitil!s ;1 r e dcscri bed in
~ ;\1\:ltch the qnalitics in tl11:. box fo rhc
the ex trncts?
Sl<lll!lllé n t:s iu e:-¡erc:isc 2.
2 Underlinc W(Jnls ami phr;tsc:s that·

conviction courage humility descrihe:

• tite physi<:;lJ CXJlCI'ÍCIICC.: of fe:t 1'
integrity loyalty perseverance
• the e motíon of fe:tr
solf-confidence seltlessness
self-sacrifice singlc-mindedness 5 In thc pm~m , li nd pi:!ces tita t
s11gg·est d1<ll ...
hc.:rois111 k;llb ro Emtc :md glory.

Gilgamesh: z 1-iglning Log~~ ~ hcr is more e FI·<.~cl Í v<~ rhan

lig-ht:ing :tlonc.
:1 hcrocs sltould not shnw fcar.

-& Uo you agrec w ith th<: snltCIII~~ II t:; in

Written in about 2000 BC. Gilgamesh is one of the exercísl: ) ) 1low r,,r do yo11 rhink tlt~· p<Wm
oldest líterary works in the world, and is set in the cradle dcpicl S a lll:tlc VÍ<.::W of heroism?
of Western civillsation, between the Tigris and the Euphrates
(where present day lraq is situated). This epíc poem was lost
for centuries, and then d iscovered in 1844 written on stone tablets
in the ancient language Akkadian. In the introduction to his modern
version, Stephen Mitchell writes: 'lts hero, Gilgamesh, was a historical
king who reigned in the Mesopotamian city of Uruk in about 2750 BC.
In the epic, he battles monsters with his good friend, Enkidu.'
 Stephen Mitchell
is a writer of poetry and fiction who
ls wldely known for his original
and definitive versions of spiritual
writings and poetry. His many books
include the best-selllng Tao Te
Ching, Gilgamesh, The Book of Job,
Bhagavad Gita and 7ñe Selected
Poetry of Rainer Maria Rilke.

Vocabulary
1 Rcad thc following· opinions and match thc phrascs in
ítalics wíth the synonyms in thc box.

abandon be loyal to compromise confront

defend make concessions obstruct remain firm

1 Yóu should always .rtand up to bullies, no matter how

much they may thrcaten you.
2 1\lcver give up hope, howcver blcnk a situation
may appear.
.l lt is best ro stan(yorw gromul in an argumcnt, however
convincing· yonr opponent's argumcnts may be.
4 Governments should ncvcr give in to tcrrorists,
regardJess of the d;111ger rhey m ay pose.
-~ You shouJd never give WtlJ on yonr principies,
however tempted you may be.
6 Parents should not stmul in thc: ?voy t!(' thcir
childrcn's mnbitions, irrespective of thcir vicws
ancl whcthcr thcy are right or wrong.
7 You should stand up.fin- the rights of all people,
rcgardlcss of their racc, g-ender or political or
rdigious affiliation.
11 Always slr.md kY yonr fricnds ami f:.unily,
whatever they may havc done.
2 Underlinc the worcls ancl exprcssions in the semences
ín excrcise 1 that express a contrast. Thcn complete the
rules with the phrases below.

however 1 wherever; etc irrespective of

no matter how 1 what 1 where, etc regardless of

1 Use _ _ _ _ or __ ·- followcd by a noun or

noun phrase.
2 Use -·-·---- or _______ . followed by a verb phrasc.
3 Rcad the statements in exercisc 1 again and for each
staternent, write clown how far yon :~grcc on a sc:Jic of 1-5
(J = agree strongly, 5 =disagree strongly). Thcn choose some
of the stmements to discuss in sm~1ll grcmps.
 •
Heroes & Vill lllS
Part 2

li$tening & Sp~oking

Unsung hero&s/World
Listening and Speaking Vocabulary
Visíon volunteers 1 Read the newspapet· headline below. 1 Complete the sentences wíth somc of thc
What do you think it might rcfer to? words and phrases from the box.
Vocobulory
In what way could local voluntcers be
World problems corruption debt displacement
'unsung heroes'?
drought epidemic famine flooding
Extend your vocobulory
'Local volunteers unsung heroes genocide health care hurricanes
Abbreviations
and ocronyms of flood rellef,' says intemational illiteracy inequality legal representation
for international malnutrition sanitation tsunamis
development charity
orgonisations volcanic eruptions

Grommar
2 Dclcte the word which does not usually t Experts fear thc rccent outhrcak ofTB
Present perfect simple collocate with the word in bold. How could could devclop into a major _ _ __
and continuous each of the collocations relate to the work of 2 Due to the recent lack of t·ainfall, there is
asevere ---~
an international dcvelopment charity?
Writing 'l'he livelíhoods of people in the
1 humanitarian natural timely
News reports world's poorest regions are contínually
disaster
threatened by natural disasters such as
2 emergency help immediate relief ____ _____ and - - - -
3 aíd community staff workers
4 The quality oflite of millions of people
4 preventable Jife-tlweatcning
in developing countries would be
humanitarian diseases
improved by increased access to adequate
s cmergency long-tenn sustainable
housing, and
development
3 § 2.19 Yo u are goí ng to listen s Protestcrs are Jemonstrating ag·ainst the
toan interview withJustin Byworth, _ __ _ of senior govcrnmcnt figures,
a director of the internacional charity who have pocketed míllions of Jollars
WorlJ Vision. As you listen, make notes in aíd donations and lt!ft the country in
on the following topics. severe _ _ __
1 the sort of work he does 6 Tribal conflict ís rife in the area, and thc
2 spe<.:ific emergencies mentioned recent bmtal has .resulted in
3 the role oflocal volunteers widespread migracion, and of
4 two examples of heroism whole populations on a massive scale.

4 Work in pairs. Compare your notes and 2 Discuss the questions in small groups.
try to summarise thc work ofvVorld Vision. • Have any of the issues in exercise J been
in the news recently? What do you know
S Work in pairs to answer the followíng ahout thcm?
questions: • Are any of thcm a problem in your
• Do you think that if you had a job country?
likejustin Byworth's you would be an • vVhat other problcms are currcntly
optimistic ora pessímistic person? Why? causing problems in developing
• Can you think of any othcr cxamples countries?
of'unsung heroes' that you havc heard • Whose respons.ibílity is it to tackle thcse
of, or from your own experiencc? Why problems? Choose one or two of thcm,
do you thínk sorne people behavc and brainstorm possible solutions.
altruistically even when they are in
dangcr or difficulties themselves?
 ASEAN BRIC IMF NATO
NGO OPEC UN UNESCO
UNICEF WB WHO WTO 3 Rcad Good news. vVhich of thc issues in the
Vocabulary scction do they refer to? Say whether the
Wltat do the abbreviations and acronyms
above stand for? verb tonns in italics are corrector not. If they are
2 How do you pronounce thcm? Which incon·ect, change them.
are used with 'The'?
3 Choose four of the organisations and
discuss with a parmer what you know Good news
about their work. Following the failure of the harvest, five mili ion people have migrated earlier
1 in the year to refugee camps and since then have been suffering from
severe malnutrition. We're happy to announce that thanks to the efforts of local
Grammar volunteers, food aid was distributed to most of the camps.

Two years ago this regían suffered from one of the world's highest mortality
1 Work in pairs. Try to explain the reason
for thc choice of tenses in each pair. 2 rates due to malaria. Since we began a programme of distribution of
insecticide-treated bed nets, the incidence of malaria decreased dramatically,
a There ha5 been an emthquake i11 Japan. and we have not been treating any new cases in the last three months.
b The earthquake struck at 4.00am. This year alone our organisation has been digging 12 wells and installing
e $50,000 w& raised last year. 3 30 hand pumps. Our team of volunteers worked very hard, and often under
d $50,000 has been raised this year. very difficult weather conditions.
e She has won many prizes for her wo~·k. lt was five years since The Clean Hands education programme has been
f She wm1 many p~izes for her work. 4 launched in the city's slum areas. Since then, infant mortality has been
reduced by one third and we expect these numbers to get better.
g He has been working in China for
15 years. Meena's daughter graduated from school in May. Ten years ago this
h He has w01·ked in six difJe~·ent coun~ies. 5 has simply not been possible. Through the tireless work of the overseas
They have been building a new hospital. volunteers and women in the community who encouraged parents like her,
They have built a new hospital. school enrolments íncreased by 10%.
k They have been appealing fot· money.
1 They have appealed for moncy. @ Grammar fotus - explonotion & more praclice of presenl
perfect simple and continuous on page 140

2 In cach sentence, say whether only

one or hoth altcmativcs are possihlc. If Writing
both are possiblc, explain thc diffcrcncc. 1 Work in pairs. Choose one of the topics below and wríte
1 '1 'hey have líved 1 have been Jivíng in thc a short report similar to the oncs in the Good news tcxt.
capital since they have an-ived 1 arrived. • Homes havc bcen found for over 500 children orphaned
z How long have you known 1 have you in the recent inter-tribal conflict.
bem knowing about the problem? • $1.3 híllion of debt has been wríttcn off by the I.MF.
.~ It hasn 't t·ained 1 hasn 't been mining in
• The gap betwccn rich and poor has n:mowed by 10%.
the rcgion for severa] months.
• $6 bn of a id has been scnt to earthquake survivors.
4 lt~r 1 Tt\ been 20 ycars sincc clcctions
have heen he/d. 1 wen beld in thc country. 2 Work with anothcr pair. Read your repom. Then ask
and answer questions about thcm.

Heroes Unit 5
 Port 3

Vocabukuy & Speoking

Crimes c:md Vocabulary and Speaking Reading
pvníshments 1 Cm yon think of any famous historical
1 Read C1·imcs m1d ptmis1J1nen/s. Underline
the punishments. .1 )o they seem harsh, or or fictíonal pira tes? Do you think of them as
Reucliug
lenient co1npared with nowadays? heroes or villains? Why?
Piraey

2 J.ook ~t the crímes ín the box a.nd discuss

the questions with <1 partner.
Pirocy io Somalia
armed robbery arson assault
l'rOIIUI'~·i<lli~HI
blackmail blasphemy bribery
Word stress
burglary fraud libe! manslaughter
murder piracy theft treason
7
1 \\- hich of the crimes are described in
C1·imex 1md pzmisbmcnl.~?
2 vVhich are common and which less
common ín most of the world nowadays?
1 Can you thínk of more 'modern' critnes
and punishmems?
4 Do you know how a person convicted of
some of these crimes would be punished
in your country?

2 Rcad Pimq on page 59 :md answcr

thc qucstions.
Crimes and l \i\o11crc do thc pirates opcratc?
2 \i\ol1at son of boats do thcy attack?
.l How do thcy conduct thcir opcrations?
4 \Vhy is it hard to comhat piracy?
Thomas Briggs was sentenced to death for
forging cheques in 1829, but his sentence was
3 lf you wcrc thc capta in of a ship that
had to sail across thc c;ulf of Aclcn, what
later overturned and he was acquitted.
wonld you do to protcct your crew and
In 1815 Warren Kerr was found guilty of your cargo, and how wonld you reacr.íf
stealing boot-tops. and was jailed for six months. you were hijacked?
He was later flogged for stealing timber from a
government yard.
Listening and Speaking
In 1788 ten-year-old Mary Wade hit another girl, pushed her into a ditch and
robbed her of her clothes. She received the death penalty. but her sentence was
1 '~ 2.20 Listen to one capt~lin~<> cxpcricnccs
commuted to transportation to Australia.
of crossing· thc Gulf of Adcn. Say whcthcr thc
following statcmcnts are truc (T) or falsc (F).
1 In 1724, Benjamín Goddard and Samuel Axtell demanded money from Richard
1 Thc piratcs' opcrations are more
Wise in exchange for not revealing secrets about his prívate lite. They were fined
complex than in thc past.
20 pounds each and sentenced to six months' imprisonment.
2 'l'he sítnation has 1mde him and bis
In 1878. the Australian outlaw Ned Kelly was convicted in his absence of the family feel afraid.
attempted murder of a policeman. After a series of killings and bank robberies, he 3 He is grateful for the protection of thc
was later arrested and tried for murder. He was finally hanged in 1880. coalition warships.
Stede Bonnet. a rich Jandowner who captained a boat named the Revenge, 4 Thc c:rcw ,u·c powerless if the pira tes

raided ships off the Virginia coast. He was caught and hanged in 1718. board thc boat.
5 Nowadays thc piratcs are starting· to

LJn1t 5 V ll<lins attack and shoot thcir hostagcs.

E:.TH IOP IA

Arabsan
Sea

2 ~ 2.21 Listen to
a Somali pirate's account of his life
as a pirate. Make notes on ...
1 his reasons for becoming a pirate. 2 Choose the correct altcrnative to
2 how the pirates board thc shíps. complete the rule.
3 what they do on board. ln many two-syllable words beginning with
4 how he views pirac..y. the prcfixes con-, 1·e-, in-, de-, pre-, ex-, de-,
3 Discuss the questions in small groups. pro-, sub and ob ...
1 stress the first 1 serxmd sylla ble if the word
What do you think the pira te means
is a noun.
when he describes piracy as 'a roaJ tax'?
2 stress the .fi1:rt 1 second sylla ble i f the worJ
Do you have any !>yrupathy with his point
is a verb.
ofview?
2 vVhich of the following- suggestions do 3 Work in pairs. Say each of the words
you think is thc most cffective or reali<;tic below as either a noun ora verb, and your
way to combat piracy? Can you think of partner should identify which it is.
any other solutions?
• increase sccurity un ships passing conflict convert convict decrease
through the area desert insult object present
• cstablish an internacional court and progress protest rebel reject
prison t<>r piratcs
• increasc intemational aid to countries 4 Complete the sentences with the correct
where pirares operatc form of the words in che box above. Thcn
read thc sentenccs aloud.
Pronunciation 1 Pirates are sccn by many as rogucs and
1 ~ 2.22 Read the sentcnces bclow. criminals. However, others to
How are the words in italics prononnced? this view, and idealisc them as heroes and
Listen and check your answers. _ _ __ against authority.
2 The evidtmce by the police
1 Thc problem will continue to increase
_ _ __ with some eyewitness reports.
until there is an international court.
2 Recently there has been a steady im:rease 5 Write two sentences using nther words
in at~cks by Somali piratcs. from the bnx, leaving a gap for the worJ
Coalition ships provide convoys to escort you have chosen. Show them to a partner.
ships across the seas. Can they guess thc word ancl pronounce
4 Coaliti(m ships providc an escM't for ships it correctly?
in the area.
Villains Unit 5
 Villains
Part 4

Speokíng
Speaking 3 Choose the best meaning of the words
Stanford experiment and phrases below as used in thc text.
1 Read thc introduction to a classic
Reoding 1 disol'ientating fake 1 causing confusion
psychological cxpct·iment and look at the
7he noture of evil
2 harassing treating badly 1 comforting
photo. Describe what is happening using
3 toed thc line obeyed 1 disoheyed
these words:
Extend your vocobulory 4 ratted on supported 1 betrayed
Ways of describing bad cell handcuffs inmate
s salutaty unpleasant but useful 1
people pleasant but useless
solítary confinement
4 Discuss thcsc qucstions with a partner.
Grommor

Participle dauses In 1971, the psychologist Dr Philíp Zimbardo • Does anything· surprise you about the
and his colleagues al Stanford University, way the expcriment dcvcloped?
California, conducted an experiment to find • The expeóment has hccn criticised by
out how ordinary people behaved wl1en sorne people for being unscientific and
cast in the roles of prisoners and guards in
uncthical. Do you agree?
a simulated prison. They recruited student
volunteers, and afler a series of interviews 5 Which of the following conclusions
and psychological tests randomly assigned could be drawn from it, in your opinion?
25 of them to act as either guards or prisoners
in a mockup jail set up in the basement of • Anyone can behave cruclly if put in a
Stanford's department of psychology. position of power and authority.
• Pcople will do anything to conform to
group pressure and social roles.
2 Work in pairs. Answer thc 4uestions.
• Dehumanising conditions can alter a
• Do you think the students took the person~<; personality.
roleplay seriously?
• What do you think they had todo during 6 Work in smaJI groups. Choosc onc of thc
the experiment? statemcnts in exercise 5 to discuss. What
• Do you think it would be easier to prctcnd evidencc do you have for your opinions?
to be a prisoner ora guard? \Vhy?

Reading
1 Read The nature ofevil, an account of the
badly-behaved brutal corrupt
experiment. Werc your ideas right?
evil infamous mischievous
2 Put the stag·cs in the experiment in the naughty notorious sinful
correct order 1-8. wícked
a Sotne prisoners rcheJled.
b Prisoner 8612 hegan to break Which of the adjectives in the box ...
1 are used mainly of children?
clown emotionally.
2 mean extremely cruel, and are often
e The e.xperiment was ende<.l carly. used in fairy tales?
d The volunteers were given their roles. _1_ 3 describe famous bad people?
e Thc first prisoner was released. 4 has a connotation of dishonesty?
f The guards put an end to 5 has a connotation of violence?
the rebellion. 6 has a connotation of playfulness?
g An externa! consultant spoke out 7 has religious connotations?
against the experiment. 2 Can you think of real or fictional
h The volunteers found it hard to examples of pcople with any of the
adopt their new .roles at first. above characteristics?

Unit 5 Víllains
Grammar
1 Rcad the sentcnccs from the tex\.
Whieh of thc clanses in bold conta ins ...
¡l prcsent participlc refcrri ng to a
previous action?
1. a past pani<.:iple rcferring to a prcvious
evcnt in the p¡lssive?
3 a prescnt parricíple showing· thc rcsult of
an action?
4 a pr<.~<;cnt p:-~1Ticipl e rcferring to cvc:;nts
h;lppcning rogcrhcr?

" .-11. tbe m:xt m/1-wl/ be toldfellow imJitttes

rhat therc 1·eal~y 11'11.\ no ~~swpc, triggering
genuine fem· among tbem.
b Arriving ut tbe 'jail' blindfolded, they
mulen.t>ent Jtrip-.I'Ctlrcbiug tmd delousi11g.
e Prisone-r 8612 begrm Jbowiu!f &rrr .1·ign.1· of
mentrTI di.rtn·ss, oying unco11trollab~y.
d The rebellion o-uybed, tbi' gllfrrds tbe11
J'et up ti 'pn'c.>ilege re!!' Jystem.

2 Rc~d more scntcn ces ahout thc te~ t and

match thcm to a rule bclow.

Tbey 71'l'l'e git>e¡¡ ti nmnbcr- tbr nim hejug

to Jimulalc tbt• disiJ1"it'11ttltiug p1·oces.res.
h Having reviewed tbe exper·imellt, tbc)'
deáded lo mil n halt to the pmcess.
(: Tbey tmderwent strip-.1WTtchi11¡; rmd
dc!ousi11g úejim: being dn!l'sed in a 3 Work in pairs.
Jimp/e .1'11/.ock. Practicc usiog
d Not realising they ·were bci11g sudml into participlc clauses.
tbc cvcmt.r, tbe p.~yc:bologists ,·omiuued 111itb A: tu m to page 128.
tbe e:r:p1'1'Í?IIt:l/t. B: lurn to page J30.
e Tbe p.~ycbologúts oh.m"Ving bi111 final~}'
acceptcd tbtlt be Wll.\'11 't .fiil:iug. @ G rammnr fon•s · <::>~lrJnali,•;o
t<., n.ou~ prdcti\;.:;: () f pu11i<:q iln d~ 11 .• :~~.-;
• use not before a par:ticiple to make <l nn I·H•[Jr:' /4(J

daust: negative
• use a perfcct paniciple lO stress GJossary
that one action is t:omplctecl befare blindfold (verb) - to cover someone's eyes with a cloth to prevent them from seeing

lHlOther St<HtS strip-search (vetb) - to remove someone's clothes in oroo to loOk for anytt¡ing h•dóen
such as a weapon
• some participles have thcir own subject
del o use (verb) - to remove lice from someone's skin or hair
• participle clauses C<lll be uscd to rcplacc
rcbtive clauscs smock (noun)- long. loose shirt

• pnrticipl e clauses can be uscd a ftcr eavesdrop (verb)- to liston to someone else's conversatloo

ccrt;Ün conjunctions, cg- t~ftcr, litlgious (adj"'ctive)- keen to resolve disputes by going to law

b~{on, ·w/;i/i•
 Language focus
1 Match the groups of expressions 1-6 to the functions a-f.
a Holding your turn
b lnviting someone to continue
e Interrupting
d Introducing a totally new topic
e Returning to the subject
f Changing the dire<.:tion of tl1e conversation

1 Sorry, can 1 just say something?

Sol'ry to interrupt, but ...
2 If I can just finish, please.
Warm up 1 Sorry, do go on.
Work in pairs. Choose a different topic each from the list 4 Anyway, going back to my neighbour ...
below, and prepare sorne ideas for a talk. Take it in turns As I was saying ...
to talk for one minute. Then ask your partner questions
about what you heard. ; By the way, talking of neighbours ...
lncidentally, on the subject of operations ...
• airports
That reminds me of a time when 1 missed a :flight ...
• a Jcind deed
• neighbours 6 Changing the subject completely, ...
• luggage
2 Why do yo u think wc use expressions like tl1ese
• operations
to nh1nage thc cooversation? What other forms of
body language :1re someti mes used to interruptor hold
Listening your turn?
1 O 2.23-2.28 Listen to five people chatting around a
table and exchanging stories. Number the tapies 1-11 in the Pronunciation
order your hear them (there is one topic you will not need).
1 O 2.35 Work in pairs. Listen and underline the word
a cutlery in a rucksack
or words that carry the main stress in the expressions
b a hip operation
in Lang;uage focus exercise l.
e a kind stranger
d a phone call 2 Listen again to check your ideas. Then practise
e a knee operation by repeating the phrases.
f friendly neighbours
g a :flick knife
h coffee and cookies
Speaking
stolen luggage 1 Work in small groups, a.nd appoint a monitor. One
j cheap :flights person should choose a tapie from the Warm up and
k a request for a Jift start the conversation. Then continue the conversation,
a rude neighbour interrupting and changing the topic as appropriate. The
monitor should tick (ti) the expressions used during the
2 Compare your answers with a partner. What can you
conversation, and at the end, gjve feedback to the group.
remember about each topic?
2 Repeat the process with a different tapie, and without
3 O 2.29-2.34 Can you remember how any of the topics
a monitor.
were linked in the conversation? Listen to extracts from
the conversation and note the links.

e Unit 5 Function globally

 uistic heroes and villains
by David Crystal

People are very ready to speak of language users as heroes ?S Any government can be a villain if it does not
and villains. Among the heroes are those who have been care for the linguistic diversl1y in its c ommunity.
preparad to go on hunger strike, tight, or even dieto get
How do governments show they care? By developing a
their language officially recognised by their country. One
language policy that recognises the two motivations for
.s of the most famous events took place in Dhaka in former
language use in the modern world. As soon as a country
East Pakistan on 21 February 1952. A number of students
:;e finds itself interacting - politically, economically, and
demonstrating for recognition of Bangla as one of the
socially- with others who speak different languages,
country's two natlonal languages were shot and killed
tt needs to adopta lingua franca. lntelligibility is then
by police. In 1999, the United Nations designated that
the prime consideration. At the same time, it needs to
10 date as lnternational Mother Language Day to promete
recognise the wishes of those within its borders who
linguistic and cultural diversity and multilingualism.
a::. wish to p reserve their individuality, as expressed through
We've been celebrating it ever since.
local languages and dialects. ldentíty is then the prime
lnternationallanguages are often described as linguistic considerat ion. The two motlvations d o not have to be
villalns because of the way they are perceived to be in conflíct: the need for intelligibility is outward-looking;
15 unstoppable torces crushing the lite out of minority the need for identity
languages. English, as the language with greatest global ·•o is inward-looking. The
presence, attracts the label more than most, but any majar optimal outcome is when
language, eg Chinese. Spanish, Arabic, Russian, has been a country sees a place
called a villain at sorne point or other by minority communities tor both and manages
?O who see language loss as a daily reality. Nor does it have to the process efficiently.
be one of the great internationallanguages. Just as a small '::> Where there is an
fish can be eaten by a bigger fish, so a language spoken intelligent and sensitive
by very few people can be threatened by another language language policy, there
spoken by not many more. lt is al! a question of power. are no villains.

Warm up 2 Why are imcrnationnllanguages describcd ns viU:tins?

" ucclltse thcir nacional govcrnm en t'i im posc thcm
1 \Vork in p;Ürs. \Nh ich of the fo llowi11g- sentences are truc h because peopl ~:: bclievc thcy destroy minority bnguages
ror your hmg:uage? e bculllsc thcy are the biggcst l:mguages
• My bngu:1g<.: is :; pok<.~ n in more than o nc.: t·oun try. 3 vVh:~ t shonld be the prime consjderation for :1
• M y l;l11gLt:lgc is <1 minoriry language. hmgu<lgc polic.y?
• :Vi y l:mgu;lgc th rc:ncns, o r has thre;ltcnecl, " intelligibility betwcen mti o n~
othcr languagcs. ¡,iclenti ty o f dtc peoplc who spe•1!.: it
• i\t1y langnage is well known intcnhltionally. e: {>Cnb :1 <lnd h
• My hlll.f-.'11<\g-c is or has been in dnng·cr of disappcaring.
3 \Vh;H do thc fóllowi ng words in hold in thc text n.:fcr to?
2 'vVhic!J sentcnccs could be tme for Eng·Jish, in t those (! i n ~.: 2) .Jm ost (linc 17) s its (linc 26)
ym• r op inio n? 2 ottc (linc 7) 4 it. (linc 20) (, tltose (líne 34)

Reading Speaking
1 l~e;1d l.ingtti.l"tic bcror•r mu/¡,¡fl,úns :md answcr 1 Look at. the rollowin g ways th;)t g-<>Vcrn m cnts C:l11
thc.; <pr~::stions. impost~ o r prol t!ct h111f?:l1<1;.{CS.
f fow etTective do yo u think
1 D ocs the au thor thi11k Engli.sh is ;1 h ero or :1 vil hlin t hey are? Cive <.~:•eh one a mar k rrom 1 (brgdy indlcc tivl~)
or ucit hcr? to 4 (vcry dfecti ve).
2 \Vh:u b thc au thor's c:o ndusio n abou t how to avo id • l•:stablísh ;lll ;H:adc my th::n 'p rotccts' 1he purit:y o f
linguistic 7!i/lrri!l.r? the l:lllg"ll<lgc.
• fn tmdu<.:c language study nt an enl'l y;1ge fo r chi.ldrcn.
2 Read thc text ng;lin :1 nd choosc thc co rrcct answcr.
• 83Jl or prohíbit use of other languages in pnblic sp aces.
t In 2000 Bang la W<lS n:cog-niscd :1 s an oflici;\ ( 1:\nguage • M ake a languagc obli g~1 to ry in all pohlic offices.
in P;lkist~1 1L
• G ivc money to <lrtists, au thors, (ilm-makers, eLe w
" t:ruc e· the tcxt Joesn't say produce wurks in thc lnnguagc.
• Changc Lhc languagc to lll<lkc it simplcr to lea rn.
2 Compa re your answc rs w ith a parnwr.

Global Engllsh Ui111 5

 Reading Child poverty is one of the most serious issues in the

1 L ook at the charts below.

1 world today. lndeed, given that an estimated one in two
children worldwide live in poverty, it should be an urgent
1 Wlth a partner, discuss what they iUustrate, and what priority for the world's governments to tackle. Although thera
main conclusions can be drawn fr om thcm. is no universal consensus on how to define poverty, a useful
picture can be gained by using a definition agreed at the
2 Read Jose Manuel's re port. D oes it mention thc same
1995 Wortd Summit for Social Development. Accordíng to
ideas that yon discussed? this fonnula, poverty can be measured by studying degrees
of deprivatlon in eight key dimensions, namely: food, safe
Agure 1: Oeprlvation among children under ftVe in rural and urban areas ol Bangladesh drlnking water, sanitation facilities, health, shelter, education,
informatíon and access to services.
"'·"""
11).00'1.
In Bangladesh, where children under ~8 account for
150.00'11
S(l.<l-n,
~0.00'1.
2 around 44% of the populatíon, the problem of child
poverty is particularly acute. Figure 1 shows the percentages
11110'1.
of children under five years old in urban and rural areas of
20.00">
10.00'1. • Rural Bangladesh who suffer deprivation in specific situations
U00'4 • Urbao related to the dimensions. lt demonstrates that by far

·i i j <:
l;.; e:
j ~ o g>
ro;t "" ·~ the most urgoot problem affecting all children is lack of
j
o """'
·5
·~
""
~ ~ l;l ~ access to sanitatlon facilities, and that this ls worse in rural
j
'O
a .e
e
·e
'C
o
~
u
CD
~
'l5
1
~
~
~
o
i3
..5
o
""
~
*
.,>
"'.,
E
~
8.
o.
::>

o.><"'
than urban areas (71 % and 46% of children respectively).
Overcrowded housing is the second most severe deprivation
overall, affecting around 40% of all children. ln general,
-'
~ 1 o
""u
..5 ~
there is greater deprivation in rural areas, which ls a matter
of concern g\ven that the ma}ority of children in Bangladesh
live in rural areas (see Figure 2). By contrast, lack of securlty
Figure 2: Population of chll<lren under flve in Bangladesh
in tenure and risk of evlction ls hlgher in urban areas, where
41% of children are deprived, while the figure is closer to
11 % in rural areas.

There are sorne signs of lrnprovement, however. The

• Urban areas 27%

3 growth rate of the Bangladeshi economy has inoreased
steadily from 4% in the 1980s to an average of 5.5% sinée
• Rural areas 73%
2000, with a peak of 6. 7% in 2006. Moreover, there has
been a signifteant fall in populatlon growth over the last few
decades, from an annual average of 3% in the 1970s to 1.5%
in 2000. These trands need to be sustained if Bangladesh
is to achieve the Millennium Development Goal of reducing
poverty by half by 2015.

2 What do these phrases relate to?

Writing skills: paragraph structure
1 one of the roost serioos issues in the world today
2 this formula 1 Read the info rmation about paragraph strocture.
3 eight key dímensions
4 44% of thc populatíon A paragrap_h nor~ally ;;pre;~·~Jsinglelidea. T'!s
in the topic sentence (ofh~ri the first
s by far the most urgent pr oblcm
6 the second m ost sc vere deprivation overall
7 a mattcr of concern
is usually stated
_..__.
or.
• aJ
_____ .
·- f

. ..
second _sentence), and... the following
'
supporting-
sentences~hen give more details.' These should be
.-
.. • ---

s some signs of improvemcnt ..... ~- •• - 1 - - ~ , • 1 1 ...

linked•together in a logical order.' •• •• • ·
9 thcse trends

3 Draw graphs to illustrate the trends mentioned

in paragraph 3.

O Unit 5 Writ ing

2 Look at the snpponing sentenccs in paragraphs 1 and 3 Register awareness
of thc re port. In which of thc following ways docs e:H.;h onc
suppon or cxtcnd the topic scntence? 1 Rcad thc text. ln what ways do you think an
awareness of regíster can help you express yourself?
• elahoration • a reason
• an examplc or cvidence • a conseq ucncc An important skill at advanced leve! is understanding the
• a delinition • a conclusion style or regíster of a word, expression or grammatical
3 Reorgarúsc thc follow.ing sentenccs into a logic,ll structure. These terms relate to features such as leve!
paragraph. \Nhich is thc topíc scntencc, and which types of of formality and the kind of situations, activities or
supporting scntence are indudc<l? social settings in which they are used. Most words and
t Nowhere ís this phc nom enon more clc:1dy seen than in expressions are neutral in style or register, but sorne are
t.he Amawn rainforests. marked in a particular way, eg old-fashíoned, spoken,
2 As a result of this, many spccies of planls and anilllals are
slang , business, academic, scientific.
seriously endangcred.
3 1t is thercforc vital to act now to savc thc nünforests
2 ReaJ somc extracts from tcxts in Unit 5. How can
before tht:!se are all lost.
you tell whether tht:y are from written ur spoken texts?
4 l-Icre, dcforcslation is duc toa numbt:!r of factors
induding logging, mining and the hungcr for hmJ. Lack of access to educatíon has resulted in h.igh levels
s The Earth's forcsts ~lre disappcaring fast. of illiterat-y.
2 We've got our work global }y across the world at
community level whcre we're actually secing sorne
Preparing to write
goud things.
1 \iVith a partner, choose one or two global issucs that yon J I was like no, I haven't got anything in hcrc, 1 haven't
would likc to n:sean:h and writ;e aho ut. 1Iow wonld you got scis.'iOrs, l haven't got a knifc, nothing.
deíi11e thc issuc(s), and what do yon already know abom " The rebcUion crushcd, the guards then sct up a
current and rccent trends and dcvelopments? ' privilegc ccll' system.
2 Rcsearch your topíc and rnakc note~ for your report. 3 Try to guess the register of thc words or expressions
in italics, and match them to a word or words from the
hox. More than one may be applicable.

• As illustrated in Figure 1, ... 1 The chart shows 1 disapproving formal informal legar literary
demonstrates that ... old-fashioned
• In recent decades 1 Slnce 20101 Over the last few years
poverty has declined. 1 Don't he such a guody-goody! You're always trying to
• There has been a(n) fa/// drop 1 decrease 1 decline 1 ríse get in the tcacher's good books.
1 increase in the number of people visitíng the country 1 2 So is ht: thc good guy in thc movie? No, hc's
tourism . the baddy.
• In 2010 the GDP rose 1 increased 1 rocketed 1 peaked 1 3 Your words are unworthy of you. My hetrrt p;1-ieves.
fe/11 decreased 1 plummeted.
4 He was chargcd with grievous bodily hmm and
• From 2005 to 2010, there was a sharp 1 dramatic 1
marked 1 significant 1 slight fall in the incidence
attcmptcd mm·der.
of malaria. 4 Comp:nt: your ideas with a partner and discuss
• Between 2000 and 201 O unemployment rose s teadily 1 these questions.
ffuctuated 1 remaíned stable.
• What clues díd you use to make your decision?
• Can you think of any words you have learnt recently
Writing that have a special register?
Write your rcport, paying· attention to paragraph stn•cture. • Which of the following have you used to check
a word's rcgister?
a the conte:n e a dictiona1y
h other words in thc text d ask.ing someone

Wntmq & Study '>kili'> Uru' 5

Pnrt 1

Uvon'ng
liste ning 6 \Vould you he int.crested in g-oing on ;1
Tho Sllk Road
moclcrn Silk Road tonr? \Nhy 1 Why not?
1 \;Vorl' in pni r~ . J)iscuss thc quc:-a:ions. \rVhat wcmld be the highlig·Jm; or downs.ides
E1<tend yot~r VOCCibulory
.. \Vhich cou ntrics or arcas an.: ycmr of such <1 11 cxperiencc?
chong~t
and
exchonge country\ milin trad ing p;lrtncrs? \.Vll<H
itcms or commoditics do you i1nport
f'rOOUI\CIOhOO from rhcnt, <lllcl how :m.: they tr.msported
1Ut lntonation w yuur country?
.., vVIl<ll do you know abou t tht: trade l"Ou tc lJ clct~: thc noun t h:1t docs not norm:1 ll~

Oromrnor known ns the 'Silk Ro;Hl'? What ÍJJhlgcs rollocllr.: with tlw vcrb.
(!xclwngc centra\. [~; ! add:·l~';:>c~;;.:
The pan ive docs it conjure up for you? ,,.t..,·~~~~ · your titilr '-.tyle
2 ~ 2.36-2.40 1,isten to solllCtlnc tnlking· 2 c halltJl) 1n=tin:.:; / i'~t.J ~JSt / ty~.r--.,~ /

abour <liffcrent <!Spect'i or thc Si lk Road, :~

lile':· !:illt.ljt)cl
s w ap pldc:¡.,s · rolt~:-; i cw1·c·11\~Y ! comrcs
and match C;lch scction 1-5 to one of
switch l;,:..nc~; /SI(( U~,./ Sll111C.:f; ./ C;'.;]IU ~~~~~;;
the pictures.
2 U sin!!; somc of thc t:<JllocuimiS, rcll ''
p;lrtr;er ;lhout ...
3 \.Vork in pairs. 1,ook <ll thc pict:mcs and
1 or tllins¡~; liK.t you ll::tvc dor.¡¿> i11
dt;tail~.>
discnss wh<H you c¡¡n rclllembcr about e¡¡ch lhü las l wec l< . r··1ont'•. or ycnr.
section . \Vh¡¡r. were the Jnost imen.:sting 2 tf·inqs yot1 h avP n\-?V'.)I' dot•e
fans rhat you lcan n?

4 vV'órk in pairs. Cm you n:1nembcr which

ítems in the box wen: tn1ded from East 10 Pronunciation
'Vest, nnd ·which from vVest to Fasr? Listen 1 Read th~:
fol lowing· sentcnces frolll thc
to secrions 3 ancl 4 ¡¡g:liu to c.:hcck your ideas. lí~tc n ing p:lSS:l~C, <l ntl disc:uss wil"h a part:ncr
whethcr your voice gocs up or down on thc
algebra astronomy compass ginger
words and phrases in italics.
glass gunpowder linen paper-making
Silk was ideal for overl;mcl tn1vd as it was
porcelain printing press saddles
iigbt, c~1sy to amy and took up littl<.: .rpace.
shipbuilding silk spices wool They also r~1 ccd rhe cver pn:sent thre:-11: of
bmulit.r, nol t:o rnent iou 7NJ1"x, pktgne.r and
5 ~ 2.41 Li!il"cn to rhc final p<lrl of thc mrtnml di..rrrslt!IS.
t:~l k and :~nswer thc qucstions. 3 C:anwanserai wcre uscd nnt only by
\ VIl<H. dse was cxch;l ngcd on thc Sil k t.ra<krs ~md 1JIC:rd>tmls, 1Jll t also by
Road ;ls wcll as goods? pilgrims, mi.,".I'ÍOTW1"il'.l", .w/dic:¡:,·, ·n.ouurd,· <lnd
2 What doc.s the speaker say about urbn 11 rhvcilen·.
thc links hctween the Sil k Hond
2 4§J '.!.42 1,istcn tn check your <li1Swers. 'l 'hm
ancl g-lobalisation?
practisc rcadin~ the scutenccs with thc auclio.
3 J low is the Silk Ro:HI beíng usecl today?
 3 Work in pairs. Compile lists for two of 2 Compktc thc text wíth an appropriace active o r
the following categories: passivc Form of the vcrb.
• scarce commodíties or resm1rccs
• itcms or com r.noditics that <HC often Trade (1) _ (conduct) between different groups or societies
ill egally l1'~t< led slnce prehistoric times. The earliest trade (2) - - (probably 1
• items that are cu rrcn tly in grc<'ll dcmand consist) of forms of barter, in which goods (3) - (exchange)
in r etail o utlets wlthout using a medium of exchange such as money. Later, c urrency
• thing-s you can buy in your local (4) _ _ _ Qntroduce) to facilitate a wider exchange of goods and
strcct market services. The importance of international trade (5) - - (increase)
4 Read your ]jsts ami compare them with in recent decades, and trade organisations such as the EU and NAFTA
another pair. (6) _ (establish) to promote tr ade between member countries.
Nowadays, trade (7) _ _ (increasingfy 1 carry out) with few
Grammar restrictions within countries; however, trade blocs (8) -
(may 1 regulate) international trade by means of quotas and restrictions.
1 Read thc sentcnccs in the granunar box Tariffs (9) (usual/y 1 impose) on lmports, and sorne form of
and do the tasks helow. taxation (1 O) _ _ _ _ (may 1 also 1 impose) on exports. However, it is
unlikely that completely free trade (11) (ever 1 establish) in the
a The Sjlk RDfld C()n.Sisted uftm e.xtensive
futura or that forms of taxation (12) _ _ (complete/y 1 d isappear).
net1.vo1·k oflmul aml sea route)·.
b Mm~)' rmpo1"ttmt scientifir nnd technolop,ica/
innovatíons were transported to tbe Wt-st. 3 Work in p~1írs. ' fhink o f two m three c:ommonly
e When tbe si/k tn-rived iu Em·ope ít was tradcd itcms or commodities (cg whcat, coffee, oil, cars,
made into ltt.:nwy gootls. dectronic goods). \Vritc passivc sentenccs about thc
d Camvausemí were used not oniy by past, prescnt and futnre of thc co nu nodítics using some
tmden tmd mcrdHmt.r, lmt also /Jy of the words hclow anda rangc of vcrb fonns.
pilgúms, míssiontwie.r, soldie1'S, 1l071lfltll'
nnd tt1'bm1 dwellers. design discover export grow import
e By the end ofthe 1411' ceutm y, its introduce invent manufacture trade use
imponance had grcatly dim.inisbed.
f Todoy the Si/k Road ir again being used 4 Rcad your scntcnces to another pair
by tmder.1·. without mentioning thc namcs of the itcms.
Can thcy gt1css wbat you havc written ahout?
1 vVhich sentenccs cont~in an active verb
form and which a passive verb form? S \.Vork in S1m1 1l grm1ps.' l ell your group
2 Choose thc correct alternativc: abont an ímponant contríbut ion th<lt your
• use m1 active 1 a passive verb forrn counuy, or anolhcr country you knc1w, has
when the main focus of the scncence contributed ro thc wor ld . This coul d be:
is che doer of the action (or ({gmt)
• a.n art form • an instimtio n
• use tm active 1 tr pn.1~·ive vcrb form
• a conunod i ty • a manufacturccl i tem
whcn thc m ain focus of the
• a custom • a religion or p hilosophy
sentencc is the nction or rhc object
• an invcntio n • a techniquc
of the action
3 Complete the rule: Ask and answcr qucstions about each contributíon.
• to form thc passive, use the @ Gramm ar focus - oxpkuwlio11 &
appropriatc fonn o f the vcrb 111orc pracli<.:e of lit¡¡ possivc 011 page 142
_ _ _ _ +thc _ - -
• \Vhich of the passive sentences
mention an agcnt? vVhy is an
agent not mentioncd in the other

1 p<Jssive scntences?
Trade e o 11merce
Purt 'l

Speakin9
freedom and slavory
Speaking 3 v\lhich qnotation do )'OU likc bcst, and
why? Choose two or tlucc of the quotations
1 l .ook ar the picture~, and wit h " p;lrt:m:r to cliscuss with <1 partoer.
Reodill¡J
discuss thcir conncction with tradc.
The Long Song u f·Jow fardo yon agrcc or clis<lgrec with
2 ~ 2.4~ Re<1d some quotations ahont d1e ideas, and why?
frccdnm and shwcry, <1n<l complete cach " Cm )IOU think of any rc;1l curren!" or
onc with ;l snit<lble worcl, as in the cxm nple. historical sitnations lO which they cou ld
Thcu listen w comp<~re your ickas witb thc be applicd?
original q uotations.
Reading
1 The moment the slave resolves that
he will no longer be a slave, his fetters
1 Read cxtn1<.:ts fro m Tbe l.ong Song by
fall. Freedom and slavery are mental Andrea Lt~vy. vVhat is thc rclationship
~.&L-. (Gandhi) bctween Caroline, C odfr<.~y and July?
2 The danger of the past was that men Do y¡ru thin k the story t:~kes pbce b~jitre,
became slaves. The danger of the future dming or {(ftn· tbe cl!lancipation of thc
ls that men may become _ __ sh1Vcs? Why?
{Erich Fromm)
3 The history of men's - - - ·-
2 Which of the underlinecl word~
to women 's emancipation is more refcr lo ...
interesting perhaps than the story of that • facial cJ!prcssion?
emancipation itseff. (Virginia Woolf) • so unds?
• 1disapprove of what you say, but 1will • movcmcnt:?
defend to the death your to
say it. (Voltaire) 3 (; ucss thc weaning of ca eh of t:ht:
5 To be free is not merely to cast off one's highJightecl words.
chains, but to live in a way that respects
and enhances the freed om of - -- - 4 Find cvidcncc in t:hc rext for t11c
(Nelson Mandela) following sratc.nwnts.
6 Freedom is never voluntarily given by the 1 C arol int: does nm initially undcrsta ncl
oppressor; it must be demanded by the Codfref,c; refusal to serve her.
_ _ - -· (Martín Luther King) z July was surprised by Goclfrey's rc;lclÍon.
Governments need to 3 Codfrcy starts bchaving likc tbc master.
protect them against their enslaved and 4 Caroline rcsists Godfrcy's refusal to hclp.
oppressed subjects . (Tolstoy) 5 Carolinc rtalises th<H r.heir roles have
A Everything can be taken from a man but bcen revcrsccl.
one thing; the last of the human freedoms
- to choose one's in any given 5 vVhich of thcse words could describe thc
set of circumstances. (Viktor Frankl) charactcrs' :.ttitudcs, and why?

aggressive arrogant controlling

defiant loyal self-co nfident
submissive timid

1 fn what way(s) could Carolinc he 'like a

fish ncwly landccl fi·om the water' (h1st:
paragraph)?
z vVhich of thc ch;tracters, if :my, did yon
sympMhise with ? \Nhy?
 The Song
'Hurry along, Godfrey. Pick up these thinQ&11 Caroline said.
Godfrey stared at the sackl the small trunk and the cloth
' that stood between him and tho , : · . His missusl
with an exasperated sigh 1 indicatod again the itams she
wished Godfrey to transport.
But Godfreyl still watciDjng his headl said, 1 You wan' me put
Vocabulary these on tha cart and tako you mto town? 1
1 l~eHI L"w o scn tcnct:.!i From ehe text'. 'Of course,1nto the • ! And 1am in a hurry to be gono1 •
\Vhich of t:h t· verbs Í11 hold h :1s :1 lirc r:ll 'So you wan 1 me lift them into the gig and then drive you
mc;llling-. :wd whi<:h C(lll ld hnvc htll h :1 mtotown?'
lit·c!nll :llld :1 lllCtuphoric:d mean ing? 'Godfrey1 do not play the fool with me. You know 1must go to town for my own
Godfrey s tarod at the sac/(, thu sma/1 trunl< safety untll all thls trouble is past. Now. 1et us be gane'.

and the cfolf¡ valise . ..

And Godfrey, looking down on the m1ssus, sucked Joudly on his teeth befare
saying, 'Then you must pay me, mlssus'.
1\nd Godfroy, looking rlown on lfle missus,
July cupped her hands ovar her mouth so her ga&J2 and giggje would not
suclwclloudly on his teotl1 ...
escape. While aU caroline managed to utter was, 'What did you say? 1•
2 VVork in p:1i rs. Decide whet:IH!r e:wh 'Me said11Godtrey began, 1lhat me wlll neod payment if me 1s to take you
of rhesc mnl ti-wonl v1.: rb~ h;lS <l lit'cr:ll lntotown'.
nw:1 ning, ¡¡ ttH:mphoric:tl mean ing- or hmlt. 'Payment?'1 the mlssus repeated. She frpwr:md upon Godfrey, then lookad
quizzically to July for sorne expJanatlon of his behavux.1r. But Juty was silent
look ;:¡!ter lool< ~wuy look bnc;l( on - her mouth fixed with a grirmace of a child In the thrill of a game.
look torward to look into look on 'Don't be nd•culousl Godfrey', Caroline said, 'Now, pick up tho things or
lool< out lor lool< rou nd look up 1wlll see you pun.shed for tHisl.
lool< ur lü Godfrey Jigllid. He then walked past the mlssus iñfO"llie hi11 a!)d sat
hlmself down upon one of the ' wooden chalrs. iThCUI ponish me,
3 VVc u·k in p;li•·s . Head rex ts 1 :llld 2 bdow. mlssUS', he said as he llfted first one leg, and thén th ~· smn:
the
C u~.:ss
rh<: lll (':·l llÍilg' of th<: l lfHkrlin ~·.d W()f'dS . anns of the ptanterls seat and sat as if waiting ~~ sotn~a lo remove
T l•cn ehed; your idc;~s with :1 d ict ion:u-y. his bootsA.
'Get upl get up!1 Caroline jumped twice in ber fury. 'Do as you ara • • ,
Lucy oponed the kitchen door und J:llieJ:ctQ. ins rde then made to strike Godfrey with her clo~ fist. éut c¡pdfrey :¡ei,Dd
tl1e room. In the d::trknP.ss, she could just ¡rrakc QJ.Jt both her wrists w1th so t:ight a grip that the mrssy1,'s tace ~ontorted
n figure standing nex t to the fridge. She sw itched on into a )Nim&,e. Her mouth fell in wordlees íMJOny as ~odfrey ralsed
ltie li~tlt and gli.!:DQ~<:i.Q James just i'lbout lo eat a slice
hJmself from the chalr, As he stood h!gher, he bOre (lo1Nn upon
the missus's wrists unt11 the pressure of the Rain JmpeJied Her
of thc chocolate cake she hud bal<ed ear!iRr irr the day.
to kQUI in front of him. As the missusl overwhelmed by hlm,
When .Jarnes <;íj_LJ9ht sigllt<¿f her stancii~J in the d oorway,
went llmp upon the ground, Godfrey let go of har wrists.
he rofusod to loo!< her in the ey,e. StJ(~ Q@L~.Q at llirn . 'WI1at
July macle a move towards the missusl but Godfrey
on oarth wero you cioirrg?' she snapred.
shouted1 ·stop!'.
2. DHvid sat g~ziug al the bifl ir1 disbelief, a nd tro wninu. He sat once more and bagan playing with hls fingemail,
' l hure rrn tst be somc mistake'. he gasped und tri~d to ~<U.Qh ttJ.t;>'-
whlle Carolina Mortimer, qulvering at his feet like a fish
nawly landed from the water, slowly llfled her head,
~ynJ!slr'~ !'!yo. C tiarles gklu.c~;g;! at 11is wutc:t1. 'l'd tJetlur be goin g.' he
wipad har sn1velling nose upon the back of her
ntullltJied, and quickly marJo his wcty ü tJt uf ti)e restatm:urt.
hand, and quietfy asked hlm, 'How much?'

4 \Vri rc ;1 kw su1lC'JH:L'S d~,;.~cribing· a sccne

i 11 wh ich lWo pcoplc tlleCI' " nd tlw n :: is :->OilK'
conO icr. l llcl n d c ...
• a dcscript'irm of l'hc.: W;ly dwy look<"d :11'
e;lch o l'lwr.
• t·IJej t' f;l cÍ:l f ex J.li'<:SS Í() Il~.
• wltaL Llwy saíd .

5 lkad yom sn:ucs other st'lldcnts,

to
cnd ing·s.
pnyin g ;lli'CJili (l fl lO tlr t: p;rsl' rerJS( '
\Vhich s('(:J I C do y<lJ t lih~ hest, ;111d why?
Part 3

Reoding & Spealting 4 Find wonls in the texts that mean:

8a11galore
Reading and Speaking
1 dcvelop into (tcxt A)
1 Work in pairs. Look at the industries 2 very poor area of a city (text A)
Listening in the box. \Nl:Jich are the main sources 3 waste substanccs (text A)
Ideas for lndia's of income in your city or area? Are these 4 fricndly iformal) (text B)
future industries growing or dedining? Give s very ínteresting (text B)
reasons for your answers. 6 pleasant and comfortable (jo1-mal) (text B)
Vocobulary
Prablems agriculture finance fishing forestry 5 Work in pairs. Discuss the questions.
IT manufacturing mlning • vVhat overall impression ofBangalore do
Speaking
service industries tourism you get fro111 thcse texts?
Tackllng problems • H you were goi ng to Bangalore (on
2 Read three different descriptions of business oras a tourist), what aspects of
Bangalore on page 71, a modern industrial the city would you be intercsted to learn
and commercial city in India. D ecide what more about?
sort of tcxL they are (factual, dcscriptive,
narrative, litcnuy or persuasive, etc) and Listening
whcre you might find them. What words 1 Read the definition of the word
nnd phrases in thc texts tell you this? outsourcing. Can you think of any examplcs
of outsourcing in yow· cow1rry? What are
3 Read again and answer the questions.
the adv:mtagcs :md disadvantages of this
1 What is the main industry in Bangalorc?
type of arrangement?
2 What are che positive points about the
city th:1t each nuthor puts forward? outsourcing BUSINESS: :m arrangcment in
What words does the author use to which work l~ done by pcople from omsidc your
describe them? company, usually by a company that is expcrt in
3 In text A, how does the author describe that type of work.
the transition taking place in Bangalore?
4 Is the author optimistic about the 2 • 2.44 Listen to an Indían
city's future? emrepreneur talking about India's IT
s What basic problem is the city faced (information tcchnology) and BPO
with? "'What is the cause of this? (Business Proccss Outsourcing) industries.
How has increased demand ultimately
affccted India's outsourcing business?

3 Listen again and answer the questions.

1 ·what do companies typically outsource?
2 Wby díd India's IT -BPO sector become a
world-leading industry in the 1990s?
3 What has the increased demand for
outsourcing in India led to?
4 What have sorne British and American
companies begun to do?
s How have I ndian companies begun to
adapt to changes in the outsourcing
destínation?
4 The growth of thc IT-BPO sector in
India was very much linkcd to English. What
role docs Englísh or other forcign languages
play in the main industries in your country?
 ·aangalore
When 1drive down Hosur Main Road, when 1turn into Electronics
A City Phase 1 and see the companies go past, 1can't tell you
how exciting it is to me. General Electric, Dell, Siemens- they're all here
in Bangalore. And so many more are on their way. There is construction
everywhere. Piles of mud everywhere. Piles of stones. Pites of bricks. The
entire city is masked in smoke, smog, powder, cement dust. lt is under a veil.
When the veil is lifted, what will Bangalore be like?
Vocabulary Maybe it will be a disaster: slums, sewage,
1 Choose t he corrcct word to complete shopping malls, traffic jams, policemen. But
the phrases from the listening. Which of you never know. lt may turn out to be a
the phrascs refcr toa problcm? Which decent city, where humans can live like
r efer to dcalíng with a problem? humans. A new Bangalore for a new
India. And then 1can say that, in my own
1 Fo r companies, becoming 1 getting
way, 1helped to make New Bangalore.
ríd ofthese tasks mcans lower costs.
What do you call a congenia!,
2 T his has kcpt p11Shiug 1¡núling up
the cost of s;llaries. 8 captivating, cosmopolitan
confluence of software and shopping
.1 I nfrastructure in thesc areas has not
heen able to keep speed 1 pace with malls, electronics and environment
friendliness, salubrious climate and
gwwth.
cleanliness, modern outlook and old
4 T hcre have heen some attempts to .find
worldliness, precision engineering and
n w¡ry 1path r01.md these issucs. pubs? You call it lndia's best city for
s India has bet:orne a sat-rifice 1 victim ofits business. lt is also called Bangalore.
own mcccss.
2 Look at the adjectives (1- 3) that can
collocate with p'f'oblem. M atch them with the
e City and capital (since 1830) of Karnataka (formerly Mysore) state,
southern India. One of lndia's largest cities, Bangalore líes on an
east-west ridge In the Karnataka Plateau in the south-eastern part of
correct meaning (a-e). Do the same with thc the state. Pleasant winters and tolerable summers make it a popular
vcrbs (4-8) and rneanings (d-h). place of residence, but water supply for its increasing industrial
1 major a urgent and domestic needs is a problem, because its 914 mm of annual
very difficult rainfall ls inadequate and there are no rivers nearby.
2 prcssing h
3 íntractahle e very big From the late 20th century the city became a centre of
high~technology industry, and a number of larga
4 pose <1 lesscn
multinational technology corporations opened
s tackle e fi r1d a solu tion to
offices there. In addition, major domestic firms
6 allcviatc make worse such as lnfosys and Wipro establlshed
7 exacerbate g deal with headquarters in the city.
s solve h prcsent Speaking
3 C omplete the dialogues with thc correct 1 Look at thcse issues and decide
fon n of ph rascs from exer cises l an d 2. which three are the most problcmatic in
A: It's a(n) (1) - -- problem . Tt's at your country. Make notes on the problems in
the root of thc nation:<; troublcs. lt:-; thcse a rc:!llS.
why we'rc not (2) _ with • cmploym ent and job creation
othcr countríes. • benefi t.'>, social secnrity and health care
8: Rut it's d ífficult to see how it can be • prc-schoo1 ch ildcare
(3) -- - - - or evcn (4) - - _ in • education
some way. Unfortllllately, I a1n't see any • higher ed uen tion
(5) - -- Ít. • infrastrucmre
A: The f11ct that child poverty srill • ci ties 1 urhan policy
(6) a huge problem in some • rural ar eas
Emopean coumries is n scandal. T he EU • environment
need to (7) - - - -- this now.
2 'vVork in smc1ll groups. Discuss rl1e probkms
n: Absolutdy. 1 think what is vital is
you havc notcd down. 1-Iow are they bcíng
recognition that it's a(n) (8)
t<1ckled? llo w successful are these measures?
problem. More has to be done
H ow dse could the problems be tacklcd ?
immediately to m ake sure it isn't
(9) _ any funhcr.

Commercc Unit 6
 Commerce
P11rt 4

Spc<~kin¡t
Speaking 3 Read <lgain. Decide if the statements are
lnvestments
trnc (1), fal~;c (F) or the tcxt doesn't say (DS).
1 Look at the following eight things that
Reodin\J 1 The pricc of gold always ríses in
people invest in. \Vhich do you thin k are
The new golden age momcnts of cris.is.
the sa fest invcstmcnts? l{ank them in order
2 Tt is important to distinguish real gold
from J (safest invcstment) to 8 (riskiest
Exlcnd your vocobulory from imitations.
invcsunent).
gold and 9olden Gold coutains small quantítics of
art bank accounts collectables toxic material.
Grommor 4 Go ld rcpresent'> much more tha.n
gold government bonds land
Cleft sentence s a simple llletal.
property stocks
Transmutation is the proccss by which
gohl is convcrted into base lend.
2 Compa re your answcrs with a partner, 6 The author views bankers as
giving reasons for your opinions. "liy and
modcrn alchemist-;.
agrcc on the rhree safcst investments.
7 G old wíll be worth less in the future.

4 Answer the questions, giving rcasons

for your answers.
• can be risky 1 tricky 1 high-risk
• The reacling text was writtcn in 2010. Do
• isn't goíng to hold íts value 1 wi/1 depreciate
you think golJ is still as important now?.
• is dependent on supp/y and demand 1 the
state of the economy 1 fashion and trends • Do you agree wíth thc anthor that gold 1s
• is a safe bet 1 low-rísk 1 guaranteed to more than justa valuable metal?
• will hold its vatue 1 appreciate in value 1 show
a profit 1 give a good retum of interest
• offers protection against inflation 1 can
provide income
The adjectíve gold means 'made of gold':
People are investíng in gold jewe/lery.
Reading The adjective golden can mean 'gold in colour':
1 l{cad The nC'IV KOltien 11ge and choosc thc He has /ove/y golden hair.
bcst sununary of tbe artide. Golden can also mean 'successful':
We're living in a new golden age.
• After a long absence, gold is popular
1 Is gold or goldm the corrcct word in
again now. these senrcnces?
• Gold is popular now, hut it always has
She's the company's girl at
heen for manv reasons. the moment.
• The popularicy o f go ld is misguiJed. 2 He just missed out on the - -- -
meda!.
2 Match the words in bold in the tcxt to
3 They were the years of jazz.
the dcfinitions below.
4 There are miles and miles of
1 app<lrently unimportant (though _ _ _ _ beaches.
actually import<lnt) 2 GtJ!den t':tfl nlso h~ usctl in fixed phrases
2 easy to press inlo diffcrent shapes \1 irh differcnL mcanings. Cross ou1 the

3 things that can be bought and sold words below whicb do not collocate with
4 incrcasing- quickly by a largc amount ¡.r,oltlcm. Use :l dictionary m help yon. What
do !:ht: othcr phrases mean?
cx.isting now as a modcrn exmnple o f
something or somcone from thc past address anniversary dream
6 laughing at
handshake oldie opportunity
7 unco ntrollcd activity or excitemcnt
remark rule
!1 passion

3 Use two of thc collocations and make

semences to show their mcaning.
Unit 6 Commcrce
 the dotcom bubble (noun) - the rapid increase in
value of the shares of internet (.com) companies
and lheir subsequent crash at the end of the 1990s

Grammar
1 Look at the two senrenccs. D ecide whích phrasc in 3 Complete three of these sentences
bold ís beíng emphasised in the sccond scntence. T hen with your own ideas.
rcad the grammar box. • All l real !y want is ...
iVfon: thtm nm-e muney í·m pires our· lust. • V/hat annoys me most ...
What impire.r our lusl ir mlJre thatJ mere money. • T he firs t time I saw ... was ...
• What the world needs n ow is ...
To emphasíse information in a sentcnce wc can use • Tt is ... that causes most probl.ems.
sentences bcginníng with:
• lt ís 1 was ... (+ relative dallSe) @ Grammar focus- cxplunotion & ntorP.
prodi<:e ol dcft sP.ntenccs on pctgP. 142
ft Ü guld that jintmcia/ grnn/J/tWS invest m.
• What + clausc + is hvas (+ dause 1 noun phrase)
Whr1t will be fascinating is to see 1vhnt comes next. Yasmin Alibhai-
Wbat they were aiso pursuing WIIS t.he 'elixir qflife '. Brown is a well-
• in a "f-Vhat dause, the auxilíary do 1 did can also be known ;oumalist
uscd to emphasisc actíons origlnally from Uganda.
Wbat the bnnke1'S did was m.oke fantastical promiseJ. She has worked for
many major Engllsh
newspapers and writes
2 Hewritc the scntenccs to emphasise thc words in on issues relating to
italics. Use the word in hold.
race, immígratlon
1 'l11C most pnxious of llll mctals is gold. it and multículturalism.
___ _ is the rnost precious o f allmetals.
2 I rea Uy hate ho1v gold makes people greedy. what
··- - . how gold mah:s p eoplc grecdy.
3 He coul<i never resist the .~t:~·ht ofgnltl. was
- - _ the sight of gol d.
4 'f'he price ~fgold went up. that
__ ___ wcnt u p.
5 T hc alchemists expcrimentcd 7vith turning
bi1Jc lead inw gnld. did
- -- - with turning base lead ínto gold.
 Language focus
1 Read some sentences in which people are making an
offer or concessíon, and complete each one with a word or
phrase from the box.

absolutely the best acceptable could lf you can

if you like prepared to then 1can what 1 can do

_ ___ is upgrade you. Would that be _ _ __ ?

2 Tell you what. bring t11e price down,
Warm up _ ___ place a firm arder.
1 Work in pairs. 'What would you do and say in the 3 OK, I'm _ _ __ throw in this radio, and I'll knock
following situations? ten euros off.
• You have a ticket for a planc, and at the check-in desk 4 We offer you a credit note----
you are told that the flight is fully booked. s I'm afraid that's we can do.
• You open your bank statement and find that you havc 2 Read the responses below. Which express ...
been charged for going overdrawn for a few hours.
a acceptance? b refusal?
• You are thc manager of a wholesale business and you
e indecision ora desíre for further concessions?
want to persuade a retailer to switch their custom
to you. Is that your final offer?
• You are interested in buying a second-hand car, but the 2 'fhat sounds like a good compro mise. I'll take it.
price is too high. 3 l'llleave it, thanks.
4 Fantastic, it's a deal.
2 Have you ever been in a similar situation? s I'm going to have to think about it and get back to you.
Wh<lt happened?
6 It will have to do I suppose.
7 Is there anything else you <.:an do for me?
Listening H I'm afraid that wouldn't be viable for me.

1 O 2.45-2.48 Listen ro four conversations and match

cach one to a situation from the Warm up section. Pronunciation
1 What is the outcome in each case? 1 O 2.49 Listen and complete the sentences. What ís the
2 How similar were the people's reactions to your function of the missing word(s)? Say the sentences.
own ideas? 1 But you - -- - it's not my fault?
2 In which of the conversations did yo u hear the 2 You into ovcrdraft.
fo1lowing, and what is the speaker referring to? 3 ·well, that good.
1 T.t didn't clear in time. 2 O 2.50 Listen and repeat the sentences you hear,
2 This is the one I've got my eye on. adding an auxiliary verb.
3 45 is pushing it. You said you'd deliver them today.
4 Surely those few hours shouldn't have incurred such a You did say you l:i deliver them today.
hefty fine?
5 You won't budge on that at al!?
Speaking
6 We could do 50.
1 We can throw in sorne cover. Choose two opening lines, and improvise a conversation
8 There is availability. with a partner. What concessions did you obtain?
• I just wanted to talk to you about my overdraft limit.
• I bought this scarf here last month, and I was wonderíng
ifi could have a refund?
• I really líke it, but l'm afraid it's beyond my price range.
• l'm sorry, but I asked for a non-smoking room.
e Unit 6 Function globally
Warm up Language focus: stance markers
Do you think customer service in shops and restamants is 1 Stance markers are words or phrases that mark a
good where you live? Think of a recent example to support speaker's attitude or poínt of view. Look at the examples
your opinion. Then discuss in pairs. below. What is the stance marker i.n each one? H ow does it
affect the meaning of the sentence?
Listening ... but sadly this is not extended to the, to the low-class citizens.
You literal/y walk inside the door and then yot¿ get five people
1 O 2.51 Listen to Mal'ion from The Netherlands and
come up to you ...
Scott from England discuss customer service in different
countries. D ecide if these statements are true (7) or 2 Match the phrases in A to phl'ases with similar meanings
false (F) according to the speakers. in B.
1 Marion thinks there are great dífferences between A B
The Netherlands and England. frankly obviously
2 Marion thought it was unusual for the shop assistant to basically in fuct
ask her if she needed help. actually luckily
3 Scott felt that he was ignored in the mobile phone shop. thankfully to be honest
4 Both Scott ~md Marion d1ink that sorne customer service dearly fundamentally
is too much.
3 Work in pairs. Prepare a two line dialogue between a
customer and a shop assistant. Try to incorporate one of the
words from exercises 1 or 2 into your dialogue.

Speaking
1 Look atthc fo llow.i.ng ex<11np.lc of an l!:nglish customcr
service qucstionnairc. Do you havc similar thinbrs in yow·
country? Evaluare thc customer service in a shop you
know by giving each statemcnt helow OJlC of the following
rntings: cxcellcnt, good, average, poor.

• Staff greeted you and offered to he1p you.

2 O 2.52 Now listen to Lillian from Kenya and • Staff were friendly and cheerful.
Dominíka frorn Poland talk about their experiences in • Staff answered your questions.
shops in Eng·land. Answer the questíons. • Staff showed knowledge of the products 1 services.
t What does Lillian say ah out customer service in Kenya? • Staff were polite duoughout.
2 What did Lillian want to buy? Did she get it in the end?
3 Who has the better experience? 2 Compare with a partner. Do you think
4 \~hat difference did D ominika see between customer these questionnaires ...
service ín England and in Poland?
• are a good idea?
• are useful?
• have any effect on customer service?

Global voices Unit 6 e

 DearAnne
Further to our phone call, 1can confirm that Villa
Maria is reserved for you trom 19-26 July. 1would be
grateful if you could now complete the booking by
making a deposit as discussed, either by cheque,
through the Cashbookers website or vía a bank
transaction. 1 look forwan:t to hearing from you soon.
Kind regards
lvana

Dear Anne Dear lvana

Thank you for your interest in our apartment. Yes, it is possible Thanks for your mal\ regarding Villa Maria. We are very
to snorkel off the local beaches, not to mention many other interested in this apartment. Just one query - we are
beautiful beaches nearby. You can see pictures of all these on all keen on water sports (snorkelling in particular) and
our website. 1am not an expert on snorkelling or water sports, are ideally looking for a place near a good snorkelling
but my husband Goran knows a lo t about such matters and beach. ls it possible to go snorkelling near the
will be happy to give you advlcel apartment?
Kind regards Bestwishes
lvana Anne

• Dear Anne
~'t. vOl ~itl J ·;
Thank you for your enquiry. In fact, we have two apartments, !~.C.:. u 5J : iiñ f:j
nam ely Villa Gemma and Villa Maria. The former is
~ Rcacl a sc ri{~<; of C111:1ils and put l hc m in the corrcct
unfortunately not available for the period you mention, but we
have availability for Villa Maria at that time. The weekly rate is c hronologin1l o rdcr. \V h;ll was thc ou lco m e o f
645 euros (in other words, slightly higher than for Villa Gemma, thc corre~¡ >OIIdencc?
but it is a larger apartment and has recently been completely
refurbished). Please visit our website for more details about 1 VV1thout looki ng- at thc: cmails, '>vh;lt c1 11 you rcm <~ m hcr
the accommodation. We require a 15% deposlt in advance abont ...
(1e 96 euros) and the balance is due on arrival. An nc :1mllH:r fric nds? 4 th(: loc1 l are<!?
Kind regards 2 Vill a iVh1ri;1 ? 5 lv11 11;1 <111<1 bcr Üunily?
lvana 3 P<lym c nt?

Dear Ms Petrovic
1 have seen your apartment (Villa Gemma) on the Holiday '. 1,oc•k ;11: thc phrase~ hig-hlightcd i n t l1c t.e:xt.
Croatia website and am writing to enquire whether it is available \Vhat do<:s cach one reFcr lnu.:k lO (in t hc same em ail
for the period 19- 26 July. We are tour adults (two married or <1 pn ;vicu1s C111<1il)?
couples, to be precise), and non-smokers. Also, could you
please confirm the price, and your payment arrangements? ~ CIH)c)sc: thc corrct:l or m o re ll<l l.ma l allen hl iÍV<: In

Best wishes compl ct<.: tlw ~cnl'e ll t'(~S.

1 Th c rL~ an: two courses, na1nely Sp<mi~ h ¡\ <Hld Sp:1 nish B.
Anne Le Tissier
'T·hc {(m ner is for com pk 1:c bcgi nne rs, while t:bc /,wcr 1
tbe 11t:Xf is :H ckmcntn ry levd.
Hi !vana z As l pnrmiscd 1 / h ¡mnrtiJt:d, 1 ;l tt<~ch ;1 v is;~ ;lp plication
Just a quick mall to say a big thank you to you and Goran for form for yo u lO c:ompkte. Could yo u pb1sc rctum tbis 1
your kindness and hospitality during our stay in Croatia. lt was tbttt <1 1' your enrlic~st <.:onve11icncc?
great meeting you and we had a brilliant time. Wc'll certainly 3 U ttf~,rt u natcly, w<~ h ;lvc still not n::<.:eived the for111 . 'fl.,is 1
recommend Villa Maria to all our friends and hope to be back
Tl1t1t m < ::~ns t h at wc <::m n ot proc¡;ss you r a pp lie;li'Íon, so
again very soon!
cou ld yo u picase I'()I'W:l rd it lO m e :1sap?
All the best 4 f m·tbcr 1 /;iu-t!Jcr LO 0 111' convcrsa rio n, 1 J1avc decidcd to
Annc cancel my o rdcr.

Unil 6 Writlng
 linking ideas: darific.ation ond ~~rnpho.sis leorning language in context
1 l{cad t hc emails o n p<1gc 76 :1 g~1in :md íind exprcssions 1 Read <l snggcstion on how to cxtcnd your knowlcdgc
usctl to givc da riflc:1tion :w cl cmphasis. of En glish. \ Víth a p<H'tner, discuss which o f thc
suggcslions, if ;my, you airead y foll ow.
2 Re,Hl the cnwiliJd ow and dcletc the incorrect
<1 ltcrn:1tive. A goocl way to <~xtcnd your knowledge of Ennlisll at
udvRm:ecl 1!-~vel is to study Januuauo as it ot:curs
M y flight arrives in the early hours, at 2.25am (1) to be nat11rnlly in real (spokon or writlt~n) textl:i. Here is a
precise 1 in particular. l'd therefore be grateful if someone us<·rful¡ JI'OCf!dum to folfow:
could meet me at the airport, or (2) ideal/y 1 in o ther
words 1 preferabty book me a taxi. There is no transport
* Chooso"' toxt that intere::;ts you or that i s
re/evant to your work or· l'>tudy, or one th<tt you
available at that time (3) or rather 1 not to men tion 1 to
havH already sludictl in class.
say nothing of the fact that 1will be exhausted. l'd like to
request a ground floor room for my mother. She finds it .,.,. Rcad or listen to thu text un tí! yo u undcrstand
difficult to walk far (4) let alone 1 ie climb stairs. l 'd it fully.
(5) particular/y 1 especial/y 1 precise/y like a quiet room, as
during our last visit we were kept awake by noise- traffic
* Underline (or note dOWil) any words, phrases,
collocations and parts of sontcllC':es that yo u
(6) for the most part l ideal/y 1 in particular.
find interesting or useful , ancl that you would
not normally us~l .
Preporing to write * Record tho new language in your vocabulary
notebook, including tho original sentence.
\Ni tb <1 par tn cr, decide on o nc or mo re trnnsaclions that
you would like to corrt~:i p<)J) d ~ bou t, cg cnroll ing ou a * Extend your knowlcdgc of the new items
course, lx)o.king :1 ticket or rcn ting· <1 Hat or rooJn . by looking thcrn up in a learners dictionary
or collocations diclionary. Add any uscful
infonnation to your notobook.
* Use the ncw lannu<.~~Je in a sentence to help you
• 1am writing 1 Just a quick email to enquire about 1 rome111bcr it.
whether .. . 1 thank you for .. .
\ • T11ank you 1 Thanks tor your email 1 reply 1 enquiry
* Read throu~¡h your vocabulary notebook on
;:¡ regular bR.sís; thc more often you study
• 1 woutd be grateful if you cou/d 1 Can you ptease send somothing, tlle botter it goes in.
me details of ... 1 let me know ...
• 1am attaching 1 Please find attached a booking form
• (Kind 1 Warm) Regards 1 Best wishes 1 (Al/ the) Best 1 2 Look agaín llt the abovc section and noticc thc words
Many thanks 1 Afl for now and cxpressio ns in italics. T hc first two of thesc could be
rt co rdcd ;ls fo llows:
Writing A good way to ... is to .. . : A good way to make friends
\Vork in pairs. llsing elll<lil convcntions, you :;hould each is to join an English class.
writc MI ÍJlÍLial enquiry about thc transaction you c:hose
follow a procedure: adhere to, comply with, fol/ow,
in Prepttring to 'lVrite, and pass thc sh<:et of papcr to your
g o through, use a procedute (Macm/1/an Collocations
panner. Your pn rt ncr should then writc <1 rc ply to th c Dictionary) lf you follow the safety procedures when
e nqulry. Contioue the corrcspondcncc lll ltil thc tr;,nsaetio n you dive, you are unllkely to suffer a serious accldent.
is co t11 pletc .
3 \~hite <1 record for the orhe r wo rds and phrases.
T hcn compare iJc¡¡s with ;1 pllrtnt:r.

Wnting & Study skllls U11lt 6

Part 1

Reading
Reading 3 Read The Heming HefJ'rt by the scientist,
rhe 8ecding Heart
Ted llianco and find answers to the c¡uestions
1 Dis1.:uss the ljuestions in pa.irs. in excrcise 2. Thcn complete tbe chart with
Grommor
1 Can you loca te your hea•·t? your pulse? facts from thc text, wherc possiblc.
Articles
2 How is a person\ heart rate calculaced?
Whale Shrew Clan1
Pronuncialion D o you know what your own heart r-·
rate is? weight
1ói und /01
2 Look at the photos of the animals. vVhich bcart rate
one do yo u think has ... lifespan (ycars)
1 the most heartbeats in its natural lifetime?
4 Match thc explanatio ns with the
2 thc fastest heart rate?
hig.hlighted words in thc text.

allowed number be careful

ex1reme laziness
one animal eating another relaxed
right speed wasteful

5 Work in pairs and discuss the qttestions.

t Why may animals havc che same numhcr
ofheartbcats, yet their li fcspans vary
somuch?
2 Make a list of fi ve thi ngs that could specd
up your heartbeats and íiv~.: tbat could
slow them down. In your view, is it hett~.:r
to use your quota of heartbcats by living
'fast ami furious' or by having a slow and
calm pace oflifc?
Grammar 3 Read more rules about articlc use bclow. Thcn
look again at thc sentences in italics in the reading
1 Head some generalisations anc.l deletc the tcxt lllld l11<ltch cach w;c of the, a 1 an or - to one
incorrcct alternmívc(s) to complete thc rules. of the rules below.

R-m-cise is good jo1· the body. 4 use a 1 an (with a singular noun), or- (with
Humans have bui!t-in obsolcscence. a plural or uncountable noun), to mention
The whttle lívesfor over 100 years. something for the first time, eg l've joined a gym.
An adult hea1t beats 11t anmnd 72 beats Exercise is good for yrnt.
pe1· minute. s use tbe whcn a noun, or a charactcristic or
property of the noun, has already been mentioned
1 use the zero artid e (-) to make a
gencralísation ahout a singula1· 1 plum/ 1 The ¡r;ym is great, but tbe monthly rate is expensíve.
6 use tiJt• whcn a noun is dcftned to distinguish it
uncountable noun
2 use tbe to make an abstract, formal from othcr nouns, for example with a dc.: fining
generalisation about a sinr;ular 1
rclativc clause or adverbial pbrase, eg Tbe KY'"
plural 1 tmcountab/e noun, seen as a 1joined i-s Vll1)' expt•nsive. Tbc lifesprm offl clmn
rcpresentative of its class
is very short.
7 use the to refcr to something seen as uniquc in our
3 use a 1 an to make a generalisation
expericnce, eg the sun, the jood chain
about an individual sinr;ulaT 1 plural 1
8 use the with superlatives (eg the quickest), ordinals
tmcountable noun
(eg the .fint 1 the tenth) and words like the same 1
the maximum. 1 tbe m,ain
2 Work in pairs. Write gcneralisations
ahout one of thc alterna ti ves in cach pair.
• doctors or hospitals
(!) Grammar focus - cxplanation
& more pracli cc of orticlos on pagH 144
• heart su.rgcry or medication
• a chcck-up ora cure Pronunciation
• thc brain or the heart
1 Wherc is thc tonguc when you pronouncc
the sounds /o/ in the and /e/ in moutb? vVhat
is the difference betwcen thc two sounds?

2 ~ 3.01 How is the pronounced in these

cxpressions? vVhat is the pronunciation rule?
Listen and repear.

the arm the eye the heart

the mouth the teeth the tongue

3 Nlatch the two halves of the proverbs

and practise reading them aloucl.
• Do ynu understand aH the proverbs?
Do you have similar ones in your language?
• V.'hich is your fiwourite, and why?
1 Tn thc eyes of the mC>use n the heart is glad (The Nethedands)
2 Nevcr ticklc the n ose b tb~ cat is a lion (Albania)
J 'l'hc dog that is guing to hi te e t han thc !iword Gapan)
4 \Nh cn the stomach is full d of a slecping bcar (Germany)
s Thc to.nguc is more to be feared e cloes not show its tecth (Turkey)

Hearts Unll 7 e
 Hearts & M·n
Vurt 2

Reoding & Listcning

Romeo ond Jvlit!l': The Reoding ond Lish~ning 2 Reat! a gn1phic novel vcrsion of thc
fm uo u ~ 'balcony scene' from the play, ;md
bolcony sceno vV<>rk iu P<l i rs al1ll answcr the qw.:stions. answer thc qu t~st.i ons.
Ex ..-,1 ¡-v•J• ·:...col.••' ~··y • W hat do yr)ll lmow <lbout Shah:spc<lre's W h:n.docs Romeo compare .J uliclto?
p l:-~y R01JJ.M tJ.ml ]uli.(.'t? 1bvc yo u evcr 2 vVh:ll does J ulict. say :l bom R o iJICO's
O.:oH.:!~o)llo:,., ~ w i~h haa1·!
seen it? nawe, and hcr own n:llne?
Cr.,:nl•llt•ll • Read Tmgic LmJc, and check your ideas. W hy docs J uliet corupa.re !{omco
r.o a rose?
4 \Vhat is thc cs~ l~nt i a l problem in
thcír rclationship?
.A>.dvice

Bul what's that light coming

from lhe window? 11 must be
Juliet! She's so beautiful -
bright like the sun, so much
lovelier than the pate sickly
moon. Oh, if only she knew
how much 1 love her!

Tragic Love
Shakespeare's Romeo
and Jullet ls one of the
most iconlc love storles
of all time. lt tells the
tale of two teenagers
from warring familias
(the Montagues and
Capulets) who fell in love
at flrst sight and marrled
without thelr parents' Oh Romeo, Romeo! Why does •
knowledge or consent. your name ha ve lo be Romeo? •
Soon afterwards, Juliet Tetl me that you ' re nol a
Montague! Change your name!
feigned death in arder Or if you can't do that, just
to avoid an arranged swear that you leve me, and
1'11 stop being a Capulet.
marrlage wlth a relative.
Romeo, mistakenly
believtng that she was
really dead, killed himself,
and Jullet, broken-hearted
at Romeo's death, also lt's only your name that's m y enemy. You'd stitl
be the same person after all, even if you had
took her own life.
a different name. What is a name, anyway? lt
has nothing lo do wlth who a person really ls. A
rose would still smell as sweet even if it wasn't

e Unlt 7 Hearts
callad a rose. And Romeo would be just as
perfect, even íf he had a differenl name.
 wttarefore (adV9rb) - why
art (V9rb) - are
tho u, thae (pronoun) - you
but (conjunction) - only
thyaeH (pronoun) - yourself
though (conjunction) -
ornot
owes (verb) - owns

Gro mmar
1 Read the sentences and
answer the questions.

lfa rose were called

lfa rose was caJied something else, it would
lfa rose were to be caJ/ed still smell as sweet.
Were a rose to be called
might
If they were from diffirent
3 G 3.02 Read and Ustcn to an extract would get married.
families, they
from the original balcony scen e from could
Ronuo and Juliet. Then work in pairs and
Are the situations real or imaginary?
discuss the questions.
2 What is the difference in meaning or register
• Have you heard or read this scene between the alternatives in bold?
befare? How easy did you find it
to understand? 2 Complete the sentences. Then compare your ideas
• Do you think that the graphic novel with a partner.
version makes Shakespeare more • If Romeo and]uliet were from the same family, ...
accessible to a modern reader, or does it • WereJuliet 1 Romeo to ask for my advice, 1 ... Wllliam
destroy the beauty of the original text? • If Romeo and Juliet were to fa\1 in !ove nowadays, ... Shakespeare
• How far are the themes of the play still • If I were in a similar si tuation , ... (1584-1616) was an
relevant today? Do you know any similar
stories of tragic love?
0 Grommar focus - explonotion & more proctice of unreol
conditionols on poge 144
Engllah poet and
playwrlght, wldely
~arded as the
greatest wrtter In the
Writing Etlglfsh language.
1 Choose one of the situations below. Write a few
1 Wlúch of the adjectives below do es lines of advice to a teenage niece or nephcw who ...
not collocate with -hearted to make a
compound adjective? • has fallen madly in lave with an unsuitable person.
• wants to get married, bnt .is still very young.
broken cold down half • is ~;uffering from unrequited love.
hard kind light up • wants to meet someone they have contacted
warm whole on the internct.
• is broken-hearted after the end of a relationship.
2 Wlúch refer to ...
• character?
• sadness?
• enthusiasm? • lf 1were you, l'd 1 1 wouldn't ...
• lack of enthusiasm? • lt might be an Idea 1 advisable to ...
• lack of seriousness? • You might regret it if yo u ...
3 Use three of the compound adjectives
to describe a personal experience 2 In small groups, read aloml what you have wr1tten.
to a partner. Do you agree with the advice givcn?

Hearts Unit 7 e
 Port 3

Speoking
Concentration and Speaking 4 Choosc the best explanation for the
doydreGming
following words underlined in the texts.
1 H ow important is it to concentrare in
l slumber sleep 1wakefolness
each of thcse sitnations, aod why? VVhich
Reoding 2 stalking nying to catch 1 uying to
requires the most conccntration, and whit:h
Mindlulner.s escapcfrom
can be done while your mind is on other
3 nip it in the bud worry about it 1 stop it
Vocobulory things?
befare it grows too Iarge
mind • dimbing a mountain 4 halt int:rcase 1 stop
• cooking 5 elusivc fascinating 1 diflicult to achieue
• doing a gram m<lr cxercise 6 transicnce temporal)' existence 1 impo1·tance
• driving along a tnotorway
• having a deep conversation 5 Find answers to thc qucstions in
• listening to music the tcxts.
• playing a mosical instrument 1 What two examples of miodfuln ess in
• playing tennis everyday life are mcntioned?
2 ln what way wcre stone age hunters
2 Can you think of any other activities thllt
practising mindfu)ness?
require deep conccntration?
3 VVhat sometimcs happens if a person's
3 Complete the sentenccs so that they mood islow?
are tme for yon. Then compare with 4 Uow can mindfu lness hclp in
othcr peop)e. this situation?
5 \Vhat is the best way to lcarn to
• My mind often starts wandcring whcn ...
practise mindfulness?
• I ünd it rdatively casy to stay focusecl
on ...
6 What difiiculties do beginners
• When 1 gct distracted I sometimcs often expericnce and how can they
overcome thcm?
daydrcam about ...
6 Work in pairs. Choose two or threc
Reading questions to discuss.
1 Have you hea rd of ntituifulness? Which • l-lave you ever had experiences similar to
of thc following ddinitions do vou think it the one!i mentioned in th c text-;?
could be? · • How easy do you find it to sit in silence
and complete!y empty your mind?
1 thc ability to pay attention to more than
• Would you considcr learoing to practise
onc thing at the samc time
mindfulness? W hy 1 \Nb.y not?
2 a clcar awareness and acceptance of
• At what times of day are you m.ost and
presen t cxperiencc
least alert? V/hat hdps increase
3 the ability to tlünk clearly and make
your alcrtncss?
rational dccisions
2 Read threc short tcxts about mindfulness
and see if you were right.

3 Do these words and phrases from thc text

relate to minclfuJness or to its opposite?

atert aware brooding crítica! thinking

monkey mind non-judgementatty
the present moment tunnel vistan

Unít 7 Minds
 Mindfulness
Have you ever suddenly become aware of a background nolse that had

A been golng on for soma time unnotlced? Or have you ever woken up just
moments befare your alarm clock went off. as lf an lnner force had llfted you
from slumber? That was mlndfulneas. Mlndfulness rs a mental faculty, like lntultlon or
musical ablllty. lt reminds you of what you dldn't know you had forgotten, and wakes
you when you dldn't reallae you were sleeplng - or daydreamlng. Thlnk of stone age
hunters stealthlly stalking thelr quarry whlle on guard for predators that mlght be
stalklng them. Thelr mlnds are qulet but aJert, empty but present, sharply focused
on thelmmedlacy of the sltuation, knowlng that anythlng can happen. That ls
also mlndfulness.

B
Sometimes we do not notice the moment when a spiral of low mood is starting. lt
is a sort of tunnel vision; we can only see part of the landscape. Mlndfulness practice
helps us to see more clearly the pattems of the mind; and to learn how to recognise when our mood is beginning to
go down. This means we can 'ni.g iUn thllucf much earlier than befare. Mindfulness helps to b~ the escalat1on of negativa
thoughts and teaches us to focus on the present moment, rather than reliving the past or pre-livlng the future. When we
start to feellow, we tend to react as if our emotions were a problem to be solved. We end up over-thinking, broodlng,
rumlnating, living in our heads. Mindfulness teaches us to shift mental gears, from the mode of mind dominated by critica!
thinking (likely to provoke and accelerate downward mood splraJs) to another moda of mind in which we experience the
wor1d directly, non-conceptually, and non-judgementally.

e Just to slt and 'bG' ls not that easy. lt takes practica and a good teacher simply to learn how to sit up
stralght without straln for periods of 40 minutes at a time and to breathe evenly and well. But lt is this
attentiveness and quletness that can lead to the deeper and transformational quality of the process.
Leaming to tame what the Buddhists call our 'monkey mmd' - the interna! chaos that keeps us flitting back
and forwards, obsessing about the minutiae of lite - can be trustrating and musí~. Beginners to meditation
will notice their mind regularty wandering back to the past and forward to the futura: '1'11 never be able to do
this'; 'My hips are killing me'; 'How much longer?'; 'What am 1golng to cook for dinner?' and ao on. 'You
!2!.-~~~-~-.c:rr ,¡~ thouQht in a

' :V1atciJ C::tch SC ll tl:llCC 1- 7

wich a f'o llow··o n scn tell(:<: a -g.
qunrry (nuun.i - i.IP <lrlirnul or por son bun'9 hunterl
"'ow, wh;lt W;ls 1 going· to say ~
tunnel vlsion (nOtlllj - cour.entr••linl) on ot'P. lhin!J
2 Sorry, your hinhthly c:omplctely s lipped V'.'Íthout r.ot~!>icJeru)~ cu1ytl'1iti~J el~c..:
lllY1nind. broo<.llng (:JCijt-•<:tiVC) . wo1 ryiur¡
3 \Vhcrc tl!l e;tnh h;Jvc y o11 l1<.:cn ?
4 T'vc bu~ 11 r;t~:ki ng lllY lm t ÍitS for a gw><l
prcscnt I(H· Sl"cph an ie.
Ycs, l'd ! oH~ w go o ut ro11Íght, t·h:wks.
2 \Vít lt a pa rtm,r, choosl' smne of
f, ·1'111 sony, Tdid11 't 1hink to brí11g'
f'IH: <:xdt<1n gcs ;1Jtd conti11L1e l'hc convc.rs;ttion .
;lll u m f"·el fa .
·¡ T h:H song is so c:llchy. 3 \Vnrk in pairs. \Vritc wl1;11' 1he ~ pc:1h: r ,,,;g-ht
sny bl~ fon: lwo o f r\H:se ~l:tt tenccs. Then re:td yn ur
,, l t never crossed m y mind l"hn t ir
sc~n len ces to :tno thN p:ti r. Ca n tltcy g;ucss wh ic:lt unes
Jnig ltt r:1i11.
)'0 11 ha V!~ cltOSCil?
h (;;)11 }1';1kC )'IJll tlll t for ;) lll (';diO II];J h; llp
for it? You C;llt do it if y•Ht sct ynur mind to it.
(. \-'l y 111ind's gonc hl:tnk. l Grc:tt 111inds think :Jiil..:c!
,¡ h's clríving· 111<.: m ~HI - 1 just c:1n 't get ir out· 1 tlHIS t h:wc hc:cn o ut of my 111 Í 11 d~
oi.llly 111intl. .¡ Bu t tl1;11' w:1s yt>.~ tc nby - l'w ch~mged my 111ind!
{· \Vhere d id yoo luve in 111incl? Yo11 sltotdd do somcthing ro 1;1kc your mi11d o Ffhin1 .
r l'vc hc<:n out o !' 111y ntind wi dt wurry. ¡¡ 1 du11't m i11d, it's up to ymt.
~ l'nt :ll'r:ticl llOI'hill!J," comes 1"0 7 Mind your ht::1d 1
ntind, tltoug·h. x l lc should n1i1HI his own husÍJH.;ss.
M inds Un1t 7
 Minds
-------------------------------------~~~B~~~~-~--------------------------------------~====~==========~~====~
Porl 4

Spcob "U & Voc;:'l>"l"' y

Nature vs Nurture
Speaking and Vocabulary Listening and Pronunciation
1 R cad about the Narure vs Nurture 1 1..ook at thc picmrc of the human brain
debate . Which of the opinions anJ below an d diseuss the <1uesLions with a paro.tcr.
The deve loping brain statemcnts below rcfer to n atn.re ancl which • vVhat do you know about th c funct ioning
to n u rturc? of d iffcren t parts o f th e brain?
• vVb.at are the bcst ways to h elp a baby's
Reodi•·-u & Gu·.•mu1w Nature or Nurture? What determines brain ckvelop?
Atta<hment theory our behaviour more - our genetic
2 ~ 3.03 L isten to thc fi rs t part o f an
Gerund and infinitive make-up or the environment
.intcrview with Sue G erhan h , an expcrt
around us? on child dcvclopmcnt. 1\llakc n o tes on th e
following topics.
1 P wple say I'm the .rpittin~ image ofmy
hroth er. "Red hair t'Wt.r in thc f imtily. in what scnse thc brain is a soáal m·gan
2 My mother is quite rcserved and 2 \vhy the ñrst two years of life
cau tio us. 1put ít clown to her strict are important
upbrirtging. 3 thc th ree main emotion system.s

3 1 Jala! after my father - neithe r of ns is 4 how the body responds to stress

any good at sports. Tt must be in the J¡cneJ·. 5 w hy stress can be toxic

4 1 look nothing like my sh.-t:cr. She's inhe1'ited 6 what parent.'i can do to regulare a

m y mother's fa ir skin, wherec1S I tan baby':; stress

easjJy. 3 '.; 3.04 L isten t1l an o ther cxtract from
5 I 1/)/l.f lmmght np to believc that tclling líes the .intcrview. \V hat clocs Sne G erbardt say
is wrong. a bout thc natun; vs nurture debate , ancl ho w
6 M y sistcr seems t o have a:n imwte alJitity Jo her own two childrcn iUustrate this?
to get on with othcr peoplc .
4 ~ 3.05 On the ba:-;is of what you ha ve
2 H ow mm:h do you have in common heard , w hal advice do you tJ1ink she will
with members of your fam ily, an d what do
give o n how to bring up b<Jbics? Listen toa
you put it dcl'Wll to? E xplain your ideas to
fi.trther <.:xtract, an d chec.:k your pr ediction s.
a partn er nsin g words and phrases from
exercise l. S ~ 3.06 Listen to someonc rectding th e
pairs of words hclow.
3 \ Vork .in pairs. Choose om: of the
statcments nnd take opposing views, What is rhe difference betwccn the t\vo
giving cxnmplcs. sounds? Practise mak.ing thcm.

• \ Ve are CQ'Izditúmed by the media to bclieve IIJI !JI

rhn t o ur cou ntry's way of li fe is the bes t.
ehcap sheep
• P ersonality diticrenc¡;s are dowrt. to ntttm·e,
not tmrture. catcb cash
• C rim inal behaviour is cultumlly, rather.
2 ~ 3.07 .Find cxamplcs ofbo th sounds in
than p;enetiwily dctermined.
the words b elow. Thcn listen ancl repeat.
4 W ork with anothcr pair and dis(:u ss • attachmcnt • crucial • nurntre
your real opinion s abo ut the n atu re vs • attention • culture • prcdisposition
n u rntr c debate. • children • cmotion • relationsh ip
• conditioncd • nature • social
3 U se sorne of the words to tell ;J partner
w hat you can re mcm ber ab out thc
• Yes, but don 't you think 1 surely .. .?
intcrview, and your r eactions.
• That may well be true, but .. .
• Yes, but on the other hand .. .
Unil 7 Mind ~
 Reading and Grammar
1 Read Attttclnmnt theo1y. According to
the thcory, which of these does a ha by need,
and why?
1 a sccure hose 6 cornforting
2 pare.nts 7 :m cxperiencc of loss
l rclationship 11 discipline 4 Read part of a lettcr from a teacher to a
4 exploration 9 secure attachment parcnt and delete any incoiTect alternatives.
s boundaries
Please forglve (1) my writíng 1 meto write 1me tor wrfting to you like this, but
2 Rcad thc text again and undcrhne uses of 1am extremely concemed about Amelia's progress. 1 regret (2) to te/// telling 1
verbs, nouns or adjectives followed by ... te/1 you that as a result of (3) mlssfng 1havlng mlssed 1her miss the first month
1 an infinitive with to. of this term, she has fallen signiflcantly behind her peers in her coursework.
2 a ge.rund. She al so appears (4) to (IOt complete 1not to have completad 1 to not haVe
.l an infinitive without to. completad any of her homework. Clearly, (5) havlng missed 1 misslng 1 miss
such a huge chunk of term wlll impact on her fmal grades at the end of this
3 Find exam.plcs in the text to illustrate thc year. 1have t~íed (6) to explaln 1 exp/aln 1 explalning this to her, but she seems
rules below. to object to (7) being told 1 be told 1 havlng told what to do. (8) So as not to 1
Not to 1 In order not to fall behind any further, she needs to make a concertad
1 if a verb is the subject of a sentence, use effort (9) to catch up 1 for catching up 1 for catch up wlth her classmates by
the gerund (1 O) complete 1 completing 1 having completad all her project work.
2 if a verb comes after a preposition, it is
always a gerWld
S Wor k in pairs.
J form a past gerund with having +
past participle- this use is often 1 D iscuss whether the verhs below are followcd by an
more formal infinitive (with or wirhout to), gerund or either. Check
4 fonn a passive gerund with being + past
your ideas in a dictionary.
participle (present) or having been + advise appreciate avoid encourage enjoy
past participle (past) get used let make prefer suggest would rather
5 form a passive infinitive with to be +
past participle (present) or to have been 2 Use sorne of thc verbs to write a rcply to the tcacher.
+ past participle (past) Read your lettcr to anorher pair.
6 use m.y 1your 1 his (formal), or me 1 you 1
6 Complete the scntences so they are true for you.
him before a gerw1d to refer to another
Read them toa partner, a.nd ask each other questions ahout
person
your cxpencnces.
1 in formal discourse, use the + gerund +
of+ noun to make a noun phrase • At school, 1 sometimes hacl difficulty ...
8 to express purpose, use to + infinitive, so
• I used to think there was no point ...
as (noV to + infinitive, or in order (noV to • At m y school therc was no op¡.JOrtunity ...
+ infinitive • IfT have chi!Jr.en 1 granJchildrcn, I have no intention ...
@ Grammar focus - explonatior1 & more praclice of garund and
infinitive on page 144

Minds Unit 7
 language focus
1 Complete the conversation openers with a word from
thc box. What do you think comes next?

about apology ask do know make slight

thing trouble word

1 I've got a(n) to make.

2 You that book you lent me?
3 Sony to you, but ...
4 I'm afraíd there's a(n) - - - - problem.
s Could 1 you a favour?
11 Could you me a bíg favour?
7 Right, thc holiday. T he 1s, ...
s I've got a requcst to - - - -
9 Could Thave a(n) ?
Warm up
2 Change the sentences usíng thc word(s) in brackets to
1 Work in pairs. Role play two of the situations below. make a more poli te request.
• Telephone a colleague to say that you can't meet him/ 1 Could I changc the appoínnnent? (passible)
her as arranged. Explain why. 2 Could I ha ve a second opinion? (wondering)
• Ask a friend to lend you his/her car. Explain why. 3 Could you give me a lift to the hospital? (.ruppose)
• Apologise to a friend for losing a book hehhe lent to 4 Could you possibly pickup rny prescription? (any way)
you. O ffer to replace it. s Can I use your phonc? (mind)
• 'Thll a child that he/she can't have a pet. Explain why. 6 Can I park outside? (all right)
• Ask a landlord for a reduction jn your rent.
• You havc already askcd your boss fo r one day off. Now Pronunciation
you need anod1er onc. Ask him/her, and say why.
1 Which of the follow1ng expressions can answer ...
2 Work in pairs and díscuss the questions.
a a request? b an apology? e eíther?
• What is 'difficult' about each of the sin1ations? Which is
tbe most difficult, in your víew? 1 Sure. 5 1 wísh I could, 9 Don't worry.
• Have you been in any similar situations recently, or in 2 Actually, that's but ... 10 T hat's fine.
the past? What happened? a bit difficult, 6 That should be 11 1'd like to help
becausc ... OK. you out, but .. .
Listening J No worries. 7 Oh no! 12 l'm afraid it's
4 No problem. 8 !'m afraid that's out no t allowed.
1 O 3.08-3.11 Listen to four conversations and an swer of the question.
the questíons.
2 • 3.12 Listen and repeat the expressions. What do you
1 What ís the rclationship hetween the two speakers? notice about che intonation paneros?
2 What is difficult about each situation?
3 What is the outcome?
Speaking
2 Listen again and note clown expressions used to ...
Look agaín at the situations in the Warm up, and roleplay
1 make a request. differcnt ones with a partner using thc phrases from
2 mm down a request. Language focus and PronU11dation.
3 agree to a requcst.
4 makc an apology.

CD Unit 7 Function globally

 Shakespeare: the best
English teacher? by David Crystal
What does Shakespeare offer the English language learner texting, spamming, googlíng, and tweeting, and
- apart from the aesthetic, theatrical, and literary experience doing many things that were originally nouns.
awaiting anyone who hears or reads his poems and sees or This is well within the spirit of Shakespeare.
reads his plays? A great deal. Shakespeare is in many ways
lt's impossible to interpret many headlines in modern English
the ideal advanced teacher, because he shows us how to
newspapers if you don't know Shakespeare. What would
exploit the resources of a language to maximum effect.
a Shakespeareless reader make of an article on population
He has of course been an important general influence on control headed ro
breed or not to breed, or one on nutrition
the development of English, because many of his words headed ro
diet or not to diet, or one on a possible army
and idioms have become part of everyday modern use. You invasion headed To fight or not to fight? All derive from
are quoting Shakespeare when you say that truth wilf out, Hamlet's To be or not to be.
the game is up, and you haven't slept a wink, or if you've
Shakespeare teaches learners how to be daring in their use
knitted your brows, made a virtue out of necessity, and
ot English. lt is a sign of real fluency when learners can take
laughed yourself into stitches. lf you look in the unabridged
Oxford English Dictionary, you'll find over 2,000 words
a rule and adapt it to suit
their purposes. Perhaps Glossary
which have their first recorded use in Shakespeare, such as
we should start using the
assassination, outswear, and weather-bitten. Sorne he coined make a virtue out of necessity (phrase) -
acronym ESP (English pretend you are doing something because
himself; others he simply helped to popularise.
for Special Purposes) in il will bring you benefíts. when in fact it is
Far more important, though, is the way his linguistic a new way: English tor something that you must do
strategies provide guidelines for modern users. He adds Shakespearean Purposes. outswear (verb) - swear more than someone
un- to make new words, such as unbuíld and unmusícal;
today we do the same thing with uncool and unfunny. He
adds -less to make aírless and languagefess; today we say
such things as computerless and iPadless. He was one of the
great manipulators of parts of speech. In particular, he readily
turnad nouns into verbs: his characters nose things as well
as smefl them; they ear things as well as hear them; they are
windowed (displayed in a window) and mudded (covered by
mud). Today, the internet provides many examples of people

Warm up .t Word building strateg.ies

e Behaving like Shakespeare
1 Can you match the two halves of thc following famous
<JUOtcs from Shakespeare? 2 Reacl the texr. agai n a nd decide i f the sentences are
r.rue (7') or false (/') accord.íng to the author.
1 1<> he or a all mcn ancl women merely
playcrs. (11s you lil~e it) Shakespeare is a good reacber because .he was creativc
2 But love is blínd, b not to be (Hamiet) with lang·uage.
Now is the winter 2 Shakespe~re invented at least 2,000 words in thc Oxfonl
J e of our discontent
(Ricbrm/111) Hnglisb Dütionaty.
4 Out clamned spot! '' and lovers cannot scc 3 Much of the lang·uagc arising· from thc intcrnct is
('/'be Merchrmt ~(Venice) devclopccl in a similar way to how Shakcspc.:are
s !\11 thc world\ a stage and e that wears thc crown uscd languagc.
4 Shakcspcarc did not use verhs líkc :mzcli or bear,
(King 1lemy IV)
r. Uncasy lies the head f Out 1 say! (Macbct.b) prcft!rring to use nouns instead.
~ Some knowledge of Shakespeare he.lps make sense of
2 Havc you heard any of these quotations bcfore? llave many contemporary news headlines.
you cver seen a Shakespeare play or film of a play? 6 Learners should be careful of changing lang·uagc- not
everyone can he Shakcspcarc.
Reading
1 Read Sbfl.kc.lpctwe: tbe best Engli.rb te11cber? and put the Speaking
pamgmph titles in 01·dcr. Thc author says lcarncrs should be daring in their use
a Inventor of new languagc of languagc. vVork in pairs. Look at thc cxamplcs of how
'' ·1 'he world's best Advancccl English teacher Shakcspcarc cxperimented with English vocabnlmy. Can
e Shakespeare as a culntral rcfcrence you invcnt similar worcls or expressions?

Global English lJnil l

 Reading 2 Discuss the questions with a parmer.
• Which of the suggestions in the essay do you
1 W!th a partner, make a list of five ways to achieve good
already follow?
health. Then read Alex's essay. How many of your ideas
• Are there any suggestions that you disagree with? Why?
does he mention? Does he suggest other ways?
• What is the single most important step you could take
to improve your health?

Writing skills: structuring an argument

1 Loo k at two ways of structuring an argument. Whích
has Al ex used?

A B
lntroduction and personal Introduction and
opinion presentation of problem
Your views and reasons for Opposing arguments and
holding them why you disagree
Conclusion Your views and reasons for
holding them
Conclusion

2 In your view, which of the following ideas could be

included in ...
• an introduction?
• a concJusion?
• either?
1 your own view
2 a historkal or geographical view of the topic
3 a question
4 an overview of the current situation
; a recommendatíon
6 a smrunary of the arguments

Linking ideas: cause and consequence

1 Complete the expressions with a suitable preposition.
Then check your answers in the text. Is each one followed
by a cause or a consequence?
J are the key _ _
2 is a major cause _ _
3 leading _ _
4 result _ _
5 ha ve a l'Ole to play _ _
6 aredue _ _
7 thanks _ __
8 is the most important factor _ __
9 as a result _ _
JO the first step _ _

e Unit 7 Writing
2 Complete the sentences (1-6) with onc of th~ lmproving your speaking skiUs
groups of words (a-i) below. Thcr~ may b~ more than
one possible answer. 1 Mark these statements true (7) or false (F) about
spoken English. 'fhen check your ideas on page l 31.
a Because of /Thanks to 1 As a r~sult of
b are due to 1 are rclatcc..l to 1 can he attrilmtccl to t It is very un usual for native speakers to make errors
<: can lead to 1 can n:sult in 1 can produce when speaking.
d is a kcy factor in 1 is at the root of 1 is a major cause of 2 It is bcst to avoid hesitations and fillers, eg um,
e Cívcn that 1 Since 1 In view of the fact that !mean.
f havc a part to play in 1 :1re the key to 1 are the lirst J I t is not a gooc..l idea to use too many fixed
steps towards expressions.
4 Speakers should always try tu use a wide range
_ _ _ _ _ a healthy diet is vital to health, of language.
childrcn shonld be educated to know what constitutes 5 You should express your ideas using precise
healthy eating. vocabulary and avoiding general words like thing.
2 improved hyg·iene, many illncsscs 6 Preparing for speaking can improve the accuracy,
have been el.íminated. fluency and range of the language used.
Overwor.k and anxiety high lcvcls of stress. 7 Repeating a spoken task can improve accuracy,
4 Hegular exercise and a hcalthy c..lict _ _ _ __ flucncy or range.
staying íit.
5" Smoking hcart discasc. 2 Which of these aspects of speaking would you like to
6 Many relationship c..liffic'Uitics stress. improve the most? Choose the five most important, and
add others if appropriate. Then compare your ideas with
Preparing to write a partner.

With a partner, discuss onc of thc alternatives, and answer • fewer hesitations • more confidence
thc questions togcthcr. • better pronunciation • ability to speak
What is the best way to fincl bappiness 1 success 1 wealth 1 • less self-correction at length
wisdum 1 luve? • better interactíon skills • strategies for when
• In what ways do pcople sometimes try to achieve • more fixed expressions you don't know the
this goal? right word
• fewer errors
• vVhat are thc reasons for, and consequences of,
cach way?
• In your view, what is the best way, and why?
3 Try thc following procedure to help you work on
your speak.ing ski lis.

* Decide which aspect of speaking you need

• lt is common/y 1 widely 1 general/y acknow/edged 1 to improve.
belíeved 1 agreed that ...
• lt is often claímed 1 suggested 1 argued that ...
* Prepare to do a speaking task that is relevant to
your aim (alone or with a partner). Make notes on
• Sorne people claim that ... , while 1 whereas others the content and keywords.
argue that ...
• All the evidence suggests 1 There is little evidence that ... * Record yourself speaking.
* Listen to analyse your performance, focusing on
Writing your key aim. lt can be helpful to transcribe word
tor word, or get help from a teacher or fellow
Writc your cssay, followíng one of the structures in student. Decide how you could improve it.
Wríting skilü.
* Re-record the task, then listen again to note
any improvements.

Wrítíng & Study skills Unít 7

Purt 1

Reocling
:~ l~ l::HI r:hc tcxt a¡.,rain mo re carcfully. ' 1'IH:n
Whotore lhtt Reodíng
chonco1?
work in p•1i rs ancl stumn;lrÍsc thc fi nd ings
l l·h•vc you cvcr beeu in a queue ll l tlw of thr:! tt !xl. T 1ke turns, using- thc following
b:mk or the supcnmrkct aJHI tlw odwr wo rd:-; :md phr;lses lo hclp yo11.
Ex~ond ~r \'OCXIoolllry
<¡ttcuc is moving E1stcr? Or h;IVC you
chonce A qul:uc 1 trafiic lanc ... L1sn.:r
cxpcricnccd a simihr sítu:ttíon in tr:1flic..:?
ll coi m:idcnn: ... non-coincidencc
Gro mmor
vVork in p>lirs.
1\ slow bm:s <llld queues ... more peoplt:
Real condltlonals " ( :om¡):ll"<~ your c:xpcricnccs, g-íving dctails. ll 011 :·IVCI"ólg-C ... llOl óliW<l}'S
.. Can yo11 think of >lllY other exa111pk~ of ,\ COllSl'ljliClll'CS ... ólllóllysis ol· da U
Spookr~g 111inor good or bad luck? 11 bias ... conclusíon
Proboblllty " Do yo u thi 11 k yo u are :1 lucky- or
unlucky pcrso11? 4 Work in pairs :md discuss thcse questions.
" 1)íc 1 t iK' author\ conc..:lusion surprist: yo u,
2 R l::ld v/ibat ¡¡.re tb.: chtml·rs? \Vh:11 is t:hc
clis;lppoint yo u or confirnt your own ide;ts?
author's concl usion? Doe~ luck ph1y :1 role in
" How t:rusr.ing- or sccptical are you about
this sítu••tion?
t he rcs11lt·s of scientific (hita in artides or
o n wchsircs?

How certain is the speaker that something

Wllt or won 't happen?
1 Tlle dldiiC•·:<; ,ire :11<.tl you· i)e wronq.
:spoh1r~J
'1 Y•. J. ~~ i 'H H.• a quv(l o:.-:ha:icr~ e~: '. .'·.hr•r1inq.
:J Yo.• ~~~·tvc '" r,rl r fift y/ ;-11·, i:-:\!(·)" ch;~ llC() ,
4 Yo.• coulc p~-,cmc. (.)ll,···n of' -c llilllCC •
.. , /~d )" ~.";i".anC(~ 0,:. ~;OPh.:~ :"",e:;.lr)? (S¡JG/(en)
i: Co11ld ~011 k)ll(i ·m; ten ~~uros l1y ;'u1y
:;t:i, II"!Gt: '? (:;;·po/·.'(~~.'J)

John D Ban'OW
la • Brltleh phrslclat
and mlllhematlcian.
In 100 E...,.IMI Tlllnp
You Dldn't Know You
Dldn't Know he eumfnea
how m..._lntonna

manlfestalíon (noun) . evidencc tllat something cxists

antagonistic (fJdjcctivc)- t10stile
paranoia (notm) - a worried feetin<J thal peopte or things are
ogolnsl you
proviso (nounj - condition
invariably (il<iv~Jrb) always
Grammar 2 Work i n p<lirs and answer the <JUcstions.
1 \Nhich words in exercise 1 rep lncc ~f?
1 Look at th c cxamplcs . Matc.:h thcm to
2 ln wbn type o f co ndirionnl can if:mcl when be uscd
thc catcg·ory of rc.:al conditionals in the box.
with the same meaning?
Unclcrlinc thc vc.:rhs uscd in the i/clause and
3 \Nhich worcl means ifnot?
in thc n:sult dausc.
4 Which word means ifmul only if or /I.J long 11s?

general truths and scientific facts

s V\lhich nvo words rneanjust imagine tbat?
instructions, requests and suggestions Language note: provlded can be used
predic1ions instead of províding and suppose instead of
supposing with the same meaning.
a Whcn you consiclcr all the lines that
you join, you are more likely to be in 3 Complete thc text about thc use of prohability in
the more crowded lines. weather forecasting. Sometimes thcrc is more than
b Unless you check the data, you won't
one possibi lity.
know whether it's correct.
e Supposing that we get in that queue, You've planned a picnic tomorrow, but don't want to go (1} the
will it be quicker? weather is fine. lf you check the weather forecast, it (2} say the
d Tf you get in that queue, you're chance of rain is 80%. Where does this figure come from? lf you'll bear with
going co be behind that man with the me, 1(3) explain. (4) that there is data for 100 similar
huge trolley. days and that on 80 of these days it rained, the probability of rain on the next
e lf you only have two items, get in that
similar day (S) be 80/100. And ifthe probability of rain is 80%, the
queue there.
probability that it (6) rain is only 20%. So (7) you still
f Providing that we stay in this qucuc,
want to go on your picnic, you'll need to take an umbrella.
we might be OK.
g Assuming we evcr gct out of here, let's
go straight borne.
@ G ra m mor focus - exp lo llo fl<>ll & mol O proclicc
o! roul conJilio11ols 0 11 pogc 146
h This typc of sdf-sclection can
have far reaching consequences
if it is unnoticed.
Speaking
Re<ld the fo!Jowing probnbili ty pu1.1.les. vVork in pairs
• in real conJitions for predictions, we and discuss v.:hat you think the ;mswers could be. Then
usually use the present simple in the check your answers on page 131.
if clause. However, wiil and .fbottld can 1 The chance of a coin ílip coming up heads or tails is
also be used in the if clause
invariably fifty-fifty. But if yo u Hipa coin Üve times
• wiJ/ expresses politeness or emphasis and gct hcads cach time, do ynu stand a higher
lfyo u 'I/ go over to th11t checkout the-re, ch ane<.: of gctting tails than bcforc?
l 'lt open the ti!J. (polite jo1m)
2 Su ppose you're o n a gamc show, an d )'Ou'rc gi vcn
Ifthey will Q1lly htwe rme cbeckout open, of
the choice o f th ree doors: Beh in d onc door is
course there'll be a long t¡ueue.' (emphasis)
a car; behind the other s, goats. You pick cloor '
• should implies that the action is
'No. 1, an d the host open s ~o. 3, which has a
unlikely, and is often used for
goat. He th en says, 'Do you wam to p ick door
suggestions or advice in more
No. 2?' Are the chan ces
formal contexts
of you winning highcr
Jfyou shou/d go by cm; rlll01v r1 little mm·e
if you switch your
tinte. 1 Should you go by cm; t~llow a little
choice?
m.onJ time.
 Chance n
Part 2

Spcoking & lidcning

Speaking and Listening 6 Work in pairs.
The Idea Q# Perfection
• Practise saying the conversation first
1 What do yo u think peopJe 1vatching
Vocobulary & Speoking awkwardly, then apologetically.
means? Do you cver do it? If so, where
Verbs describing • Imag-ine the charactet·s were both angry,
and whcn?
occidents anJ act out a diffcrcnt convcrsation.
Awkward situations
2 vVork in pairs. Look at the photos on 7 \Vhat would you do in this situation?
page 93 and describe the appcarancc of thc Disl:uss your rcactions with a partner.
Rendi11g man and thc woman.
The Idea ol Perfection • vVhat Jo you think thc man might Vocabulary and Speaking
he Joing?
Grammor & Pronunciation
• Can you guess anything about their ages, 1 Read sentences about minor accidents.
Unreol conditionals 2 occupations, characters and lives? CompJete the sentences with the correct
form of one of the verbs below. \Vhich other
3 • 3.13 Listen to an extract from the two verbs could be used and which one
beginning of a novel by Kate Grenville could not be used in the gap?
called The Idea of Perfection and answer
1 If l happened to and spill
the questíons.
coffee over someone, l'd apologise
t 'Vhere exactly are the man (Douglas) profusely.
and the woman (Harley)? What are
they doing? slip stumble tread trip
2 'lake notes on what Ooug·las notices
2 lf I were to reverse .into a car while 1 was
about Harley's appearance and what he
parking, and the bonnet, 1
imag·ines about her character and life.
might leave a note.
3 How similar were his observations and
thoughts to your ideas about the photos? dent rip scrape scratch
4 • 3.14 Listen to another extraer, which 3 lf l accidentaUy knocked over a vase
describes a chance encounter between in a shop and it , 1definitely
Douglas and Harlcy a fcw moment~ later, wouldn't pay for it.
and answcr the (¡uestions.
bump crack shatter smash
1 Where Jo they mect?
2 What exactly happens? 4 Were 1 to sit on someone's hat by
3 How does each of them react? mistake, and it, l'd probably
4 ln what way is the encounter 'awkward'? feel acntely embarrassed.
S Arrange the lines of the conversation bang crush flatten squash
in order. Then listen ag-ain to check
your answers. 2 What do the different verbs mean, and
a Well. what other nouns could they be used with?
b No,no.
e So clumsy. Me, I mean. 3 Work in pairs. Ask and answer about
d My fault. Complctcly my tault. Stupid. what you would do in the situations in
Totally stupíd. Not thínking at all. _1_ excrcisc l. Then ask and answer about other
e Hurtme?
minor accidents using sorne of the verbs
f WeJI. from exercise 1.
g 1 hit you. There.
h Did I hurt you? Hitting you?

O Unit 8 Chance
Reading
Read a synopsis of '1Y.1e Idea ofPe1jectirm.
1 What examples of'chance cncountcrs'
and fortuitous observations are
mentioned?
2 vVhat transfom1ations takc place at the
end of the novel?

Grammar and Pronunciation

1 Delete the incorrcct alternative in the
scntences below. Thcn answer the questions.

a lfDouglas hadn't 1 hadn't bem 1 wasn't

looking out ofthe window, he 1vould have
missed Harley.
b lfHarley had stayed in Sydney, she
wouldn't 1 shottldn't 1 might not 1
couldtz 't have met Douglas.
e If Douglas had takm 1 1fDoug/as
wotdd have taken 1 Had Douglas
taken a different room, he might not bave
been looking out on the street.
2 ~ 3.1 S What is thc pronunciation of brtvr:
in scntcnccs a-<..1? Listen and check.
d Ifit hadn't been for 1 Brtt for 1 What
for her interest in quilts, Harley would 3 Complete the sentenccs about the story in a suitable
never have gone to Kamkm·ook. way. Thcn compare your ideas with a partner.
e Had it not been for meeting Harley,
lf Harley had had more money, ...
Douglas would still have suffered
1 would still suffer 1 would still be But tor the floods, ..•
sujferbtg from vertigo. Harley míght have stayed in Sydney if ...
Had Douglas not been /ooking at the building opposite, ...
1 \Vhich sentences refer to a Harley might still be suspicíous ot men íf ... (bom 1950) la one
hypothetical situation ... of Australla's best-
• in the past? 4 Write tht:! first part of three more St:!ntenccs ahout known authora
• in the past with present the story and pass them toa partner to finish. Read the and has Wrlttefl
consequences? completed sentences to each other. Do you agree with severa! award-
2 Which verb forms are used in the what your partner has written? ~nlhg noveJs. Her

ifda use, and which modals in the novel The Idea of

5 'l'hink of sorne chance events or encounters in your PerfeatJon won lhe
result dause?
own life, or the lives of family members. Tell a partner UK Orange Prize for
3 What kind of word or phrase comes Flctlon In 2001.
how thing·s might have been different, or might be
after But for or If it hadn't been for in
different now, if thcy hadn't happencd.
sentences d and e?
4 Are the inverted forms in sentences e
and e more or less formal?
0 Grammar focus - explonotion & more practicc
of unreal conditionols on page 146

Chance Unit 8
Parl 3

Li$1en ne & Spook'"9

Building~ Listening and Speaking Reading
1 Look at the photos of the four buildings 1 Read Four highly controversi.al desigm.
Reading
below. What do you think they have l(J which building or buildings do the
Fourhighly
incommon? following phrases refer? .Find at least onc
contNverJial designs
(thc samc phrasc may refer to more than
2 ~ 3.16-3.17 Listen to two people one building).
Vocobulory
talking about two of the buildings. Tden tify
Describing rec:ntions 1 praised by critics
the buildings and write clown if the speaker's
2 controversia! bccausc of its surroundings
rcaction is positive or neg·ative.
Speoking & Writing ~ extremely expensive to build
A short message or 3 Listen again. Note down what the 4 got mixed reactions
response about a speakers say about these characteristics: s inspired by a physical object
building 6 a popular tourist attraction
Building 1
Thc look of thc building· 2 Reacl again. Choose the word or phrase
Matcrials and colour with a similar meaning.
Building 2 1 abstract (paragraph 2) conceptual! reatistic
Features of thc building 2 pr oximity (paragraph 3) d<Jsmess 1 likmesY
Style and colour 3 accentuate (paragraph 3) minimise 1
4 W<>rk in pairs. Do you agree with the t:'tnphr~sise
opinions of thc spcakcrs? Why /Why not? 4 a stone's throw from (paragraph 5) very
Compare the other photos and say why you rtcar·l quite j'a1·jrom
think they might be controvcr~-ial. .5 out of kceping with (paragraph 5) not in
competition 1 hr.wmony with
5 Havc you sccn any of these places?
vVhich of thcm would you most like to see, 3 Work in pairs. Choose three of the
and why? questions and answer them.
• Are thcre any famous buildings in your
country which are or were controversia!?
vVhat do you think of them?
• Describe somc cxamplcs of attractivc or
interesting buildings ncar whcrc you livc.
• What building in your country would
you describe as a .national treasure?
Explain why it is important.
• Is beauty really in the eye of the
hcholder? Explain why or wh}r not.
• Which is more important to you: form or
function? Why? Givc cxamplcs.
Vocabulary
1 Look at d1e descriptive adjectives
bdow. Put them into three groups: neutral,
positive and negative. Which would you use,
if any, to describe the buildings featured in
this lcsson?

awe-insptnng classic dreary

grotesque hideous impressive
innovative modern monstrous
unique

2 Choose thc cotTCCt altcrnativc to

complete thc scntenccs.
t J.ove or ha te her, shc always .rtflrtr 1
provokes a reaction.
2 l'he design of this website is just awful. You decide .. .
There's no other way 1 can put 1 get it. Amultinatfonal company wants to bulld lts headquarters in your neighbourhood.
3 Many people hate it, but ít also has its They have suggested two posslble deslgns for the building.
sharc of fervent admirers 1fnns.
4 Thc ncw design of the building was
greeted lspoktm with outragc.
s Although critics were sceptical at
Speaking and Writing
first, the film decided 1 proved to be 1 Work in pairs. Rcad You decide ... and Jiscuss
very popular. which design you prcfcr. Give reasons for
6 The building opened to positíve 1 your choice.
critictd acclaim.
7 Opinion was divit!etl 1 sepamted over the
2 vVrite a short mcssage to the publíc .relations
new wing· of the muscum. department explaining which building· you prefer,
and why.
3 Choosc two of the sentences in
cxercisc 2. Think of real examples of what 3 Exchange messagcs with another pair in the
they could rcfcr to. class. Read the messagcs. Did you have a similar
reaction to the designs?
Oesign Unit 8
8 an e & Design
-------
Par! 4

Speoking
Conspiracy theories Speoking Reading
1 Loo k at three popular conspiracy 1 Read Ruled by Design <¡uickly. Work in
Re.<1diro9
thcories in American culture. W ith a pairs . C lose your book and explain what all
Ruled by Design partncr, writc a definition of the cerm conspiracy theories have in common.
'conspiracy thcory'. Then check your ideas
Grammar
in your dictionary. 2 Read the text again. Match thcsc wonls
Possive reporting from the text with the correct defínitions.
The Apollo Moon landing of 1969 was 1 randomness a take part in
Wrifi11g
a hoax. lt was filmed ata film studio by (paragraph 2) b therefore
(onspiracy theories NASA and used as propaganda. 2 willed (paragraph 3) e although
3 coherent (paragraph 3) d lack of pattern
In 1947, a UFO was recovered at Roswell 4 albeit (paragraph 5) or purpose
air base, New Mexico by the American
~ hence (paragraph 5) e inconsistent
army. The discovery was subsequently
covered up. G engage in (paragraph 5) f organiscd
7 arbitrary (paragraph 6) g intcnJcJ
The American president, John F Kennedy 3 Are thc following sentences true ('!) or
was assassinated by a shadowy organisation
false (F), accor ding to the amhor?
including agents quite possíbly within the
American government itself. 1 T herc are few definitions of the ter m
'conspiracy theory' beca use people don 't
2 Work in pairs and discuss eaeh theory. know what it mcans.
Answer the following q uestions; 2 Conspiracy thcorics are about pe ople or
o rganisations trying to do good things.
• Have yo u heard of these theo ries? D o
3 In the conspil·a(:y thcorist~<> world, there
you know anything else about them?
is no chance an<l coinciJcncc.
• How likcly or unlikely do you think they
4 T he conspiracy thcorist's wo rld is lcss
are? Why?
o rganised than the real world.
s In a conspiracy theory, eve1yonc who
loo ks innocent, is innocent.
• /'ve heard of this and ... 11 haven 't heard of "' A conspíracy theorist is always ttying to
this, but ... work out how everything is linked.
• The one about ... sounds quite credibfe 1 4 Discuss the questions.
p fausibfe
• l 'm scepticaf about ... / 1don't think this is • Do you think a world without
very likefy 1 convincing. coim:id cncc is possible? Would it make
• lt strikes me as being rather over the top 1 the world a bcttcr or worse place?
complete/y ridiculous. • W hat makcs conspiracy thcories
attractive to m any pcoplc?
• Do yo u agr ee with the author that
' thc conspiracy theo rist's view is
lmth fr ightening and reassuring'?
Tn what ways?
• H ow might having a definable enemy
'give life purposc'?
 Grammar
1 Complete the mies
1-3 with d~.:slTÍptions <l-e
below. Then answer
the qucstions.
a the foeus Ís on the reported
inf(JI'mation at tlw end oí
the sentence
h the focus is on 1vbo is reporting 1
hdíeving the inform:uion
e the focns is on the subject of
the reponed ínformation
malevolent (adjectíve) -
Compimcy them·iJts believe that pattcm
evil-minded
jy WC1JWbe1·e.
intentionality (noun) -
Pattem i.r believed to be evetywbc1·e. deliberare plaos
It is believed that pattcm is eve1ywhere. benign (adjectíve) - no!
harmful
• use an active verb + dause whcn
(l) _ _
• use a passive verh + infinitivc when
(2) _ __
• use an impersonal passive v~.:rh +
clanse when (3) _ _ _
2 Tt is alleg·ed that the opposítion party belongs to
a terrorist org-;mis;Hion. The opposition party ...
People ...
2 Thrcc of the verbs bclow c:lllnot be nsed 3 lleopk claim th;H l<1rgc companies are collccting·
in thc passive sentenccs above instcacl of
prívate ínformation on the internet.
believe. C:ross them out.
Large companíes . .. lt ...
allege claim comprehend gossip 4 Ir ís hel ieved that thc ;J<.:tor workcd in secrct for the
know regard report rumour say gywernmcnt. The actor... People ...
think 5 There is a rumour that the hcad of state is de:1d.
understand
The head of state .. . lt ...
3 Read the sentcnec below. A1atch each @ Grammar focus- oxplnnt~lion & llK>~C prc.u.licfl
altcrnatíve to thc description a) ongoing· or or p:miv~¡ reporling on Píi!.JC 1-16
temporary, b) pennanent, e) past situatíon.
He is said to be working for 1 to have worked
Writing
tor 1 to worh tor NASA. 1 Work ín paírs. Choose onc of the se menees from
Grammar cxercise 4 or use your own idea. 13rainstorm
4 Rcwrítc each sentcnc~.: in two ways so
somc ickas on how this eoulcl he a convincing·
that thc sentences havc a similar meaning.
conspír:1<.:y theory.
Use the correct infinitíve.
1 Pcople say that thc t:wo govcrnments are 2 Us~.: yonr ideas to wrít~.: a short paragraph outlíning
in secret talks. your theory. Begin your paragT;lph with the scntence
The two governments are said to be in you chose.
secret ta/ks.
3 \Vork with another paír. Read each othcr's
lt ís said that the governments are in conspiracy theorics. How plausible m-e thcy?
secret talks.
 language focus
1 ~ 3. 19 Work in pa.irs. Complete <1 shortcncd vcrsion of
thc introduction to the presentation. Then listen nnd check
your ideas.

It's a (1) to be here today. The (2) - - -

of my talk today is website design, and my (3) - - - -
is to take the mystery out of designing a websitc. So,
my presentation will be (4) - - into three parts.
I'm going to (5) _ outlining the steps you need
to take to set up a website. I'll (6) mention
sorne features of a good website, and I'll (7) _ _ __
that with some slides. And finally, 1'11 (8) on
troubleshooting. If anything is not dear, (9) _ _ __
Warm up intenupt me as we go along, otherwise if you have any
1 Work in pairs. Make a list of features of a good questions, I'll ( 10) to answer them at the end.
¡m:scntation (eg havc a strong opening, kccp an eye on
your watch, use visual aids). 2 M atch cl1ese expressions to thcir function.
2 Work in small groups. Compare your lísts. t to elabora te cm that... "' finish.ing the talk
2 to conclude ... b g'iving more details
3 Ca n you think of any good or had presentations, 3 n1r ning now to ... e giving a summa1y
lectures or spt.:cches yoo h;we heanl? Wh<lt was good 4 to rccap ... d introducing the
ur bad a bout thcm? ncxt section

Pronunciation
Listening
1 ~ 3.20 Listen to tw'o people reading· thc passage in
1 You are going· to listen to someonc giving a presentation Lanp;uage jiJcttJ exerc.ise l . 'i\'hat is diffcrcnt about the speed,
on 'How to designa website'. Work in pairs to predict thc volume, intonation and dclivery?
kind of infor matíon he might indude.
2 Prac.:tisc reading the scc.:tion to your partncr. Give each
2 ~ 3.18 Listen to the presentation, and check your other feedback on their dcliver y.
answers. '\Vhích of thc features that you Jiscussed in Warm
up cxercises 1 and 2 docs it demonstratc?
Speaking
3 L isten again and say if the following statem ents are 1 Yo u are going to give the introduction to a prt.:scntation
truc (T) or fal se (F). Note down the words or phrases that on one of the followíng topic.:s. Choose the tapie and make
tell you. notes on the sections and information you wil1 include.
1 Grant Fisher is an expert on IT. • a process (eg opcning a bank account, writing a poem)
2 Most of the audience havc sorne knowledge of • a hobby, craft or skill (eg photography, golf)
websitc design. • a country 1 town that your audiencc is not famili ar with
3 T he speaker wants to make hís topic accessible
to laypeoplc . 2 Work in small groups. Using your notes, give the
4 His t;llk is diviclcd into four sections. introductíon. Ask and answer questions at thc cnd.
s The woman in the audicnce answered his
qucstion con:ectly.
6 Thc speaker illustrated bis talk witb slides.
• 1have a question. Can you tell us why 1 what 1 when ... ?
7 The speaker overran at thc e ne!.
s .He concludes by str.essing that website design is a • You mentioned ... Could you possibly expand on that?
complcx process. • Could you say a bit more about ... ?

Unit 8 Func tíon g tobally

Warm up 3 4§, 3.22 Now lisrcn to Silvi;J from Cat:aloni,l ami Evp;eni;l
from Bclarus t:dk ahout thc Alh;lmllr<l in Spain <llld builclíngs
1 Look at rhc lisl or pl;lCCS bdow. Choose rour :md think
in Oxford. Compl\:tc thc g-aps ín the scntences below.
of onc CX:llnpJc or C<H.'h that you J.:now 01' h:1Ve vi:.;itcd.
• '' cathcdr;ll or mosque • ;J lll HS(;\1111
• a castlc • ;¡ lllOillllllCIH ... it's also because of the 1like classical buildings
• a concen h.1ll • :-~ n:Hor;ll pürk (1) and the because they really took into
• a fa111ous strcct • <1 shl)ppiug 111<11l (2) and the account the light and the air
(3) , these elements because there wasn't
2 Vvork in pairs. Fiud out ifycmr p:ll'lnt:r h~1s vi~itcd thc that make it a special place. (5) or artificial
places yon werc thinking of in c:x(~rcist~ 1 and wh;Jt your There are a lot of fountains (6)
pann~r thinks of thcm. 'll·y todo thís in onc minute. andthe(4) ofthe
sun on the water ...
Listening
1 ~ 3.21 Listen to Ikth fro111 the US and Ti m from language focus: incomplete sentences
Northern lrdand talk abcmt ph1ces thcy havc visitcd.
Answcr thc qucstions. 1 Look ~tt thc scmenccs below from the li~tcning. vVh;Jt
do you think thc next wonl or words are? Thiuk of one or
Where <lid thcy g·o? J \Vh:lt dicl thcy thínk?
two possibilitics for cach.
Wh,n did thcy vísit;
A lot of the lmildings are lmilt 011 hugc ball bcarings so
2 l.istcn to lkth and Ti m ag<lÍn. Check you undcrsr.:mcl that thcy movc ...
the phras~s bclow. \Vhich ref(~r to Thc A·1uscum of Modern 2 Tr's just brid.: 011 the oursidt: ;111d therc is not ~l lot ...
Art and w[Jich to York :Vlinstcr? Whidl phrasc rclar.es to .l Yc~, thc whole ...
111:1ny buildings that 'T'im s:1w? 4 Thcse clcments th;ll m~ke it <l speci:1l place ...
1 airy <llld spartan 5 Then: wasn't ventilatiol1 or anilici:lllíghting· so it was ...
2 archctyp<d multicoloured st:litLcd-gi.Jss window
2 Now tmtch thc scntl:!nce beginnings in cxcrcisc 1 to thc
:; full of sculpturcs ;111d angles :md are hes
cndíngs helow. Check your answers on thc auclioscript 1)1\
4 huge circlc wíth red bricks
pages 162-1ó3.
s justas prctty a!-i inside
6 builr on hngc hall hcarings a thcy m ade the lllOSl of the~c ckments.
7 opcnncss <llld whítcness
lo the found~tions movc when therc's an carth<¡uake.
e: the dec<mnion ís llton: insidc, but rhat one was ... is
both outside aud ínsidc.
d <lCtually thc town ofYork, all thc huílclings are quite nicc.
e likc lllag·ic place.
3 lr1 spokcn English lcavíng scnt:cnces unlinished and
~tarting· scntcnccs ovcr
ag;1in is very <:ommon. \.Vhat cines
thc speaker do in each of the examples abovc?
• rcphrase :-~n idea • ch~ng·e focus
• Jl<lnse heemse of an ínterruption

Speaking
\Vork in pairs. Look bad: at thc placcs you t:Jiked ~1bout
bríefly in thc \V:·Jnn up. Discnss thcm more in dctail. Look
at thc following qucstions to hclp you:
• ls thcrc anythíng spccial abom thc design?
• Wh<Jt is thc arca likc aronncl r.his place?
• Do you likc g·oing thcrc?
• I-bvc you sccn any ot:hcr area~ that are simih1r?
 Reading 2 Decide if the !itatements are true (7) or false (F).
Find evidence for your answers.
1 Read Chíara's article. What's the meaníng of the title?
1 Clliara had mixed feelings about accepting
the invitacion.
The road not travelled 2 She weighed up the pros and cons carefully.
3 It turned out to be a life-changing decision.

1closed the door behind me, my mind buzzlng with doubts and 4 Her decision to go to Ncpal did not impact on

confusion. The professor had talke~ about jolning a group of her relationships.
young anthropologists to conduct research In Nepal. 'But 1don't 5 Her travels ha ve broadened her horizons.
even know where Nepal isl ... And besldes, l~ve hardly ever been 6 In retrospect, she wishes she had made another decision.
outside my country. How can 1abandon my boyfriend, my friends
and my family to llve in a country where the tap water is polluted Writing ski lis: adding interest to
and there is malaria?'
your writing
Deep down, 1 sensed that this invitation marked a radical changa
in direction that would continua for years to come, and -as 1 1 Using synonyms can help make your writing more
felt with a sort of wrench in my stomach - would have major interesting. Match the words and phrases below with the
impllcations for the rest of my life. And yet, curiously, something more interesting alternatives that Chiara chose, highlighted
inside me was intrtgued at the whole idea - trave!ling, exploring, in the text.
maybe it would be exciting too ... And so 1accepted the invitation 1 affect 5 taught me
even though 1felt homesick at the very thought. 2 am living 6 interested

That visit proved to be a decisiva turning polnt in my life. In short, 3 good and bad 7 imagine

1fell in love wlth Nepal and its culture, and sin ce then 1have been 4 feeling confused s felt
back ten times to do fieldwork. Sixteen years later, 1find myself 2 Find examples of the followíng features in Chia.ra's article.
in a foreign university with a job as a researcher in anthropology,
specialising in Nepalese religion and soclety. 1have lived in 1 an attention-grabbing start
severa! different countries and the experience has opened my 2 personal opinions
eyes to a great deal about the world outside my small, beloved J feelings
but probtematic country. 4 direct speech or thoughts
5 quescions
1often ask mysalf what mlght have happened had 1declinad that 6 concrete details
invitation. Naturally, it is hard to visualise what life would have
7 a decisive endíng
been like, but 1feel it would have been more stable. 1would not
have travelled so much; 1would have got marrled, had children
and cooked meals for my family. And now 1would be leading a Linking ideas: attitude
qulet life in my own house, sitting in front of a fireplace, with a 1 Complete the sentences from the text.
book In my hands and a cat on my lap ... or would 1? 1 And yet, , something inside me was intrigued
1have met a great many wonderful people on my travals, but 1 at the whole idea.
thlnk that any period of living abroad is a bitter•sweet experience, 2 ít is hard to visualise what life would have
and involves a degree of lonelfness, been like.
isolation and nostalgia for home.
But do 1regret it? No. Every 2 Match the attitude adverbs in exercise 1 with ones with a
path has both advantages similar meaning below.
and limitations, and 1 • dearly • surprisíngly • strangely
cannot imagine myself • oddly • obviously • of course
without the experlences
1have had, even the
most painful ones.

Unit 8 Writing
3 Delete the least appropriate altcrnative below. Extensive reading
1 1 had to g·o to hospital, but thankfill~y 1 7vorryin¡{iy 1 luckíly
1 Work in pairs and discuss the questions.
I made a good rccovcry.
2 I had no time w study and prcdictnbiy 1 zmderstandabiy 1 t Which of the following extended texts have you read
h·onicrtl{y I failcd the eXllm. in your own language in the last month? Can you add
.~ S1td~)' 1 Quite 1·igbt~y 1 Unfommateiy, we m..isscd the plane. any others to the list?
4 The journey too k ten hours and amazirtg~y 1 ínevitab~y 1 • a novel or other work of fiction
not smpri.fing~y we were exhausted whcn wc • a non-fiction book
finally arrived. • a newspaper
• a magazine article
Preparing to write • a textbook
• an online article or blog
\Vork in pairs. Think about a dccision you, or someone you
know, has made (eg a carccr or study choice, travel plan or 2 Which have you read in English ...
relationship) and discuss the lJUCstions. • in the last month?
• in the last year?
• How difficult was it to makc thc decision, and how did
• ever?
you makc it?
• What were orare thc conse¡¡uences of taking that path? 2 Tick(~ any statements that apply to you.
• How might things havc heen different, orbe different
now, if you had made another decision?
• What rcgrcts, if any, do you have, and why?
1

B.
I quite often read extensively in English ...
for my work or study.
for pleasure.
O for language practice.
2 I don't read extensively in English because ...
• lt marked a radical change of direction 1 decisive O I don't have time.
tumíng poínt.
• lt proved to be a(n) life-enhancíng 1 enriching 1 difficult 1
paínfu/ experience.
•l'm glad 1 went to ... 11 have no regrets about going to .. .
§ it feels too difficult.
I don't know where to start.
!'m not in the habit of doing so.
3 Read about extensive reading. Then discuss the
• With hindsight, 1regret (not) going to ...
questions in small groups.
• Looking back, 1would have líked to go to ... 1 wish 1
had(n't) gone to ...
Research shows that extensive reading in a foreign
language can not only improve reading ski lis and fluency,
Writing but can also facilitate language acquisition and both
Writc an artidc called The road not travelled based on your spoken and written communication. You should choose
dis<.:ussions in PTeparinp; to write. texts related to your interests, and read for enjoyment as
much as possible. You should not stop to look up words,
though you can, if you want, note down or mark words
as you read to research later.

• Can you reconunend any short, contemporary novels

to read in English? Add to those featured in this book.
• Which news or current affairs websites have you
found interesting?
• Where can you buy, borrow or read books, magazines
and newspapers in English near where you live?
4 Find a partner or partners who share similar interests
and agree together on a book or article in English that
you will read and discuss.

Writing & Study skills Unit 8

 Part J

Speoking
Speaking 2 Listen again and answer the questions.
Time
Which kincl of time is associ<1t.ed with
1 Read a text about the passing of time.
li5t.,niny & Spe(lking the rollowing?
Work in pairs. Gucss the word that gocs
Conc;epts of time a a never-ending· river d prosperity
in each gap, to rhymc with the word in the
b female e reincarnation
previous line.
Extend your vocobulary e maJe schedules
Collocations with When as a child, 1laughed and wept, 2 How do polychronic and monochronic
time Time crept time diffcr with regm·d to time
managcmcnt?
When as a youth, 1dreamt and talked,
Time _ _ __ 3 Diseuss the questions with a partncr.
Unreol past time
When 1became a full-grown man, • \Vhich of the concepts of time dcscribcd
Time _ _ _ _.
by thc speaker is closest to your own
When older still 1daily grew, views, ami why?
Time _ _ _ _, • l. low is timckeeping (eg punctuality,
Soon 1 shall find when travelling on - meeting deadlines) viewed in your
Time _ _ __ country?
• How g·ood are you at time management?
2 G 3.23 Listen to check your ideas. What Give examplcs.
point ahout time does the writcr makc?
• Why might we perceive thc passage of
time diffcrently depending on our ag·e?
• Punctuality is regarded 1 viewed 1 seen as .. .
• Can you think of times when time has
• Multitasking is considerad (to be) ...
gone partit:ularly slowly, or quickly,
• lt is good manners 1 bad manners 1
for you? (un)acceptable to ...

Listening and Speaking

1 G 3.24 You are going· to listen to
someone talk about how time is conceivecl
l Match the cwo parts uf the sentences to
in different societics. Ao; you listen, label
make time exprcssíons.
each diagram with one of the tenns in the 1 lf you squander or fritter away time
box. Which sorts of societics typically view 2 lf you take your time over something
time in these ways? 3 lf you kili time, or do something just to
pass the time.
cyclical linear monochronic 4 lf something takes up a lot of time,
polychronic 5 lf you make or can spare the time to
do something,
6 lf you spend time doing something,

111111 ) a you do it slowly.

b you waste it.
_ _ _ _ __ _ _ 3
e you use it to do an activity.
d you make sure you do it, as it
is important.
e you fill time with somelhing you are
not really interested in.
it is time-consuming.
2 Write questions using some collocations
to ask a partner, eg:
How do you kili time when you're waíting
2 4 for a bus or plane?

G Unit9 Time
Grammar 3 Work in pairs. 'Jjy tn fi nish the sentences from thc
d ialogues. Thcn listen again to check your a nswcrs .
• in the English tense systcm, as in most 1 Tf only 1 . . ___ walk hornc.
Western culmres, time is vicwcJ as a 2 Actually, I'd rather yon , if yon
line going from past to futurc: don 't mine!.
PAST----+ PRESE0JT----+ FUTURE 3 Jt's rime you _ . _a ha írcut.
• past cvents can be represented as: 4 l wísh yon wouldn't speak LO me as if _ _ __

- single cornpleted evems: X a child.

- rcpcatcd cvcnts: XXX .s I i f you' cllikc to g·o out tomorrow nig·ht.
- continuing a<:tivities or states: ~ 6 Stuart told me she _ _ swimming on
1l.tcsdays.
1 T l conld takc tomorrow off.
1 .Match the fo.l.low ing sent.ences to a
s T wish agreed r.o work ovenime.
timclinc bclow. Compare with a partncr.
1 I started school •H the age o f six. 4 Rcad about uses oí past fonns in English, an<l match
2 We livcd in lluenos Aires for six years. each rule to eme of the sentenccs in exercise 3.
.l \Ve wcnt to thc seaside for our holid;Jys Use the past simple:
cvcry surnrncr. ~ after lt ~r trme (you 1 be 1 etc) ... to say that an
4 T got marric:d while 1 was living in India. action is urgent or ovcnlue
b after J}J1·athe~· (ya-u 1 be 1 etc) ... to indica te a
A prcference about someonc or somethjng elsc
e aftcr (she) said 1 told me tbat ... in reported specch,
t------1 ¡_ cvcn if a fact is still true in the present
now d aftcr as ifor tiS though to describe a present action
or statc that is not acntally truc
B
e after I 1vish or ifonly to express a desire for
___x___ ¡_ sornething that is unlikely or irnpossible in
the present
now
Use the past simple or past continuous:
e r to make a statemcnt more polite by Jistancing
yourself from a prescnt state or action
-- ~x-i_ ¡_ Use the past perfect:
now g after 1 1vúh or ifonly to express a regret about
somcthing· that happened or did not happen in
D
the past
XXX ¡_
now S Complete the sentences so thcy are lrue for you.
Read your scntcnces toa partncr, and give more details.
• Tf only I didn't ha ve to ...
2 ~ 3.25 Listen to som c short dialogues. • lt's time r ...
After ea eh onc, dct:idc who m ight be • l'd rather [11ame] J idn't ...
speaking to whom, and what or who they are • 1 wish 1 we re ...
talking <1 bout. • I was hoping that ...
They cou/d be talking to .. . She offers to ... • I wish l'd ...
because .. . @ Grommor focus- explnnotion & rnorc proctice
ol unrcol pmt lime on p<•gll 148
 Time
Part 2

Rcoding & Speoking

Reading and Speaking • Ove1worked and underpaid. Unde1worked
Working Time Arovntl ami ovetpaid. Can you think of examples
The WorfJ 1 How many hours a week do you, or of both categ·ories of worker in your
members of your family, work? How many country? What could account for
Voeobulory
days holíday a year do you take? Is that the diffcrcnces?
get typical for people in your country? • Do you think a four-hour day is feasible,
or desirable? If so, whar would need to
Grommor 2 Read Working Time Around The World,
Quantifiers
change? What woultl you personally do
and answer the questions.
wíth more leisure time?
1 What point do all three texts makc about
working time? Vocabulary
2 What do you thínk the inter-national
rtandant on working time ís? 1 Read text B again, and undcrline eight
3 Where do you think each text ís taken uses of get. Which of the uses fall into
trom, and why? thcsc categories?
1 get in a multi-word verb
3 Work in pairs. Explain the mean.ing of
2 get + past participle
the underlined words and phrases.
J get + infinitive
4 Find answers to the followíng questions 4 get + noun
in the texts indicated. 2 Which could be replaced by the
1 reasons for working long hours following words in a more formal text?
(texts A, B)
2 the impact of overwork on family Ji fe arrive be leave manage receive
(tcxts B, C) rise
3 a possiblc result of not working long
enough (tcxt B) 3 Match each of the question beginnings
4 reasons why pcoplc shouldn't need to with the most appropriate ending.
overwork (text C) 1 What makes you get really
s consequences of not having· cnough work 2 Whcn did you last get
(textA) 3 What would you do if you got
6 a suggestion for how Jong people should 4 How long does ir take you to get
work, and why (text C) s Jn you1· job, do you ever get ro
5 Find words or phrases with the following 6 ln your household, who g·ets
meaníngs. 7 Does your boss ever gct you to
TextA a rravel abroad 1 attend confercnces 1 travel
1 20% of the global workforce first class?
2 very many b the meals ready 1 the shopping done 1
3 approximately óO% thing'S organised?
4 about one third e stresscd 1 annoyed 1 bored?
TextC d work overtime 1 entertain guests 1
s one in fifty conduct interviews?
<> approximarely 30,000,000 e a promotion 1 a pay risc 1 a day off?
f dressed 1 showered 1 shavcd in
6 Discuss the following questíons with
a partner. rhe morning?
g sacked 1 made redundant 1 transferred
• How does rhe work culture in your abroad?
country compare with those described in
texts A and B? 4 Work in pairs. Ask and answer sorne of
the questions.

CD Unlt 9 Time
Working Time
A Nearly a century after the
adoption of the first international
standard on working time, a new study
B lf you thought you worked long hours,
consider 39-year-old Lee from South Korea.
A civil seNant at the ministry of agriculture and
e At the beginning of the last century,
the tractor and the assembly..!jne
revolutionised the American economy.
estimates that one in five workers fisheries, Lee gets up at 5.30am every day, gets The eight-hour workday and the forty-
around the world - or over 600 million dressed and makes a two-hour commute into hour week soon prevailed as a natural
persons - are still working more than Seoul to start work at 8.30am. He typically gets out consequence of these innovations. The
48 hours a week, often merely to of the door at 9pm, or even later, and by the time computer and other minar miracles have
make ends meet. At the same time a he gets home, it's just a matter of jumping in the since opened gloríous opportunities
considerable number of short-hours shower and collapsing into bed, before starting the for a further reduction of our ~rud_g-ª0{,
workers in developing and transition whole routine all over again, about tour hours later. yet nothíng of the kind has happened.
countries may be underemployed, and This happens six days a week, and throughout Modero life remains a headlong rush into
thus more likely to tan into poverty. In almost all of the year, as Lee gets just three days ot long commutes, two-income families, late
the informal economy, which provides vacation. '1 get to see my kids for 10 or 15 minutes nights at work, and exhausting ~~cre.ation.
at least half of total employment in a week, and then just on the weekend,' he says, How could this be? What is it about our
all regions of the developing world, before adding that. on weekends, he usually gets collective personality that drives us ínto
wíth about three-fífths of it self- interrupted to go to the office. Lee's schedule this endless rat race? Two per cent of
employment, sorne 30 per cent or is completely normal in South Korea, where t!Jjt Americans now grow all of our food and
more of all self-employed workers average employee works 2,357 hours per year- then sorne. Another thirty mili ion or so
work more than 49 hours a week. that's síx-and-a-half hours tor every single day of do all the mining, manufacturing, and
their life. Leaving at the officíal time of 6pm could construction. lf this minority can produce
mean not getting a promotion or raise. 'lt's very our modern cornucopia, then the four-
Glossary bad form to leave the office before the boss does, hour day is within easy reach.
cornucopia (noun) - large variety so people will !wlg_.arQUD.d doing nothing,' says
of somelhing good Lee. 'But we are changing.'

Grammar 2 Delete the grammatically incorrect altcrnativc

in the sentences below. ls there ~l differcncc in
1 Read about quantificrs ami answcr meani ng or reg.íster bet ween the two corrcct
the questions. alternatives? Which semences are trne?

Quantifit:rs are a group of words which 1 Footballers typically earn st•vemi 1 n. [!,rt'lll deal of1
say how much or many of a particular /o({(/s ofmoney.
noun wt: are talking about. They include: z A grc:rtt mrmy 1 A ronsidc:mble 1W71tbcr ofl 11 lm·gc
• words like n/1, most, rmmy, much, both,
mnotmt ofworking days <lre lost each year dne w
seveml, vm·ious, some, (a) j('1v, (fl) little, pcoplc taking sick lea ve.
3 Thcrc are plenty t~f'l lots ofl vay much
(ve1y) few, (very) little, (bm·d~y) tmy, no
• common exprcssions with oj; eg lot.r of, crnploymcnt opportunitics in thc IT sector.
4 i\llucb 1,1 huge mmzber r!f'l A !ot r~funcmploymcnt
tl lot oj; loflds oj; tt grettt deal ~f; tt ltwge
amount oj; plen~y t!(; a bunch of, the (vnst) is due to the global economic situation.
5 There is vimmi~y no 1 hnnlly 1 scm-ce~y rmy statc
nwjo1·íty oj; " mnnber of, 11 percentage oj;
n pmpm1:ion oj; a minm'ity of, halfof, childcare provision for working mothers.
thne-fiftbs of, 30% of, hurulntLf of 6 1/cty little 1 Fcw 1 A ftw men take patern.í ty leave
to look aftcr their children.
1 \Vhich of the common expressions
3 In small groups, choose three of the topics below
above are not usually used in
to discuss. Compare pattcrns ín your country and
form<ll texts?
others that you know ahout.
2 What is the differcncc in mcaníng
between thc options in bold? • rnaternity 1 patcrnity lcavc • job sccurity
All workers 1 All (oj) the workers • casual employment • unemploymcnt
ueetl holidays. • changing work p<ltterns
Most women 1 Most ofthe women tttke • employment opportuníties
mntemity Jenve. • childcare
J What adjectives are commonly uscd in • rctircmcnt
the expression 11 ntmtber of? @ Grammor focu$- explcmoti()n &
noorr.> P' ucticc ol qucmtilic1 s on pagc 148
Part 3

Reoáane
Reading 3 \tVork in p<1irs. Stuclcnt :\: rcacl Tn~fli<·
rrvffic
Probtt~m.,· and check you r p rcdict ions to
1 \Vrit<.: thrcc or fou r scmences o.n points l-4 in excrcisc 2. Stnclcnt B: rc:Hl
E.>;icnJ your-.ocoliulory
tht: topic of tr<l ffic. ' l'hen cowpare your 'Ii4fic: .·1 (húr.:el:rtd Condition., ancl cht:ck
UK 1 US Englilh
~en tcnces with a partner. H ow far did ym1 your pn:.dictions LO point):i 5-H. "l"hen sharl~
wrin: about the same things? vVere your infonnation with your P<lrtner.
&a mmor
commcnts positivc or ncgative?
CompariSOM
4 R<.:,td both t~::xts. Find evíclcnce to suggest
2 Yl>u are g·oin•r
' r.
to read e.xtracts from a that thc writcr th.ínks th¡l\ tra flic ...
Spookin[J
hook calbl Tn~ffic by thc US author ~f(Hu
Congostlon problcmu has alw:1ys been reg;1rded a~ :1 problem.
v:mdcrbílr., in which he mentíons the topics
2 has dcvcloped raster than onr capacíty to
helow. \Nork in }1;1irs ancl preclicr. whar. he
undcrstancl it.
mighr say ;1bont each.
h;ls hccmnc more problematic with
él trarlic problcm in thc time of r.hc intTC<lscd urbanisatíon.
Rom<111 l•:mpire 4 tnwcls :J t nnnatural spcct!s.
2 the leacling céluse of death in 1.-ondon s sh ~1res si milar fc<lturcs al\ ovcr thc worlcl.
in 1720 c. 0 111 shancr thc pcacc of a trad itíonal W<lY
the introduction oí the bicycle of life.
" the speed limit for the lirst cars 1 crtn he ¡¡voiclccl hy rich pcoplc.
<:itics with severe congestiu n <1nd !l is becomíng incrcasingly dangcrons .
traffic problcms
r, rcasons for incrcascd congcstion 5 \,York in pnírs. Do you sharc rhc writer's
7 new johs th<lt h ;~vc dcvclop<.:d to views? Choo.-;e two o r thrcc of thc
case congcstion Sl:él ti:!JlH~tllS in exercisc 4 to cliscnss.

ro;ld fat:-~litics in 202 0

Look at the words connected with vehicles and

driving, and match the UK word with its US
equivalent. Which are more familiar to you?

car caravan automobile

car park lony gasoline highway
motorway license plate
number plate parking lot
pavement sidewalk
petrol trailer truck
windscreen w indshield

chariot (noun)- vehicle with two wheels, pulled by a horse

newfangled (noun)- modern and cornplicated
juggernaut (noun)- something large and powerful, otten
with a bad effect
Grammar shul11e (verb) - travet a short
distance, usually by aír
1 For each sentence, delctc two words or car-poollanes (noun) - road
phrases that cannot be uscd in the gap. lanes with use restricted to car
owners travelling together in

a Cars are - - - - faster th.an they

used to be. 4 Work in pairs. Add two or thrct: mort:
a bit a greatdeal a little a ht itcms to cach of the lists hdow. Then
ronsiderably for infiniteJy mw:h t:hoosc two words from one of the lists,
quite relatively slightly way and try to make as many comparisons as
h Congestion in Lhasa ís possihle, as in the example.
as bad as that in Caracas. lorries, taxis, trams, zero-emission cars
almost equally just not 2 huilt-up areas, country .roads, motorways,
nothing like not nearly nowhere near residential streets
mther 3 early morning, midnight, the rush hour
e Motorways are the worst 4 bus drivers, motorists, pedestrians,
roads in terms of traffic fatalities. taxi drivers
at all by for for for and away Zero-emission cars cause far /ess pollutíon
d The more roads we build, the than lorries.
- -- - congestion will become.
heavier more probJematic @ Grommar focus - explanalion & more
mo1-e worse worse 'l/Jorst proctir.e of comporisom on poge 148

e Cars with smaller engines produce less

pollution and are expensive Speaking
to run.
least Jess the less the least 1 Read the following ways of dealing with
cong·estion problems. Check you understand
the meaning of cach onc. Thcn choosc thc
2 Which words for sentcncc a are formal, fi.ve that you considcr most cffcctivc.
and which informal, in rcgister?
• building more roads • Park and Ride schemes
3 Complete the sentcnccs in an appropriate • car pool schemes • passenger quota schemes
way, using a comparative strucUlre. • congestion charging • road tolls
• creating more bus and cycle lanes • satellite traffic information systems
Far pcople walk to school
• increasing cat· parking charges • subsidising public transport
nowadays than in the past.
2 Traffic nowadays is than ít 2 Compare your ideas with a partner giving
uscd to be. reasons fm· your opinions. Then answer
1 Congestion in developing countries is the questions.
_ _ _ _ as in developcd ones. • v\Thich of these mcasurcs havc hecn
4 The speed Jimit nowadays is in implemented where you live?
19th century Britain. • How successful have they been?
s The cat· is by far cause of • Can you thínk of othe.r ways to solve
traflic jams in the present century. traffic problems?
6 The larger cities become, the _ _ __

Motion Unit 9
 Motion
Part4

Reoding
Tite Secret Lile of Bees
Readir:'g Listening
1 Look at thc photos below and explain 1 Look at these photos which show
li~tening
what is happening using thcse words. di fferent vcrsions of what ís called the
The dance of the 'dance languag·c' of honeybees. Compare
honeybees bee trame hive honey them. What type of information do you
honeycomb veil think the bees might be communicating?
Vor.obiJiory

Formal and informal

2 Read the information about The Secr·et
language
l.ife of Rees. Then read the extraer and
Speoking answer the questions.
Animal behoviour 1 \.\7hatis Lily (the narrator) doing?
2 What advice does August give Lily? Docs
Lily follow this advice?
3 What do the bees do?
4 How does Lily react?
3 Read the text again. J.ook at the
sentences below, used to describe the 2 • 3.26 Listen to the íirst part of a
rnovement of the bees in the text. vVhich lecture ahout thc dance of the honeybees
words or phrases tell you about ... and check your answer from exercise l.
1 the direction they move in? Complete the information.
2 thcir speed? 1 Honeybee dances are pet·formed
The bees poun:d out, rushing up atl ofa sudden by _ _ _
in spintls ofchaos rmd noise. 2 The dances tell othcr bees - - - -
A bee fiew strrtight tlt "lt.Y forcheacl, cotlided with 3 They communicatc two items of
the net rmd bum.ped against my skin. information: _ _ __
Tbe bees spun round us, gathering st:rength tili
3 ~ 3.27 J ,isten to thc second part of the
tbey made soft wínd on ottr jizces.
Jecture. Label the photos ahovc with the
'J'he bees be¡.;an to light 011 '11'CJ shouldm· thc way
correct names.
birds sit on teiepbone wires.
4 Oescribe the re.lationshíp August has with 4 Match words 1-R to words a-h to fOl'm
her bees with reference to the text. Can you collocations from the listening.
give other examples of the strong· bond that 1 spell out a direction
oftcn cxists between humans and animals? 2 cmit b straightforward

Do you think thcse bonds are chang·ing in 3 run e information about

the modern world? 4 complete distance 1 direction
s represent d a figut·e of eig·ht
6 relatively e around in narmw circles
7 reverse f from side to sidc
8 wag g the angle of the Sun
h a buzzíng sound

S • 3.27 Listen agaín to the second

part. \Vhich of the features of the dance in
exercise 4 rcfcr to which dance? List them
under the correct dance. Then compare
wíth a partner and discuss how each
feature works.
 ;.;
Speuking is an American writer
whose first novel
., l.ook ;ll SOIIIC t.:X:llllples of rornl;l[ or 'i \York in p;1irs. Rc;td the sentence~ :th0\1\
The Secret Lífe of
:H'<hbnic l:ntg-uage fwtn rhe li~teniltg. :mitll;llmovc:ment and try to complete them by Bees was published
;V1:1tch tite wonls and phr<N~s in it:llics to elisct1ssi ng idc~ts. in 35 countries. The
tlu.:ir cvcryday ccptiv:tlcnts in tite box. T\.;111gamos don't w:1lk. they luJp hcc:lllsc ... novel tells the story
Hird~ mígr:nL: to othcr cotlntrics in order to ... of Lily, a 14-year-old
basically changing compared with white girl in South
Ants lind their w:1y to t(locl and h;1ck to rhcir
enough gives out irnportant justify Carolina in the 1960s.
llCSlS hy .. ,
make up pieces lt recounts how she
place position 4 l.hts look for thcir prcy in thc cbrJ..: Ltsing ... runs away with her
shows stands tor D<:spitc h:1ving no lc.:gs, sn:1J..:cs managc to move black housekeeper
quite q11ickly hy ... and how they both find
1 Thc .lanccr '~pclls out' two ír.·m" or
6 :vbutn.: s;1lmon lind their w;ly haü thousands a new home with three
in l'onn:Hicu1 ... In c,,:\'('17.((:, tlw dances
of ki Jomc1 res f'rom \he OCC:l ll lo thci r hirth
tml_,·riturt" :1 l:ntgu:tgt.: th:ll: '~~:lis' other
stTc:tm 11.~i n g ...
workt:l·s whcrc thc tóod souro,; is.
2 \.VIw11 a bcc rcturns 1'0 the colon y 2 Check ycHtr answers. !\: turn to thc :11\swers lO
with nectar o1· pollcn dt;ll is st¡ffiácm(y qucstions 1, 3 :111d 5 on pagc 12 R. B: turn tu
nutritious 1'0 71W1'1Wll <1 ret un 1 to thc the ;msw<:rs tn 2, 4 :tnd <í on¡ntge 13l. 'Etke
so urce ... ir in t11rns to expbin th~.: <ltlsw~.:rs to
.> ... :md t'hcn Stidd\:nly 1·e·iJNYi11g dircction ym1r [l<ll'tner widwm re:1ding·
to hcr origin<ll course. She umy r~.:pe:tt 0111 the <lll.Swers in thc book.
t·hc round cLuKe :;evt:r;¡] times at: tlw
Glossary
s:1mc /orar im1 ... 1\ ftcr the dance shc ol'tcn
brood trames (nocm) -
cfi,·f1·ilmt.c.r íood lo thc bees tóllowin g her.
removablc frwru.:s at
4 'T'hc oric'111111Úm oF th~.: dancing bee ... is the bottom ol o
s~~~~~fiumJ bec:luse it re¡m·.rcn/.1' the ;tngk hive where
or t lw Snn. This indimtes to t he othcr thequeen
beel8ys
bc(.~S wltcrc thc foocl sou1·cc~ is, n.¡mivr to
eggs
thc Suu.

2 1)t:cidc wl1ich of thcsc everyd:ty phr:tsal

verbs h~•s <1 single verh cquívalem. Use a
clictiomry t:o hdp you.
Rcmembcr: clon't ltlf~,: oJl'thc vc.il whcn
you'rc ncar 1he hiv(.:,
1 S he ncver ¡mts on ¡;lo ves whcn she
collects honey.
J ;\ bcc :>tuug lile anclmy face .I"Welkd 11/J
Jike a ba lloon.
·l 1 can't ¡mt up 11lit.h insects in thc housc,
cspccÍ:llly Hics.
<; ['m rrying to.fimlom whcrc th:ll'
wasp went.
fi \.Vhen 1 was gnnving ufJ, 1 lovt:d lO
col k~ct crcepy cnmdies.
7 1 thought shc was maUng upthat
story about a gi:mt: cockroadt until
shc showcd me rhe honk.
¡¡ Don't cat that: wcmn! Put it dowu
this tninttre~
 Language focus
1 O 3.30 Work in pairs. Complete the questions from
the interview you heanl. Then listen again to check
your answers.
1 Perhaps you could start hy saying why - - - -
2 \:Vhat previous experience work?
3 Can you perhaps tellme about m your
last job?
4 \iVhat other qualities this position?
5 Could you perhaps tell me about , as a person?
6 Are there any questions _ _ __
2 Read some more questions. Which are asked by the
interviewer, and which by the interviewee?
Warm up
1 \iVhy did you \vant to leave your present job?
1 Work in pairs. Make a list of sorne questions that are 2 \iVhat's the next stage in this process? Wtll I receive
often asked in job interviews by ... feedback from this interview?
1 the interviewer. 3 How will m y performance be monitored?
2 the interviewee. 4 What are my promotion prospects?
s What are your outside interests?
2 Are there any questions you would not be comfortable
6 Jn the first six months, is there anything specific that will
answering, or that would not be acceptable in an interview?
be expected of me?
3 \:Vhat qualities and skiHs would be needed for the jobs 7 \Vhat are your career goals? Where do you see yourself
below? Which would you most and least like to do? in ten years' time?
8 \iVhen 1 first start, will I be given a mentor to oversee
• a librarian • a sports coach
• a PA • a tour guide my development?
• a nanny • a vet 3 O 3.31-3.32 Listen to six answers fi:om another
• a security guard • the CEO of a law firm interview. \Vhich of the questions from exercise 2 do you
thi..nk they were answering? Then listen to the fuU interview
Listening to check your answers.
1 O 3.28 Listen to the first part of a job interview and
answer the questions. Pronunciation
1 What kind of job is the woman being interviewed for? 1 \iVhen do we use expressions like these?
2 What was her previous job?
• Well, . . . • That's a tough one.
) Which questions from Warm up exercise 1 did the
• Let me see, . . . • 1'11 ha ve to think about that one.
interviewer ask?
2 O 3.29 Listen to the second part of the interview and
2 O 3.33 Listen and practise repeating the intonation.
mark the Statements true ('T) or faJse (F).
1 The woman will hear the outcome of the interview at
Speaking
the end of the day. 1 Work in pairs. Each choose a job you would like to do
2 She will be ¡1ble to observe the current receptionist and briefl.y describe it to your partner.
when the job starts.
3 Her workload will be ·increased progressívely.
2 Interview for their job. Then swap roles.
4 She may have to wor.k more than 37.5 hours. 3 Give each other feedback on the interviews. vVhat was
3 Would you offer the job to the woman? \iVhy 1 g'ood, and what could be improved?
Whynot?

O Unit 9 Function globally

 Changing English
by David Crystal

'Be preparad' is !he motto of the scouting movement; but lt The onward march of the continuous isn't over.
could equally well be the motto of the English learner, for one Before the 201hcentury, it was uncommon to find
never quite knows what changes are going to be encountered it used with verbs expressing a state of mind. In the 1960s,
as time goes by. Vocabulary, pronunciation and grammar aU people typically said 1 need a holíday, They recognise the
change. Vocabulary moves quite rapidly: a new word can issue, Jane hopes to visit her mother, 1think you're right,
become widely used within a few days, especially when it She misses John, and //ove it. Fitty years on, we are more
moves around the globe vía the interne!. Pronunciation moves likely to hear people saying /'m needing a holiday, They're
rather more slowly. And grammar moves slowest of all. recognising the íssue, Jane's hoping to visit her mother, !'m
thinking you're right, She 's missing John, and /'m lovíng this
We tend not to notice grammatical change, but it is
weather. Sorne state verbs, such as know and understand,
happening all around us. The trends become apparent only
have been slower to accept the change, but lt can surely
when we look back in lime, as we can now do using the
only be a matter of
large collections {corpora) of English usage. The growth
time befare such
in the use of the present continuous verb form is a good
sentences as /'m
illustration. This construction developed in the Middle Ages,
understanding your
but took a long time to settle down. Shakespeare shows
point become part of
us simple and continuous usages competing: in Hamlet
standard British and
Polonius asks the Prince 'What do you read?' while in Trollus
American English,
and Cressida Achilles asks Ulysses 'What are you reading?'.
especially as they
There was a significan! growth in the use of the continuous are commonplace
during the 17'~ century, and it became increasingly frequent in one of the fastest
over the next 300 years. Even so, during the 19'"century it's growing parts of the
possible to find many examples which differ from what is English-speaking
standard today. 'lt rains', says the poet John Keats in one wor1d: India.
of his letters (1818). 'He really behaves very well.' writes
novelist George Eiiot in Míddlemarch (1871).

Warm up 3 1,ool< at t.he following ex;unplcs. Put thc.: verb in thc

prescnt simple ¡lJld then prcscnt. continuons. Does the
1 1 ,anguages changc over time. What clu11gt:'i do yo u meaning changc? D<X!S onc scntence ' fcel' more <x>rrcct?
think happcn the quickest? \Vh;1t ehanges an.: slower?
l\;rhaps thty wcren 't urulcr pressure hc.:fore, bnt they
1\'nmber thc following from 1 (changcs ntost q11iddy)
- - - - (ji:d) i t now. (in <1 s ports eomnwn ta ry)
to 3 (dwngcs nwst slowly).
2 1 (/.ove) this ncw look of yonrs! (a wo•n~ n
\hca bulary _ _ Gnuumar __ ·- Pronunc.:iation -·--·· w mplintcnting ;1 f'ricnd)
2 Can you rhink of any cxam plc:; of changes in your own :1 Shc _ _ (be) <1 bit difficult today <1ii shc h<1sn't h,1d
languagc in any of the abovc nrcas? hcr na p. (two peoplc.: t.alking ahont a ba by)
4 vVe __ _ _ (httVt') lunch in the gardcn. (:1 pcrson
Reading answering rhe phone)
s 1.et me make sure 1 --·- . ·-- (urul.e~:~ttmd} all thís
1 Rcad Cbanging Fnglisb. \Vh:lt is the am.·wl:r to W:1 nu up corr<.:ctly ... (on<.: eng.ineer to ;mother)
excrt:ise 1, according to the <1uthor? 6 He .····- --· (nor. mi.1:r) it ;lt a U. (two workr.:rs lalking
abont a fricnd vv·ho has reli red)
2 Rcad the text again and answer the qucs lions.
\Vhy does thc.: author st1ggcst that thc vocabulary of a Speaking
languag·c ehanges most quickly?
2 How can we trat:k gnHHlllatical ch<mges?' • Does this clistí nction betwcen progrcs.-;ive and simple
J \Vhil:h <lid th.cy use in Sh:1kespcare's tim<.:: r.he simple, aspect cxist: in your languagc? 'J l <n·v wo11ld yo u translarc
the contim1ous or both? the scntcnces in R. ~ad ing exercíst 3?
4 1low has thc use of thc continuons f'orm ch;mged in the • Are then; examples of your languagc changíng? Can you
last 100 ycars? think of any?
\Vhal: exa1uplc.:s are g·iven of the \ISC of the continuous • The English :-mHix -ing is sonH.:t imes uscd to nu1ke
for m that havc not yet becomc.: standard inl3rirish new words in nther bnguagcs. Can yo u think of or
E nglish usa~e? invent n<.:w words or expressions in your langu:-~ gc by
comhining words with -ing?

Global Engllsh Umt 9

Rcports indicate that the nurnber o f bicyclcs in Beijing
roached t en mi Ilion at the c nd al 2001. This f1g ure has
continuad t o increase ovcr the p ast ten ycars, making
Beijtng one of the wo rld's foremost cycling c tties. lmproving
conditions for cyclists in Bcijing shollld thcrcfore be a hlgh
priority. Whilc sorne progrcss, such as providing extra
bicycle parking spaces around subway stations. has beco
made in reccnt years, it is vital that more should be done
in arder to make Beijing a safer and more plcasant city for
cyclists. The following two measures would go a long way
toward s achicving this objective.
Traffic conditions in Beijing are very dangcrous, hence
thc need for furtt1 er safety measures. At present there
is no legislation on the use of bicyc le helmct s, reflective
vcsts or light s, and so very fcw cyclists in t hc city use
thcm. Conseq uently, cyclists' chance of injury, cspec ially
on poo rly-lit streets, is greatly increased. Givcn the large
population of Beijing, it m ay be neitl1er feasible nor realistic
for the city council to enforcc the wearing of helmets and
3 For p;H:IgT:l phs 1; ;lnd c. lind Lhis inJ·(m n:tti<"ul:
vosts or the use of lights. Ncvcrtheless, they coutd subsidise
thc purchase of such equipmcnt so as to encourage more rile sil'll:ll io n IH:i ng descri hed
cycli sts to invest in their own safety. In addltion, they rl i l: pmhkm
should hold more educational events to increase cyclists' 1 :1 sol ution
awareness of traffic rules and the possible consequenccs of .-¡ r iK· 0\lf('OilH:
brcaking them.
Most c urre11t cycling lanas in Beijing are built alongsido the Linking ideas: results
traffic lanes, thus creating a dangerous cnvironment for
cyclists. Whereas this may be necessary in the central urban
1 Con1 plet<: 1hc scn t tlHT~ wid1 :dllht.: wl!rd$ or ph r·•~cs
area due to space limitations, the situation could certainly from t·hc box 1h:1r :m:: possihk in e:wh c-:1sc. \Vhich is rhc
be improved in suburban areas or rural arcas. Wherever o niy 1ink <.: xpr<'Ssion rhat c:l n joiu CWD ci:l ll!'es l D¡~c l hc r:'
funding and other resources are available, the council should
b uild sp ecial lanes for cyclists that are scp arated from the tlccoruin¡:¡ly as a rcsult bc.:c..:au:-.~ of tl>i~

traffic. In this w ay, they would both promote the general consequon!ly for this reason so
safety of cyc lists in Beijing and also encourage more pcople
to cl1oose a bicycle as thc ir preferred mcans of transport. 1 The colllll'ÍI h:1s i1npmv,:d !':l fety. - - --.,. ll lOIT
Demand for p rívate cars would thus decrcase, and so fcwer jH'.oplc :1re l:tki ng· up cyc lin: ~·
g reenhouse emissions would be dischargcd 1nto the air. As a .~ ' f 'l11: <:oun<:ÍI h:ls impr<Wt;d s:JfCL-y, - -- - llliJI"C pl~opl c
rosull, Beijing would not only beco me a more cycle-friendly :1rc uki n:': up cydin¡~··
city, but also a more pleasant environment for residents and J TI H.: counci lli:Js impmvt..;d s;lft: ty, :11 1d - - - - lllore
tourists alike. pcople ;l rc t·al..:ing·up cyclín;; .

Language note: t11us. tiJBrcfore ::md !Jcnce ~ r~ used in

Reading more formal writiny. Thus F.lnd lhereforP. are commonly
1 r~t';ld Yu\ d(;.scri pt·io n or cydin~ in Bcij ing ;llld cht>USl'. placed nlill ·¡.>osition in a sent~nce :
the hc:s1 ri tlc. Ac.;ódents lmvc increasP.d. TIJeJ-e is tflcrctore 1 thus ¿¡nced
1 Thc.: di~: Jdv:Jil l'< l g't:S o f"cydi JI ~ in Bcij in g to reviow t/1e :>ituation.
2 ;\ prt) ¡lUs:ll fur i 111 1Jrovi ng con d i l ÍDilS for cvcl ists Thus can also int roduce a participle c lt-lu~>u:
in Beij int:·
Tllc council has improv<:(f safety. thus Cl eating ¿¡ s;.1fcr
\·Vh ~' wc shu11ld ;d) g-er on 011 r bik<.:s
environment for <:yc/ists ,
2 Vl:m.:h l':lch p:l r:1 ~r01 pl1 n , on<: oF d 1c I H~;H 1in gs. 1·/ence i~ ottc3n followecl i)y a llüUn phra:;c:
Upp:r:1di ng i nfra ~l ru cnm~ Accidents twve increascd. hencc the need fur a rcview o!
2 ' 1'h.. - cu rre nr si1u:1tio n ti1<: situation.
l~n h a11ci u g cydi sr~ · s:ll;cty •.1W;lrc n6s

Unit 9 Writlng
2 Look again ll t Yu's cssay and find the link expressions. lmproving listening
3 Compl<.:tc the sentenccs in a suitablc way. 1 Tick (ti) the statements about listening to spoken
1 Cycling is currently pcrceived as dangerous by many English that are true for you. Then read the information
peoplc. As a result, ... below and discuss with a partner.
2 The cycle lanes are poody~lit. The council should O I find it hard to sustain concentration for a long
thcrcfore .. . time, and 'switch off'.
3 Cyclists and motorists use thc same roads, hcnce ... O 1have difficulty following fast conversation with
4 Cyde lanes should be built on major roads. More peoplc severa! speakers.
would thus ... O 1 often have problems understanding films and plays.
s The numbcr of cars on thc roads has dramari.cally O If people speak with an accent, 1 sometimes only
i.ncreased, thus creating ... Wlderstand a little.
O 1 find it hard to understand humour and word play.
Writing skills: impersonal style O 1 sometimes feel frusttated that 1 can't catch words
and understand details.
1 Find scntcnces or parts of sentenccs in the text that
express thc fo llowing ideas in a more impe rsonal way. lf any of the statements were true for you, then you are
1 \Ne nccd to do a lot more. not alone - these are sorne of the most difficult listening
2 We should make things better for cyclists. ski listo master, even at advanced level. The best way
3 \Ve don't have any laws at the moment. to improve your listening is through practica -littre and
4 Wc could certainly improve things in the s uburbs and
often is ideal, and it also helps to have a focus or reason
thc coun tryside.
tor listening. Try to listen on good quality equipment, and
s W c wouJdn't necd so many cars.
at a time when you feel relaxed and able to concentrate.
2 Match your answcrs from 1-5 above to onc or more o f
the impersonal structures a- e. 2 Read a list of strategies for improving your listening
a a passive structurc da gcrund as s ubjcct and discuss with a partner any that you would like to tty.
b there is 1 t.here are " a noun or noun phrase
e it is + adjective as subject * Listen regularly to clips on the internet or
satellite televísion (eg news reports, weather,
Preparing to write commercials), for interest and information.
With a partner, discuss way¡; to improve on ~:: of the * Predict the kind of content or specific words that
simations bclow. Vl hat concrete measurcs could or should you might hear, or ask yourself questions.
be raken, and what would be the result? * Watch feature films and longer programmes. lf it
• conditions fo r pedestrian.s in your town helps, listen with subtitles.
• safcty awareness for ch iJ dren or motorists * Listen to an audio book, eg when you are
• conditions or facilities in your place of work or study travellíng or doing chores.
* Read the news in English to understand the
content and prepare key vocabulary. Then listen
toa news broadcast.
• The council cou/d 1 should 1 needs to ...
• They could also consider lntroducing 1 improving ... * listen and take notes on a recording. Replay and
• !t is vital / crucial/ essential/ of paramount importance add to your notes.
that this should be done. * listen to a short recording and stop at regular
• lt might also be useful 1 helpful/ desirab/e to ... intervals. Try to repeat what you have just heard,
• Another 1 A further posslbility 1 option would be to ... or predict what will come next.
* listen to a very short piece and write down
Writing every word that you hear, replaying as often as
necessary. lf possible, check with a transcript.
Write a proposal based on your ideas in Prepa1ing to write.

Writing & Study skills Unlt 9

 Part 1

Speobr-.g
Yovr neighbourhood Speaking Reading and Speaking
1 \Vhich of the followíng· shops ami placcs 1 Y<m are going to rcad an ¡¡uthor's
Rcodtng & Speoking
can be found in your ncighbourhood or description of his ncighbourhood. T.ook at
lso(orion
closc to where ym1 live? the photos, the picturc ami the titJe of the
• lmtchcr's • livc-music venue text. What do you think thc author is going
Ex!end yoor VO<:IJbulo y
• estatc ag-cnt's • pawn shop to say about this area?
Colloc:ations w ith
rood • fast-foou outlet • place of worship
2 N·ow rcad lsolarion. How similar is the
• fishmongcr\ (eg church, masque)
neighbourhood describcd here to your own?
Writing • florisr.'s • tattoo parlour
Your lota! journey • foreig.n foocl • video renta[ store 3 Read the texL again. Find these phrases
rest~man t. • 24-bou r supcrm~rket and use thcm to choosc thc correct option
• grocer 's in the statcments below. Use a dictionary to
2 Work in pairs. Think of two or thrcc help you.
shops in you.r neighbourhood that you visir n in its hcyday (line 12)
rcgularly or tbat you likc for a particular h has been a mag·net for (linc 13)
rcason. D escribe them to your partner ami e pilgrimagc (Jine 34)
explain why you enjoy shopping there. You d preserved in aspic (lines 38-39)
can indude infon nation ahout what kinds uf e inordiJJate number (line 41)
product~ are sold there, thc décor, the shop f harometer of the heall.h of thc nati011
owners or assist¡¡nts and thc kinds of peoplc (lines 46)
who shop there. t The Cowley W<Jt·ks car factory employcd
ovcr 20,000 pcoplc at its beight 1 whcn it
fi:!~rt opened.
2 Thc Cowley Works car factory still
att:mas 1 no longlr attmas immigrant
workcrs.
3 'J'he author's journey is a pe1'sonal 1
business vcnture.
4 '1 'he centre of Oxfo rd has cbrJnged a lot 1
has not changed mucb.
s One institution in the city o wns quite: tt
large number 1 tm extre1neiy la'rge rmmb,.,.
of buildíngs.
6 Thc Cowley Road amtrasts with 1 mirrors
the changing state of the nation.
4 Work in pairs. Choosc one question a.nd
discuss it with a partner.
• Have you been to other place.-; in your
country or abroad which havc been
'preserved in aspic' for tourism? What
diJ you think? Should such areas be
protected like that?
• The road the author describes contains
a real mix of cultures. Do yol1 think that
this kinJ of place is a good model for
urban dcvclopment? If not, what might
sotne of thc problems be?

Unit 1O Local
 r .ook ¡lt l·ollocltions with rhc won lrol/1/,
Verbs.

branch climb cross fork

lead

Adjf'c<;tivcs:

bumpy coastal congested

dirt winding

Which vvord means

1 it goes up? goes acro!>s? goes to?
2 1t d1 vid os 1nto two p.ti1S? 1nto two o r
more parts?
3 it got-~s by t11e sea? th ere 1s lots
of traffic?
4 it has a loose surface? 1sn t srnooth'?
isnt stra1ght?
2 CoJllplc.:te thc scnl<~nces using some of
rhc word~ <lhove.
Tflerc is a crossroads w/Jere tflrec
roads mcat.
The first 1oad.
The second roo.d ...
T!Je I!Jird road ...
.l \Vork in puirs. Rcad y<>ur scntcnccs to leper (noun) - a person with
your panncr :md <l$k the111 to say which leprosy. a serious disease
road thcy would rathcr t:.l ke, and why. that can cause peop4e's
fingers and toes to fall off
thoroughfare (noun)- a
main road through a place
Writing (formal)

You are goin!{ ro writc a de.~n i ption of

an intcrcsting :1re.1 ncar where you live .
.lt can he ;m :1rea with appealing· shops
or huilclings, c ultural atlractions ora
particnl;1r hl ndsc•pc.
Firs t sketch <1 rongh map of rhe area
and its poin ts of imercst.
2 \Vrite ahout ynur arca using· your
map, as if you are conclucting <l g-uicled
walk aronnd it. Dcscriht: thc places of
intcrcst and wh}' you think othcr peuplc
shonld know ahom them.
3 Swap your d cscription with ,, P<lrtncr.
Read your parmer's dcscription <lml say
what you havc learnt abont: this <lrca or
w h¡:¡t you won ld likc to see.
 Local
Port 2

Spcoking & Reoding

Speaking and Reading 2 Match the speakers (1-5) to what is being
Why Eat Locally? exprcssed (a- .h). Then listen again and check.
1 Work in pairs. Ask and answcr
Lislening a the decision to eat or not eat sorne kinds
the questions. offood _ _
Food choiceJ
• What is the most recent mea! you ha ve b an awareness of how anima.ls are rcarcc.l
had today? What did you eat? for food _ _
htend your vocobulory
• Do you know wherc the food carne from? e a desirc to help agricultura} producers
nave
2 Rcad the text Why Eat Local/y?, wrítten
Grommar & Pran\Jndation by a group of N orth Americans about their d a reluctance to eat fresh fruit _ __
Plurals and number choice to become locavons, people decidíng e a lack of interest in changing· his or her
diet _ __
/s/ and 17.1 to on ly eat local food. Answcr the questions.
f a commitment to using local sources
1 On average how far docs American food
Speokong travel befare a person eats it?
Food debate
g a pr coccupation with weight and hcalthy
2 Why is thc journey so long?
eating _ _ _
l W hy don't people think about this?
h health issues wi th a certain type of food
4 What are children ignorant of, according
to the authors?
3 Do you think people have similar
3 Listen to the first speaker again. Complete
the sentences. I low can you say these words
concerns in your country? Do you or
or phrases more fo.rmally?
anyone you know cat locally on principie?
Do your children or children in your lt can he a bit of a _ ___ , eating, just
country know where their food comes from because of my schec.lule.
antl how it is produced? 2 Stock up ou easy stuff, really ...
_ __ _ it in the freczer.
3 I'll eat on the move and just - - - -
Listening whatever I can really.
1 • 3.34-3.38 You are going to listen 4 I would like to eat more healthily, but
to five pcople talk about different choiccs. just can't be really sometimes.
M atch each speaker (J-5) to the corr.ect
4 Work in pait·s. Have you made similar
description of the person (a-h).
food choices? What do you think of the
a a vegan other speakers' ideas and opinions?
h an advocate of fair trade
e a locavore
d a picky ea ter
e a vegetarian
f a convenience food addict _ __ Add 6ve more food and drink expressions
g an allergy sufferer you can use with have:
h a health fanatic have a coffee, a sandwich, ...
2 Study these phrases with have. Replace
the words in italics w:ith your own ideas.
1 1have no intention of eatíng meat
everagaln.
2 We have a responsibitity to paya falr
price for agricultura/ products.
3 1have no idea if butter's good for you
ornot.
4 l've had enough of frozen food.
5 1had a go at baking bread onca and it
was a totsf disaster.
6 1have high hopas for genetlcally
modified food.
O Unit 1O Local
 Grammar and Pronunciation
1 Look a l the cxamplcs and <mswt:r
the qnestions.

1 "VV11at is the singular fonn of the plurals

in bold in examplcs a and b? Do you
know other plurals with <l similar form?
2 Is the noun in bold in examplcs t:, d and
e singuhr or plural? ls che vcrb in the
3 Look at the plural
forms of the words in cxc•·cisc 2.
singular or plural form?
Plurals ending in -.1· can hmrc two
a Vegtms don 't 1VCfW 71)00/ from Shcep. pronnnciat.ions: /s/ :mci/7J. D ecide o n the
h 7 'hey do11 't 1vem· clothes maclr: ofsi/k eithe1: pronunciation of ...
e '!'he data w:ve1· tellr yott whe1·e thc food was • words that end in -oes.
j'Q1f.1Tetlfnmt. • -is words whosc plural ends in -eJ.
<1 My family m·c ati vegertwirms. • the other wor ds in this secuon that enJ in -.1'.
e A ltwge percentage ofmwlllocal forme-rs
stt-uggl.e to sm-vive. @ Grammar focus - expfono l ion & rnoou procli<'.e
of plurolb ond rtu mbar on pago 150

• although medio and dat11 are Latín

plurals, thcy are sometimcs treated as Speaking
singular uncountable nouns and can be 1 Complete the sem enccs with the correct
followcd by a singular vcrb form of a verb rrom the box. Compare wi t:b a
• collct:tive nonns, such as fmnily, partnt:r. Tf yo u ha ve diffcrt:n t fo rms, disc\'ISS why.
govennnem, compnny, po/ice, class and temu
can be followed by cither a singular or release say (x2) show start throw
plural verb form or pronoun
• we use a singular vcrb when the focus is 1 ünc group -· __ _ it's bt:ttcr to ellt organic,
on the group as a unit and a plural verb anothcr. . .. _ _ local. So is it. better to take an
when the focus is on the individuals in org·aníc apple from abroad or ll loc;l[ apple?
the group 2 If the majority of pcople eating local
• in informallanguage, a plural verb is food in richer countries, it wi.ll affect fanncrs in
gene rally more common, but words poorer countrics who export food. vVl1at allOut
such as perccntage, mflja~ity, halfand n:st their livclihoods?
follow the same pattcrn 3 Data that trp to 5% o f t:hildren in the UK
<lre hypcractíve an cl that food additives play a role .
.So should food aclditivcs he co mplet.e ly banned?
2 Look at thc f(JIIowing lists o f words. 4 Thc government a repon showing
In each list o nc word is diffcren t from thc that only 10% of cmissions related to food c.:o mc
others in it'i plu ral fo rm. D elete the odd eme fro rn trans¡x>rt. If eating lo cally doesn't hclp the
out. Then make a rule ahou t how thc plur¡¡ls environm cnt, why do it?
o f che othe r words are made. s Som c supermarkers give surplus food to homeless
1 deer, fish, pan cakc, salmon, spt:cies and ncedy people, but m any supermarkets símply
2 headq uartcrs, premises, products, _ __ _ ir away. What can be done abot1t this?
scissors, works
goosc, lamb, mouse, ox
2 Discuss r.he questions in cxercise l .
4 avocado, lmffalo, kangaroo, kilo, potato
s analysís, crisis, oasis , tcnnis, thesis
 Part 3

Speakíng & Vo<abulory

Globolisatíon Speaking and Vocabulary Listening
1 Answer the questions below with your 1 Work in pairs. Choose three of the
Li$1ening
own ideas. Then work in pait·s. llow many following IJUCStions and discuss:
Globalisation and items do yoll have in common? • \Nhy do you think that football (soccer)
football
\tVhat is the world's most popular ... is so popular?
Grammar &PronvnCÍt'llion • sport? • dr.ínk? • food? • Do you evcr watch football on tclcvision?
lnversion • invention? • type of music? Ha ve vou cvcr been toa match? If ycs,
give n;ore details. If not, why not?
Stress cand rhythm 2 Read the following definitions of
• V\'l1y is football called the 'beautiful
globalisation. Complete rhe gap with the
game'?
Speokíng correct form of the words in hrackcts.
• Has football chang·cd? What is better or
The World Cup
worsc abont the mockrn game?
Globalisation is ...
• \tVhat do you think thc.: world can learn
the process by which - - - -
from football?
economies, societies and cultures havc
bccome integrated through a global 2 ~ 3.39 Listen toa talk about
nctwork of , transportation globalisation and football. Tick (V') those
and rrade. (t·ommunicate, region) statements which acr.:uratcly reflect the
2 a term used to describe the changes in speaker\ c.:omments and opinions. Mark
societics and the world economy that those that do not with a cross (JC).
are thc result of increased 1 The number of people who watched
cross-border rrade, and in tbe 201 O World Cup final on TV
cultural exchange. (drama, invest) was disappointing.
3 a worldwidc process which has resulted 2 Football cannot be considcred a
in increased of trade and a 'beauti fui game'.
_ ___ ofwealth in the hands of 3 Iris difficult to imagine a global
fewer people. (concemrate, libeml) movement of workers on the same sc.:alc
4 an attempt to consumer as that of foothallers.
ha bits, val ues and ways of thinking 4 Rich football clubs rob poorer nations of
that conrributes to the development of their best players.
global markets, but undermines local s FTFA (the lnternational Federation of
economies and traditions of - - - - Association Football) docs not do enoug·h
(standard, self-mfficient) to support smaller foothalling nations.
s a complex series of technological, 6 The movcmcnt of players and
_ __ _, social, cultural and political coaches betwecn cmmtries leads toan
changes which have led to an increase improvement in the quality of the gamc.
in communication and - - - 7 \tVorkers from poor countries should not
between a large of nations he allowed to work for more than five
on the planet. years abroad.
(economy, major, undemaná)
3 J ,isten again to check your answers. Then
discuss with your parmer what thc speaker
3 I ,ook at the definitions again. Which actually does say for those sentcnccs you have
ones seem to be in favour of, against and marked with a cross.
nelltral about glohalisation?
4 Do you agrec that 'evetyhody bcncfits
4 Do you think g·lobalisation is connected and standanls risc' as a result of thc free
to the popularity of the things you muvement of foothall players? Do you
wrote clown in cxercise 1? Do you think think this is a gooJ model for other johs
globalisation is a good thing? and professions?

O Unit 1O Global
Grammar and Pronunciation 3 ~ 3.41 Rcwritc the sentences so thcy bcgin with
the wor ds in hrackcts. Then listen ami check.
1 Look at thc sentences hclow from thc
Ject Ul·e and answer thc <¡ucstions. Thcn relld t \Ve rarely find out how decisions are made by .FlFA.
the explanations. (Rarely)
2 A.sian cmmtries h:1ve only rcccntly joined the top
a Never befme has a single activity teams of football. (Only rea:nt~y)
captured the hearts and mínds of so 3 Thc 201 O \Vorld Cup had just linished when
many pcople. prcparations started fór thc next one. (No l·oo·ner)
b N ot for nothing is it called the 4 A country can only host the World Cup by paying
'beautiful game'. huge amoum.s of money to FfFA. (Only by)
e Not only do these players and 5 We should never allow countries to spcnd so much
managers bring skills and knowledge money on a sporting event again. (Never· again)
back home, they also become hcroes in 6 Vlinning thc Wn·ld Cup is not only good for ll
their adopted countries. country's sclf-csteem, but it also boosts its economy.
(Not only)
• inversion after negative adverbials is
4 You are giving a formal speech aftcr winning a sports
used to emphasise that something is
event. Choosc duce of the sentence stems helow and
unique or rare. lt is used in formal
complete with your own ideas. Read your sentences to
language, particularly in speeches
a partner. Pay attention to stress anJ rhythm.
and lectures
• other negative aclverbials which take • Never in m y Ji fe . . . • Rarely ...
inversion inclucle mrely, onJy, no sormer • Not only ... but . . . • Nevcr abra in ...
. . . than and bnrdly ... when • At no time .. .

VVhat words do thc sentences a-e start

0 GrammCJr focus - explanotioco & more practice
of icoversion on poge 150
with? What do tbey have in common?
z Wha t do you notice abo ut thc word Speaking
order of the suhject and vcrh in
the sentenccs?
1 Work in groups. Your cmmtry is lobbying
3 What is unusual about the verb structure
FlJ:<l\ to be thc host of the World Cup.
in sentcnce e? Group A: think of arguments in favour
4 Do the sentences sound formal of hosting the World Cup. Consider the
or informal? following aspects: costs, jobs, tourism,
dcvdopment.
2 ~ 3.40 Usten to the sentenccs in Group H: tbink of arguments against hosting
excrcise l.
the World Cup. Consider the following
VVhich words are particnlarly stressed? aspects: costs, jobs, tourism, development.
Underline thcm.
2 ln sentcnce c, where docs the voice go up
2 Work in pairs with a partner from a
different g·roup. Present your arguments for
and clown? Where is there a pause?
or against hosting the Worlcl Cup.

3 Who Jo you th.ink had the bcst

arguments? Tfyour real opinion was djfferent
to thc onc you argued, ha ve you now
changccl your mind?
 Global
Part4

Speo king
Speaking S H crc are some of thc uses for the
Technologi~al inventions
astro la be, accord ing to Chaucer's treatise.
1 Make a list of at least ei ght technological Do you think any of them a1·e useful
Reodi11g
inventions that have changed socicty ami the knowledgc toda y? Can you do any of them?
A Trealise on lhe way we.live.
Astro/abe • to find thc tour cardinal poínts
2 Work in paírs. Compare your l i ~"ts. (Easr., \.Vest, Nonh, South)
Vcwbulory Then decide on your three most important • to fin d the Sun's altitude in degrccs
Using technology objects. \Vhat are your criteria for choosing • to iind the length of the day from
these items? daybreak to twilig·ht
Wrilir~g • to find the co1w<linates of any visible star
They are global/y available, they help people
A technicol manuol in rclation to the Earth
communicate, they save lives ...
• to fine\ the lat:itude of where you are on
3 Work with another p:1ir. Explain your list the planet
and thc criteria you nsed to decide.
Vocabulary
Reading 1 l ,ook at the wo.rds below. \iVhich of them
1 You are going to r.ead an introcluction are used to describe the astrolahc in the
toan instrm:tion manual for thc rmrolobe, a text? Could any of the other words be osed?
technological object from ancicnt times. a appliancc: a machine or picce of
• Look at the image of the as trola be. llave equi pmcnt in your home
2 tooJ: a piecc of equipment that you hold
you se<::n this image befare? \iVhat kind of
infonnation do you think it gívcs? in your hand
3 gadget: a small piece of modern
• 'lhrn to thc back cover ofyüur book and
check your answcrs. cquipment that does sornething uscfi.1l
ur irnpressive
2 Now read A Treatise on tbe llstrolabe. 4 dcvice: <1 piece of equipment that docs a
When was the manual written, who was it particular thing
written for: and why was it written? s instrument: a piece of equipmen t used
in sdcnce, medicine or technology
3 Read the text again and i.nsert a-f below
in the correct plaees in the text. 2 Think of at least eme cxample for each of
a so you can becomc famiJjar with your the worclo; in exercise J.
own instrument
b cvcn though the original has been lost
e füllowing the style of our scholars
d and in evcry sign from your almanac
e having obscrvcd the boy's ahility and
eagerness in scicnce
f the majority of which come from the
15'h century
4 Rcad the text and thc informacion about
Chaucer again and underline the following.
Then work in pairs and explain the terms.
J three gcographical r.erms
2 four words connected to astrology

Un1t 1o Global
 A Treatise Thefirsttechnical
on the l b manual for a
A st ro a e global device
A Treatise on the Astrolabe was composed in the years 1391-92
3 Rcad the definitions for eigh t objccts . C hoose by the English writer Geoffrey Chaucer. lt is regarded as the oldest
thc correcLoption in the sentencc. T h cn match it Engllsh 'technical manual' or description of a scientfflc device.
to thc correct objcct in rhe box. (1) _, the text has survlved in as many as st least 22 manuscripts,
(2) _
bar code reader car alarm CCTV The worlc can be thought of as an initial book on astronomy. 1t was
ear thermometer GPS navigation mp3 pi ayer addressed to ten~year-old LewJs, appsrently the author's own son.
robot vacuum cleaner USB memory stick (3) _ , Chsucer gave hlm the lnstrument and wrote a manual to
teach the child to use the devJce.
is a clevice that is used to dt:trmnim: 1
t'vahr.ate yo ur positio n, whcrcver ym• are in 'Little Lewis, my son, 1see sorne evidence that you have the ability to learn
the world. science, number and proportions, and 1recognise your special desire to
2 _ _ is an instrumcnt th<lt is uscd to learn about the astrolabe. So, as the philosopher said, "he serves his friend
di.rplt~y 1 111.mzito1· activicy in public placcs . who grants his friend's wishes," 1propase to teach you sorne facts about
A(n) is a g·adget th<H you can use to the instrument with this treatise. There are several reasons for this treatise.
storc and m:ce.rs 1 ttpp1"Mcb electronic documents First, no one in this region has complete knowledge of the noble astrolabe.
and files on. the movc. Another reason is that there are errors in the astrolabe treatises thatl have
4 A(n) is an 1 ppliancc that can be seen and sorne of them present material too difficult for a ten year old
p rognmuned to n"lnrrve 1 tli.1pu.rc clirt rt nd dust all to understand.
over yonr h omc. This treatise ís divided into f1ve parts.
s A(n) is a tool that can cnlculate 1 Flrst pan: The first part of this treatise presents the parts of your
mcnsttre thc hody's temperaturc and show it on a astrolabe (4) - ·
small screcn.
Second part: The second part teaches practica! uses of previous
6 A(n) is a tool that can sean 1 control
facts, as muchas possible for su eh a small portable instrument.
visual rcprcscntations of data snch ~1s priccs.
Third part: The third part contains various tablas of longitudes
7 A(n) is a devicc wh ich is uscd in order to
and latitudes of fixed stars for the astral abe, atable of declinations
encoumge 1 discottragc: thicvcs.
of the S un, tablas of longitudes of cities and towns, tablas for
s A(n) is a g·adget th.at is uscd ro decode 1
encode and play back auclio files. setting a clock and to find the meridian altitude and other notable
conclusions from calendars.
4 \Vhich of t.hese deviccs do yon use or cxperience in your
Fourth part: The fourth part contains a theory to explain
daily lifc? Which 011c would you say is the least useful?
the movements of the celestial bodies and their causes. In
particular, the fourth part contains atable of the moon's
Writing motíon for every hour of every day (5) - ·
L ook hack at the list of objects you talked about in Spcaking Fifth parta The fifth part shall be an introduction,
cxcrcise 2. Choosc onc.: o f thern. Yim are going to write (6) - · in which you can Jearn most of the general
a short introcluction toa sim ple tcchn icalmanual for theory of astrology.'
düs object.
1 T hink first alx.mt what you at·e g oing to wri te. Use the
foll owing l[Uestions to hclp give yo u ideas:
• What is th.e fu nction o f your objcct and why is it
important for global understanding?
• Who <1re you writing for ami what. is the purposc of
your manual?
• Which function.s will you in elude and how will yo u
divide thc.: man\Hll in to seeti ons?
2 \rVritc your introduction. vVhen you'vc fin ished,
exchan gc it with a partner. Ts your par tner's introduction
dcar and helpfl1l? Has he o r she lcft out any important
information? Give your pa.rtner feedback.
 Languoge focus
1 Read sorne ways of malcing suggestions and choose the
better altcrnative.
1 Can I mtJke 1 bave a suggestion, please?
2 I tlunk it is 1 would be a great idea to write a letter.
3 We could 1 can write a letter.
4 I pro pose we wríte 1 could write a letter.
s It can be 1 míght be an idea to write a letter.
6 l'd üke to suggest to wríte 1 that we write a letter.
7 How about writíng 1 we 1vrite a letter?
Warm up R I think we have to 1 should write a letter.
Work in pairs. Discuss these questions. 9 In that 1 this case, we could always write a letter.
10 What we need todo is write 1 writing a letter.
• Which of the followíng facilities do you have in your
town? How often do you use them? 2 Which of the suggestíons are ...
Swimming pool Arts centre a stronger? b more tentative? e more formal ?
Library Football pitch
3 Read the responses to suggestions, and rank them 1-6
Park Tennis courts
C h.ildren's playground Zoo
(1 =strong agreement, 6 = strong disagreement).
That's a good idea.
• Which are subsidised by the town council or government?
Yes, but the problem is ...
• Do you think facilities like these should be publicly
That's ridiculous.
managed and subsidised, or should they be run and
That's a brilliant idea.
financed by the prívate sector? Why?
I suppose we could.
With respect, 1 don't think that'S feasible.
Listening
1 O 3.42 Listen to a meeting to díscuss proposed local Pronunciation
government cuts and answer the questions.
1 Work in pairs. Look again at the responses to
1 Which faciüty are they discussing? suggestions in Language focus exercise 3, and predict which
z What proposals are put forward to deal with the word or words carry the main stress.
proposed cuts?
3 What advantages and disadvantages of the proposals 2 O 3.43 Listen to check yow- ideas. Then practise
are mentioned? repeating the expressions.
4 What time is agreed on for tbe next meeting?

2 Listen again and complete tbe sentences. \Vhat does Speoking

each word or phrase mean? Work in small groups. Choose one of the situations below
1 I've th.is meeting to discuss the local to roleplay. One person should chair the meeting, and
govemment spending cuts. everyone should offer suggestions.
2 Has everyone got a copy of the by the way? • A local residents' meeting to discuss how to spend
1 I would just with that from a safety point money to improve leisure facilities.
ofview. • A group of students or co-workers discnssing how to
4 Can I just sometbing here? improve facilities at their school or workplace.
s I don't think we should get too by the whole
demonstration thing.
6 I would üke to what Nigel has just said about
health and safety as well. • Let's get started.
7 Who would be wiUing to for the fundraiser? • Could we start wíth 1 move on to ítem 2 on the agenda?
s OK, well, that for today. • Does anyone have anythlng else to add?
• Are we in agreement on 1hls?
G Unit 1O Function globally
• Can we set a date for the next meeting?
Warm up language focus: the thing is
~ 3.44 Listen to Evgcnia tal k about a typical task shc had 1 RcadJiawci\ scntcncc. ~1at is thc best cxplanatíon for
in English class in Belarus. Did you ever havc todo this in thc use of thc phrase in hold?
languagc classes at school? But the thing is they charge admission tee, ríght, and so it
becomes a little bit different, it becomes like a commercial.
listening to avoid a speciíic mention of something-
1 ~ 3.45-3.46 T-isten llarshula frorn Sri Lanka ami
to 2 to focus attention on a problem
Jíawei from China talk about towns thcy rcmember from 3 to list the order of thíng·s
theír childhood. Who says what? Writc H for Harshula or 2 Complete the sentences with your own ideas.
J for Jiawei. 1 l'd love to go out without everyone this Satun.lay,
1 'lravelled from one part of thc town to another but the thing is ...
as a child. 2 Thanks for calling about the job intcrvicw.
2 Has decided to go back homc to this town. Thc thing· is ...
3 Always wanted to visir this town duríng 3 A: So, díd you call your boss?
the holidays. H: No, ummm, thc thing· is ...
4 Has a cousin in this town. 4 A: Hi, I'm hcrc to pickup my car.
s Has rnemorics of activitíe.s that cost very little. H: Ycmr car? Oh ycs. \Vell, thc thíng is ...
6 Wants todo somcthing for the community.
7 Thinks that pcople have become more
Speaking
intcrcstcd in material things.
1 Think ahout a local area you remcmber while you were
2 W01·k in paírs. Use the notes below to take turns growing up. Look at the followíng <¡uestions to help you:
rctclling· what you remember of llarshula's and
• \\lhat was the area like?
Jiawci's storics.
• Did you enjoy living there? vVhat was good abont it?
Harshula Jiawei • Do vou still live there?
• Ratnapura • Pudong • Jf y~u don't Ji ve there now, have you returned?
• summer vacation • eastern and wcstcrn sidc • Has it chang·ed? Are the chang·es for the better or worsc?
• Oxford • ferry
• T,ondon law firm • round structure 2 Work in pairs. Discuss your ;mswers to the questions.
• go back home • sítting
• do somethíng· • father
• nver
3 ~ 3.47-3.48 Now listen to how Ha.rshula and Jíawei
say theír towns havc changed. Answer the questions.
1 What rcason docs Harshula give when he
says that Ratnapura has been neg·lected?
2 What disappointedJiawei about the
Shanghai expos.itíon?

Global voices Unit 1O

 1 Mirabello Monferrato is sítuated in the Piedmont
regían in the north-west of ltaly, one hour by car from
cíties such as Milan, Turín and Genoa. Public transport
consists of a bus servíce connecting the village with a
small town called Alessandria located ten miles to the
south; alternatively, it ís easíly reachable by train from
maínline stations. lf coming from abroad, it is best to
rent a car at Turin airport and take the A21 , leaving at
Alessandria Sud and followíng signs to the village.
2 Mirabello is a perfect place to spend a relaxing
weekend or week away from the crowds. The
countryside in the surrounding area is spectacular
and the whole village steeped in a history dating
back to the Middle Ages. Whereas in the past the
population reached 3,000, nowadays there are only
about 1,200 inhabitants.

Reading 3 Despite its size, the víllage boasts tour magnificent

churches, each with its own particular architectural
1 Reacl Davidc's wcbsite entry abom hís vi.llage. Suggcst a style, reflecting the history of Mirabello during
heading for cach paragraph. medieval times. These churches can be visited every
day from 8am to 6pm; no reservation is required and
2 Hcrc are some answers from the text. \Vhat could thc no entrance fee is charged. Sporting activities are also
questions be? well provided for in Mírabello; it is possible to take part
t In thc north-west of Italy. in activities such as football, tennis, cyclíng, joggíng,
2 By bus, train m· car. basketball and volleyball.
3 To relax and get away from it all. 4 When lunchtíme comes, 1 strongly recommend a visit
4 Spectacular. to the Antico Bistrot bar, in the main víllage square.
s About 1,200. Delicious local dishes including ravioli, polenta and
6 You can visit churchcs and take part in sporting activities the tradítional bagna cauda (hot sauce in Englísh) are
and cultural event'i. served from 1Oam to 2pm. Sandwiches are available
all day long, up to 1am when the bar el oses.
7 The AJztico Ristrnt bar.
¡¡ Yes, several, .including the Festa da! ptú.l· c'me ntl vota 5 There are also severa! cultural events throughout the
inJune. year that attract a large number of tourists. The first
week of June, for example, is notable for the so·called
Writing skills: register Festa da/ pals c'me na vota whích in the local dialect
means 'village festival like in the past'. The event takes
1 Rcad an informal email toa friend about Mira bello. place in the main square where traditíonal food (and
Match thc words and phrases in italics with formal wine) is servad and ancient local musíc played. lt ís a
equivalent'i in thc wcbsitc entry. hugely enjoyable occasion that should not be missed!

HiGina

lt's great you're planning to visit Mirabello. (1) lt's only

2 vVhich of these would you normally include in a more
an hour from Milan - (2) you can easily get there by train
formal píccc of writing?
or by car (3) coming off the A21 at Alessandria Sud. • a lot of1 tt bit
You'lllove all the old buildings. (4) lt's got tour gorgeous • comp.lex sentcnccs
churches - plus (5) you don't need to book in sdvance if • contractions, eg don't
you fancy just having a look around. (6) You can do loads • exclamation marks
of sports too. The festívals (7) are a bit touristy - but • non-specific words, eg tbing, stufj"
the one in June is {8) great fun! Hope you enjoy your • get 1 got
stay anyway! • informal words and expressions
• many phrasal verbs
Cheers, D. • noun phrascs instead of verhs
• passive vcrhs
• precise dctails
Unit 1O Writing
 Language note: in formal language it is common to use Celebrating your achievements
words derived from Latín, eg obtaín 1 discover 1 construct 1 Congratulations - you have reached the end of the
instead of get 1 find 1 buifd. course! Becoming an advanced user of English entails
han.l work. This is a good time to celebrate and enjoy your
achievements as an advanced learner. As you read the list
Linking ideas: alternatives and examples of skills and abilities bclow, tick (11) the ones that apply
1 \Vhich of the words or phrases in the box introduce ... most to you, and add other ideas of your own at the end.
1 an altcrnative? 2 an example? O 1have a sound knowledge of English grammar and
can answer questions about several aspects of
alternatively eg equally for example
English usage.
for instance includíng like likewise otherwíse
similarly su eh as whether ... or
O 1can get ínformation quickly and accurately from
newspapers and fact sheets.

2 Complete the sentences thinking of places that you know. O 1can watch a television programme or film in English
and understand nearly all of it.
t You can sample a variety of local dishes, such as ...
2 lt is an ideal spot for rdaxing and unwinding; eqwtlly,
O 1can enjoy reading novels or other works of flction
you can ... in English.
3 '1'he town boasts severalluxury hotcls; ¡tJtermttívely, O 1 have developed language learning skills that can help
there are ... me learn another language more efficiently.
4 You can take part in a numhcr of outdoor pursuit<; O 1can help others by translating or interpreting.
induding ... O 1can be creative in English, expressing my ideas in
s It is an excellent location, wbether you are lookíng for a writing or playing with words.
cultural expericncc m· ...
<• Citi.cs lil~e ... are oftcn packed with tourists in summer.
O Knowing another language in depth has taught me
other ways of looking at the world.
7 Adults are wcll catered for; similm·ty, ...
O 1can fully appreciate and enjoy listening to songs
3 V/hich othcr words or phrases from rhe box (if any) in English.
could rcplacc thc words in italics?
O 1can express different sides of myself in a
different language.
Preparing to write O 1can enjoy listening or reading in English and
Choose a place that you know to write a visitors' understanding humour and subtletles.
introduction. Working ín pairs, use the questions from O 1can take an advanced qualification in English.
Reading· exercise 2 to lind out about your partncr's place. O 1can use English effectively in my work or studies.
--
Descr,j_~jng .. . O 1 have increased my employment opportunities.
O 1can teach English to other people with confidence
• lt is one hour 1 easify reachabfe from Milan by bus 1 train . and enjoyment.
• lt is a perfect place to ... 1 base for visiting ... O 1can communicate fluently and confidently with native
• The village boasts four churches 1 a modem and non-natíve speakers of Engllsh, in my own country
shopping centre. or abroad.
• lt is notable 1 famous 1 worth visiting for its annual
music festivaL
O 1can participate fully in the global conversation.

• Sportíng activíties 1 Cultural events 1 Outdoor pursuits 2 Compare your ideas with a partner. What have been
are well províded for 1 catered for. the highlights of this English course for you?

3 In small groups, share ideas on ways in which you can

Writing keep up your English after the course.

vVritc a visitor's introduction using the headings you wrote

fm· Rcading· cxcrcisc 1.
Writing & Study skitls Unit 10
 Communication activities: Stude11t A

Unit 1, Reading ond Speoking (page 8) Unit 2, Listening and Speaking

Read the text and match your museum to one of the photos (page 18)
on page 8. T hen rnake notes on thcse questions: 1 Study your work of art. Then describe it to your partner,
1 What is on display at the muscum? using sorne of the questions in cxercises 1 and 2 to guide
2 What is unusual or adventurous about the museum? you. Yoor partner should try to form a mental image of the
J Is the aim of the museum stated? If not, what do you work of art. Swap over.
think it could be?
2 Now look at the original. How does it compare with the
Museum in the Clouds, Dolomitas. ltaly image you had in your mind's <.!yc? Which of the works of
Oyer 2.000 metres above sea leve!, the Dolomltes' Museum art do you prefer, and why?
In the Clouds is an ambitious exerclse in mountaineerlng and
unique landscape art. Part of the ongoing Messner Mountain
Museum project, the sfte exhlbits paintings and sct.Hptures
of the Dolomita range. All collections are from the private
memorabllla of pioneering climber Reinhold Messner -and
are a celebration of the thrills and challenges that adventurers
faca on the range.
Gtossary
memorabllla (noun) - objects you colleot thatlnterest you

Unit 1, Grammar (page 13)

Read out the sentences and questions to your partner
and listen to their replies. Then listen to your partner's
sentences and questions and answer as quickly as you can
using one of the phrases below.
Unit 2, Speaking (page 20)
• I thlnk horoscopes are total rubbish. Rcad information about the Sun and write three quiz
• Can you explain to me what quantum physics is? questions. Ask your part:ne.r the questions. Which facts
• Would you like to come to the opera with me surprised you most?
on Saturday?
• 1 love country music. The Sun 1s actually a very large star. and ls the closest star
• Everything was better in the old days. to the Earth in the solar system . The dlstance between the
• Looks like interest rates are going to go down. Sun and the Earth is approx1mately 150 milllon km. The Earth
rotales around the Sun every 365.26 days, and the Sun rota tes
1 think so (too). 1 I don't think so. on lts own axis every 27 days. lt takes about 8 minutes 18
seconds for llght from the Sun to reach the Earth. Sunlight
1 hope so. 11 hope not.
helps release vitamin O in the body, whlch can enhance a
l'd love to. 1 l'd really üke to, but 1can't. person's mood.
I do too. 1 I'm afraid 1 don't.
1'11 try to. 1 I don't think 1 can. How long does it take líght from the Sun to reach the Earth?

e Communication activities: Student A

 Stu e tf:
Unit 3, Vocabulary and Pronunciation Unit 1, Reading and Speaking (page 8)
(page 33) Rcad the te.xt and match your museurn to eme of thc photos
1 l~e<1d thc facts ;1bout thc Great Dcprcssion in thc Unitcd on p;,ge K Then makc notes on thcsc qucstions:
St~1tes. 'lcll your partnc.:.r ahont this cvcnt. 1 \tVhat .is on display at che museum?
2 VVhat is un usual or adventurous ahout the muscum?
The Great Depression of the 1930s 3 ls the aim of the museum statcd ? Tf nol, what do yon
• Began 29 October 1929 with a stock market crash. think it coulcl l>e?
• By 1933, 11,000 of the 25,000 banks in the US had failed.
Chichu Art Museum, Naoshima, Japan
• 273,000 families had been evicted from their homes
Japan's Chichu Art Museum is worth visiting for its
by 1932.
adventurous architecture alone: ils entlre collection is exhibited
• Unemployment in the United States reached 25%. below ground. Dubbed the 'art museum in the earth', the venue
• Depressíon spread quickly to the world, with international displays artwork by the likes of Claude Monet, Walter De Maria
trade falling by over a half. and James Turrell - and is lit only by strategic pools of natural
light. A 400 sq metre garden has been planted above ground,
and it's hoped that the overall experience will encourage
visitors to explore man's relationship with nature.

2 As k your partner to rctcll you thc story of thc Creat

J.)cprcssion. llave thc.y gor their faet'i right? Is the
pr onuneiation of thc numbers correct?

3 Listen to your partncr tell yo u allOut an.othcr 'Grear'

event.lv1ake notes, but only of thc numbe rs you hear.
\.Vhcn you've Ítnishcd, retell your vcrsion of the cvent using
only thc nnmbers to hclp you.

Communic:¡o\ion ;1c liviiics: Stuclerot A and C

 Communication activities:

Unit 4, Reading (page 44) Unit 5, Grammar (page 61)

1 Read the film rcview. You have three minutes to rcad 1 Complete the sentences in a suitable way. Use
and remember details about your film, includü1g the plot, a participJe dause if the sentence docs not contain
theme, setting, ending ami rcviewer 's opinion. one alr eady.

2 Com pare notes with a parmer. What extra information 2 Read the sentences you have writtcn to your partner.
does each person have? D o the reviews make you want to Pu:e any the same?
see the film or not? vVhy? 1 T he prisoners trying not to wake the guards.
2 , he turncd to a life of crime.
#tallan For Beglnners (2000) 3 While eavesdropping on the conversation, he _ _ __
Lona Scherfig 4 Secing the pirate ship approach, the captain _ ___,
There's sorne mlleage yet In the Dogme franchJse. Shot s Thc prisoners escaped from the jail, _ _ __ ,
on some of the same locatlons as Dancer In the Darle, thls 6 , she started to scream uncontrollably.
lmmensety llkeable movle about slx unhappy loners eking out 7 Having been convicted of murder, she - - --
an ex1stence In a dead end town atarts In bleak fashlon, but
8 the psychologists started to analyse
o~ the losers start attendlng evenlng classes In ltalian, the
mood beglns to IIQhten, By the final reel, the film has turned the results.
lnto somethlng approachlng a conventlonal romantlc comedy.
Scherflg (the flrst woman to dlrect a Oogme movle) denles Unit 9, Speaking (page 109)
that she was trylng to serve up a falrytale endlng. '1 just hope
people who see the film can see the posslbillty of turnlng a not Read the answers to questions 1, 3 and 5. Take it in turns to
so good fate lnto a sllghtly better one,' she saya. explain the answers to your partner without reading them out.
t Kangaroos don't walk, they hop because their feet are
too big and thcir legs are simply unsuited to walking.
Kangaroos have four toes on each foot and the fourth
toe propels them off rhe ground. They also ha ve strong
elastic tendons in the legs which mean they move Hke a
l;pring. Kangaroos can hop at up to 40-50 km an hour.
3 A.nts find their way to food and back to their nests by
storing and activating memory images. Ants have vcry
poor eycsight and fi.rst follow a chemical trailleft by
o ther ants on a journey. At the same time they store
memories of the trip based on certain landmarks.
s Despite having no legs, snakes manage to move (or
slither) quite quickly by using their muscles and their
scales to push off the grotmd. There are four different
types of snake movement or 'locomotion' and for each
one the snake uses a differem part of its body- head, tail
or belly.

e Communication activities: Student A

 Communication activities:

Unit 1, Reading and Speaking (page 8) Unit 2, listening and Speaking

Rcad thc tcxt and match your muscum to onc of thc photos (page 18)
on pagc 8. Thcn makc notes on thcse <Juestions: 1 Study your work of art. Thcn describe it to your partner,
r vVhat is on display at thc muscum? using some of the questions in excrcises 1 and 2 to gníde
2 V\inat is unusual or adventurons about the museum? yo u. Your partner should try to form a mental image of the
3 Ts the aim of the museum stated? 1f nol, what do you work of art. Swap over.
think it could be?
2 Now look at the origim1l. T-Tow docs it compare wirh the
Museo Subaquático de Arte, Moilinere imagc you had in your mind's eye? VVhic.:h of the works of
Bay, Grenada art do you prcfcr, and why?
The clue's in the name: entry to Museo Subaquátíco de Arte
requires a wetsuit ... and a full oxygen tank. Art knows no
boundaries for British sculptor Jason de Caires Taylor - his
exhibition of 65 life-size sculptures líes in the Caribbean Sea,
accessible only by boat from mainland Grenada. Visitors must
scuba dive to the site, which lles up to 25 metres below sea
level. lt's hoped that the installation will encourage marine
lite to develop, and encourage travellers to reflect upon thelr
impact on the coast.
Glossary
wetsuit (noun} - a rubber suit worn for water sports

Unit 1, Grammar (page 13}

Read out d1e sentences and questions to your partner
and listen to their replies. Thcn listen to your partncr\
sentences and questions ami answcr as <¡uickly as you can Unit 2 Speaking (page 20)
1

using one of the phrascs bclow. Rcad information about the Sun and write three quí7.
<JUCstions. A<ik your partner the questions. vVhich facts
• l think the speed of technological change is just crazy. surprised you most?
• Has the príce of petrol gone down?
• How about going out for lunch on Sunday? The Sun was formad ovar 4.5 billion years ago. lt will
• I think there's going to be a bad storm later. probably continua shíning for at least another 5 blllion years.
• Telepathy is complete nonsense. lts diameter is 109 times wider than the Earth's diameter.
• Do you think you could help me put up sorne shelves? lt is composed of about 92% hydrogen, 7% helium and
1% other gases. The temperature at the core of the Sun is
I think so (too). 1 I Jon't think so. about 15 million degrees Celsius. Sunlight contains UV
I hopc so. 1 I hopc not. (ultraviolet) light, which can harm the skin and the eyes if they
I'd love to. 1 T'd really like to, but l can't. are exposed to too much sunshine.
Tdo too. 1 T'm afraid 1 don't.
What is the temperature at the core of the Sun?
J'll try ro. 11 don't think l can.

Communica1ion ¡¡ctivities: Student B

Unít 3, Vocabulary and Pronundation Unit 4, Reading {page 44)
{page 33} 1 Read rhc film rcvícw. Yi>u have thrce minutes to read
1 LisH;n to your partner tdl you ahour ;1 '(;rc~t' cvent. and remembcr cletails ahont your film, indmling tht:: plot,
NL1ke noH~:;, bm only of t he numhers ym• henr. \.Vhen theme, setting, endiJlg ancl rcvicwcr\ opinion.
you'vt: 11nished, retell your version of the event Hsing only 2 Compare notes with a partncr. What extra infonnation
thc numben; lO help you. does each person han:? Do thc reviews m<Jke you want to
:;ce tht~ Glm or not.? Why?
2 Now read the facts helow ahont: rhe Crear Fire of l.ondon.
When you're reacly, tell your p<lrtner about this event.
ltalian For Beginners (2000) Lone Scherfig
The Great Fire of London Thís beautiful, understated film from Danish director Lone
Scherfig uses natural lighting, muted cinematography and
• Started on 2 Septem ber 1666 and lasted five days.
a partially improvisad script. The film is not about learning
• Almost 80% or four-fifths of the city was destroyed, ltalian, though the film's six thirtysomething characters an meet
including 13,200 homes and 84 churches. each other through an ltalian class at the community centre in
• Made an estimated 100,000 people homeless, 1/6 of theír quiet, rainy town. The film is about reallife and hardship
London's population and causad f-:10 million worth and hope. A nurturing hair stylist, a clumsy bakery clerk, a
of damage. committed pastor, a foul·mouthed waiter, a friendly hotel
• The rebuilding started in 1667 and lasted nearly 50 years. manager and a lonely waitress all struggle with the banality of
daily life, while dealing with their own unique challenges. But
• Only tour officially recordad deaths. as they begin to reveal themselves and theír problems to each
other, they form a bond and a network that is both a safety net
and a new reason to live.

Unit 5, Grammar (page 61)

1 Complete thc scntences in a suítable way. Use a panicípk
cl:mse if thc sentcnce docs not contain on<:: aln:ady.

2 Rcacl thc scntcnces you have written lo your partner.

Are any rhc s;1me?
1 ·¡'he prisoncrs tiptocd out of the cell, - - - -
2 ~Ol knowing how to support his f<Hllily, he - -- -
3 While __ - · , he ovcrheanl a plot to assassinatc
the clictator.
4 ·- ------------· the caprain radiocd for hdp.
3 Ask your partncr to rctdl yo u thc story of thc Grcat s - --- __ __ , causing widespre~d panic.
fo'irc ofLondon. f·Llvc thcy got thcir hcts right? Ts thc 6 Secing thc burgh11· brt:<ll< into her room, - .
pronunci~tion of the numhcrs corrcct? 1 , slw was sentenced to lifc imprisonmcnt.
s The experilucnt condudecl, t.he psychologists
Communication activi1ies: Student B
 Studetlt )
Unit 9, Speaking {page 109) Unit 1, Reading and Speaking (page 8)
Read the answers to qucstions 2, 4 ancl 6. 'Jltke it in turns Read the text and match your rnuscum to onc of the photos
to explain the answcrs to your partner wíthout reading on pagc 8. Thcn makc notes on thcsc (¡ucstions:
them out. 1 \Vhat is on Jisplay at thc muscum?
2 Birds migra teto othc.:r countries in order to find a z V/hat is unusual or advcnmrous about thc rnnsemn?
plentiful anc..l rcliable food supply. They also migra te 3 Is thc aim of the rnuscum statcd? Tf not, what do you
in ordcr to find a suitable place to breed with longer think it could be?
daylig·ht and away from predators. Bírds that forage for
food in Aocks are less likely to migrare, as are birds that Pitcairn lsland Museum, Pitcairn lsland,
livc in all-ycar clima tes such as thc Amazon rainforest. South Pacific
4 Bats look for their prey ín thc dark using sonar sound A visit to Pitcaim lsland, a volcanic outcrop stranded in the South
or 'echolocation'. I3ats protlucc sounds using their voice Pacific between New Zealand·and South Ameríca, is not for the
box or dicking their tongucs. The resulting· echoes of faint-hearted. lt's a 30-hour, $4,000 boat trip from the island of
Mangareva in the French Polynesian Gambier lslands, but should
insects or other animals are heard and interpreted by the
you find yourself there on a wet afternoon. be sure to pay the
bats, whose ears ami hrain cells are 6ne-tllned to hear island's museum a visit. You'll find Polynesian artefacts, and
mínima] differcnccs in sound. probably encounter most of Pitcairn's residents - the descendants
6 M.ature salmon find their way back thousands of of the Bounty mutineers and their Tahitian 'companions'. A recent
kilometres from the ocean to their birth strcam using· headcount reportee! a popula1ion of just 50.
their ability to dctect the Fanh's mag·netic fidd. This
enablcs thcm to sense direcrion. Once thcy are ncar Hist<)I'Ícal note
thcir targct area, they use their sensc of smcll to guide Thc Bormty mutineers took over the naval ship The Bounty
thcm ovcr the fim1l section of their journcy. in 1789, in response to thc allegcd cruelty of the ship's
captain. They were attractecl to the islanders' lifestyle.

Additional material
Unit 3, Study skills (page 41) frcqucntly rcpcat thcmsdvcs, use fillcrs, and make false
starts anc..l g-rammatical crrors. In many convers~tional
Looking up unknown words: this is nota good general simations it is not neccssary to he precise, and even
strategy.lt may increasc.: your vocabulary, but it will slow preferable to use g·eneral words ;)nd 'vague language'.
you down. Oftcn you do not need to know thc mcaning Studying- a tnmscript of real speech will soon confirm this!
of cvcry word in order to understand what you need from
a tcxt, though there are some texts (cg instructions, legal 6-7 'f. l.t ís hard to concentrate on coment, accuracy,
fluency and rang·e of lang·uage at the same time, givcn
documents) where you need a dctailccl understandíng·.
Reading aloud slows most pcoplc clown and can distract the natural constraints of speaking in real time. Research
fr01n understanding·, although a few auditory readers may suggcsts that hoth task rchcarsal and task rcpctition can
íind it beneficia]. ímprovc ami cnrich aspcct'> of spcaking by rcducing what
In general, you should experimem with rcading stratcgics speakcrs have to concentrare on, especially if they can
to finJ what works best for you, as no two rcadcrs are analyse their performance.
cxactly the same.
Unit 8, Speaking (page 91)
Unit 7, Study skills (page 89) No, the chance still remains 50%.
2 Yes. Statistically speaking, yonr chances íncrease from
1-5 F. Nativc speakers nonnally rely on fixcd expressions 1/3 to 2/3.
antl a recluced range of language whcn speaking and
Communication activitíes: Student B and O, Additional material
Unit 1
Present simple and continuous for facts and trends
\Ve use rhe p1·esenr simple ... lV/os/: p1~ople get tbeir injiwmationfrom the interne/. nowadayr.
• ro describe statcs, routines and hahits (esrablishcd fact)
llovc visiting museums. Nowadays, mo1·e tmd more people rm: reading books eler.tTonically.
1 U.fually tUl m:v n•searcb on the i11.tenu:t. (ncw devc:lopment)
• for wcll-estahlished facts
Frequency advc::rhs rthvt~ys,.forever and contámt~l~v can he:: used
iV/u.,·enm.f keep mrmy rif' thcir e.t·hibit.l" in st01"11!!,C:.
with prcsent continuous to emphasisc.: an emotional reaction to a
\Ve use the prc::sent contínuous ... rcgnlar ~ctivity.
• to describe a temporary sítuatíon He\· crmthutfllly 7111/.king n nuisnnce ~f'bimse!j! (J'his an11oys me.)
Srwry, l'm using this wmputei~ l íV01/. 't be long.
• to describe a trend or new development, ohen with vcrbs Posíri011 of adverbials
describing chang·e, eg rhtmgc, Ínt":'I'Cilse, gct + adjective. Single word time adverbíals can he placed hetween subject and
Compm·atíve adjectives often occur in this rype of sentcncc.:. verb. They normally come aft:er auxiliary verbs be, hav1~, etc, and
'iYut mtmber ofpeople 1-etlditJ.g u.sing dectronic IWlders after be as a main vcrb, btlt after a nc::gative auxiliary.
is inc·reasíng. l usual/y look up infiwmatinn rm tbe intm1.c:t.
More and more young peoplc are visíting om·musemn. Yo u h~ always inten·upting me when 1·'Jir:ttk.
• with certain state verbs which also have a dynmnic, Hd gmcral{y nt homc by 6.00.
progressive meaning Longcr adverhials are placed llt the beginning or end of the
Sáem·e is appcaling to _younger n.udimces no<Vtldflys. sc.:ntencc or chmse.
l'm loving cvt')' mímttd (coli<><Juial) Most ofthe time 1 dfl my n~sen.rch 011 lbe internet.
Simple o1· cuntinuous? 1 read uwdem mwebfrom time to time, but 1pr·eje1· Wtttchingfilms.
Some time adverhil1ls rnay be mm·e common with either simple or Cwnmly, ttt tbe momem, Le~npom1·ily, rtt pre.n:m a11d fiw the time
continuous, or can he used with hoth, but with a differelll meaning. heinJ!, describe a temporat:y sitnation.
'J'he mwettm is currcnt{y bcing refiwbirlml.

Ellipsis
Wórds Clln ohen be left om to avoid rcpctirion ... • in opinion questions
• the main verb and its object can be left out after an [y there hmlllm life 011. othc¡· plnnets?
auxilinry verb 1think tbere is. 1 tbink s().
The musewn should abolish entnmce r.hrwge•·. 1drm't tbh¡f< there is. 1 don't think so.
Ycs, th~y rbould, lml thcy ctm't. (NB 1 think not is considcred old-fushioned.)
1 thiuk lb e book bus ¡wescnted some íntcresting j{tcts rmdfigun~s. 1.mppo.\"L' ro. 1 Sltppose not.
Yes, it hns. • in spoken English whcrc the contc::xt is clear, unnecessary
• inlinitive clauses can be 1·educed to the word to words can also be lefr out
He 7/JilS told to t·cad both books, lmt be decided not to. • at the heginning of a sentence, suhject pronouns can be left
• in answcrs ro questions out before all verbs
Do ymt know mucb ttbout scimce? • in questions the auxilimy verlJ can he left out when the suhject
1'111 ajirúd 1 don 't. Ycs, 1 do. ís clear (excepl before 1 ami it)
Want Jome mfj'ee? .)"ony, dmz't have the time.

Future forms: plans

There is no future tense in English. To cxprcss inte11tion, various • use migbt !mtry do or 1Vill qualified with ?Jtfl_ybe, pe¡·hnps or
diffe•·ent forms are used. probab~yto express a less certain imention
• use the present continuous, hnve 1 bns rmrmged todo or he due to 1 might go to tbe cinema, or maybe 1'11 7vn.td1 n DVD.
dt1 to express lixed personal arrangcments • use ívilt fo1· plans formed at the moment of spcaking
l'm seeing Pete tomorrow. Thc min~r stopped -1 think l'll go .for a walk.
• use the present simple for a formal timetahled arrangeme11t • thc continuous aspect distances the speaker from the plan
M_y plnn1~ gcts in at si:r.. l'm going to l1e working late tbis evening.
• use be goi11g 1 p/anning 1 intcndíng 1 bflpi·ng to dt1 or be thinkínp; ~f'
doiug lo cxpress a clear intcntion
l'm going tv clerm tbc hom·e trmwn·flw.
Unil 1 Grammar focus
 Unit 1 Exercises
--------------------------'
Present simple and continuous for facts
"'"-"""'============-
and trends 3 Choosc thc best time adverbial to complete thc sentcnce.
1 Choose the more likely option for the context. _ _ _ _ _ _ _ _ _ _ _, many people feel that space
exploration is a waste of money.
Son-y, could you wait a moment? 1spcnk 1/'m .111tttkin!!, to
a F.very other week h Cenerally speaking e Rardy
someone on thc phonc.
2 , l wonder whether lite cx.ists on
2 C¡m you put the heating on? lt gets 1 lt's getti1t}i cold in here.
other planets.
3 AH the lights have gone out. vVhat happens 1 is httppenht.K?
a From time to time h At present e These clays
4 This book tells 1 í.r telling the story of a man lost in
3 We don't _ _ _ _ _ __ _ _ _ _ g·o to art exhibitions
the mountaíns.
unless it\ someone really famous.
5 Unfortunately, more and mo1·c sccond-hand bookshops close
a most of the rime b increasingly e normally
c/!YI.J)11 1 are cl"sing down.
4 , people are finding· that
6 Afrer many ye¡Jrs of rescarch, most scicntisrs are in agreement
information on the internet is incorrect.
that the world's clima te changes 1 is clumging.
a 'lemporarily b Increasingly e Once in a blue moon
2 In which sentences are hoth options possiblc? s This part of the library is - - - - - - - - - --
Stop ordcring me about! fóu h tthvttys te!Hng me what todo! 1 closed, while new computer terminals are bei.ng installed.
Yo u always telime 1vhat to do. a rarely b these days e currently
2 This was such a good idea! 1am mtlly mjoying 1 1·eally mjf1J 6 , childre.n's books are enjoying
mysdf. . great popularity.
1firull/'m finding this book really interesting·. a At the moment b Nonnally ~· From time to time
4 l'm pleased with your work. 10u'n trying rmy htwd.l Yott try
veryhm·d.
s The air 011 Earth í.,. containing 1 co1Jtains about 7H% nitrogen.
6 Most students prej'e-r 1 are p1·ej'er·ring to research projects on
the internet.
7 f ewer and fewer people use 1 are using libraries.

Ellipsis
4 Rcwrite thc senrences deleting or replacing· any wmecessary words. 3 A: I'm taking a break now.
A: Do you fecllike seeing a film tonight? B: Yes, 1 think I'll take a break too.
B: No, 1 don't want to see a film.
4 A: Are you getting a new computer?
2 A: ls the gallery open tomorrow? B: No, 1can't afford to buy a new computer.
B: No, 1don't think it's open tomorrow.

Future forms: plans

5 Dclete the least likely alternative.
I'm going to retire 11'/l 1-etire 1 1'-m t•etiring next year.
2 T'm planning 1 boping 1 thínkill}i to huy a new car.
3 l think l'lt be playi11g 1 l'll play 11 plrty tennis on Sunday.
4 What time docs the ji/11t stm"t 1 is the film .rta1ting 1 has the film
anrmged to start?
5 \Vhat do .YOU do 1 are :rou doing 1 wi/1 you be dQing toníght?
li !'ve arranged to 1 l'll 1 l'm due to take m y driving· test tomorrow.

Grammar focus Unit 1 e

 Unit 2
Future predictions
Wil/. is uscd in a dcfinite predktion, when we know or believe rhar Sbould is used to say that yon th in k something positive will
an cvcnt is ccrtain. probably happcn, bascd on what you already know.
Tbc cost 11·oil wi/1 continue t11 1ise. He should pass tbc cxam- há bem U1o1·kiug bard. Wc should bav1:
enough t·oa/. to last the winter.
·w e can rmske the prediction less or more certain by using ...
• adverbs su eh as definitely (not), a~rttlin~y (1wt) and probab/:y (not) Woutd ís usccl to make ~~ prediction bascd on a conditiun. This
and modifters such as almost, quitr~ mcans that somethh1g would ha ve happcncd if somcthing dsc
Thr: cost ofoil will (a/tmost) ccrtai11ly co11tinue to rúe. happcncd. '1 'he if part of the meaníng ís oftcn lcft out, or statcd in
• lt is + certllin, (tm)like~y, (im)pos.ribk, ¡»-obable, e tc + tbat d ause anothcr way, but understood.
lt is (bighly) likely that the cost ofoit witl cmJti:n.ue to t"ise. More help fi-om tbe f!,UVCY11111.e11t wor1ld cnrourage people to imtall so/m·
• Tht>re is + (a) (stnmg, etc) chmlcc 1 likelibood 1 possil;ifity, no 1MJ 1 pnnels. ( l'his means the smne as: lf the govetn1JtCilt grtve mure help ...)
110 douht + that clausc
We can also use wifl with be doing or bave done to make predictions.
Therc is a slim chance that m01·c oiJ .rrtpplics will be disa1Vert:d.
• we use wm bavc done to describe looking forward toa future
Be~ bomul 1 ccrtain (not) todo el escribes somethit1g that will definitely point, ancl thenlooking back to say what has happened (we
happcn, o.r. not happcn, in the future. He (highly) like~y 1 tmlikely to often use a time poínt with I!J' = not la ter than)
do dcscr.ibcs a pr·ohahle or improbable future event. We twe strwth1g /:o insta//. the sola1· p11mlr tmnorrow. We'll instnll
Th~:1·c is bound to be 11 lot of interest in this exhibition, rmd tickets a1-e four pancls cvery dny, and so by tbc end ofthe week we wiU have
likcly to .w:ll 01lt jflst. fitted panels /:o att tbc housc.1· i11 tbc rt:reet.
• we use 1vitt be doing ro dcscrihe continuing events in
lVlny, might or amld are tL~ed for uncertain predictions, when wc
the future
are not sure what will happen. We do not use Cll17 in this way.
This time next year· we'll {le gmeratmg ou:r own clect,-icity with
There is no difference betweenm"Y and might in this contcxt, but
our nl!7v solar pmzel.r.
·1Deli adds a greater degree of probability.
We may 1 might (welJ) nm out of oil bcjórc the c11d ofthe ccntury.

Narrative tenses
"VVt: use the past simple for the main events, or the ftnished "l 'he past perfect continuous ís uscd in the same way as the
action.~, in a 11arrative. past perfect simple, bm ro dcscrihc an 011going situation or
She got up muJ walked out ofthc room. repeated action.
She k>oked at bis desk. Therc were .rheets ufptlper hnif-covered in
Languuge note: We oft-en use present tenses in spokcn narratives
writin¡{. He had been trying to uwite het· n ktter.
such as jokes.
Díffercnt forms are useJ to describe a futmc cvc.nt vicwcd fmm a
We use the past continuous for tcmporary si tuations ami repeated
poinc in thc past.
or unfinishcd actions or statcs. Tht:se can contrast with finished
Would do 1 be doing, w11s 1 1Vt:re going to do, 1vas 1 1:Jcre doing, etc
actions and are oftcn background description in a story.
describe a future event or plan.
Sbc was leaving tbe hcmxe wben she smv him. 1 1vent to bed etw~y becrt11se <ve wcrc catching a traín rtt 6. 00 the next
da_y and /lmew 1 would feel tired otlm-wisc.
The past simple is used with stative verbs.
She tlid not know that be wrmted to spenk. T#~r 1 wm; ttbout to do, be on tbc point 1 ve1-g;e of doinK describe an
immínent action or event, often ¡,,tcrrupted.
We use the past perfect simple only if we need to show dcarly
She was just about to leave whm tbe phoue rang.
that on e event in th e pasr happened before :mother evcm ín d1e
J wm; on the verge ofdiving, /lut mddmJy felt afraid.
past. In a narrative, ir may not be necessary to use the past pcrfcct
if the context explains rhe order of events. It may be possiblc to
express the same idea using beforc or n_ftcr. Sometímes thc choice
of tense depends on che sense especially with whcn.
When s!Je m"'f"ived, it 1vas too lnte. He had already left thc hm~re. (no
conneccion between the actions)
Ulhen she sat down, she heard a crack. (one acrion led to anothcr)
He left the hrmse before shc got thcrc.

e Unit 2 Grammar focus

 Unit 2 Exercises
------------------.-----~--------------------~~ ~--~==============~====~
Future predictions
1 Complete the sentcnccs with one suitable word. Nlon: than 4 She will almost certainly win the Nobcl Prizc for Literaturc.
one answcr may be possi hlc. (líke!ihootl)
1 The hero is to save everyonc in the end.
2 Unfortunatcly, it seems very that nuclear power It's possihle scicntists will discover a new way of producing
will eve1· he c.:ompletely safc. energy. (we/1)
IL may not he possíble to arr:mgc, but l 'm su1·c an exhibitio11 of
her paintings attract a lot of people. 6 There's little chance that pcople will learn to use less
4 l'm not su re, lmt I think this well be what we clectricity. (bi!f,hl)')
are looking for.
5 Readers definítely enjoy this story for many 3 Complete the sentem:cs with will and rhe correct form of the
yc:trs to come. vcrb in brackets.
6 l'm afrnid the,·c is a strong - - - - - that he will lose his
sight completely. 1 No, thrce o'clock on Nl.onday isn't ~ ve¡y good time.
1 ~ive) a r.alk in a meeting then.
2 Rewritc rhe sentenc.:e so it contains th.c word in hrackets. More 2 l'm hoping thal we (jinish) by the time it
than one answer may he possible. gets dark.
1 '1'his book has a g-ood chance of winning the prize. (prohably) He (complete) his first nllVcl by the e11d of thc year.
4 See yon at 5.30. I (tvait) outside the cinema.
2 This painting certainly won't sell for a 1nillion. (111try) 5 We'd hcttcr huny up, or else the play (ulreody
Strtrt).
It's certain that solar power will replace other forms of
domestk power. (boutul)

Narrative tenses
4 Choose the correct opl"ion. 5 Complete the sentences with s11Ítable p¡¡st tenses of the verb
1 Ttvantcd 1 was 1vrmting to buy the painting, but 1 didn't /J¡·ing 1 in brackets.
httdn't brrmght enough money with me. 1asked if he 1vould m·ccpt He - - - - - (l1:rmd) hy thc window when he
1 wns about to accept a cheque. - - - - - - (begin) to n:alise that someone else
2 Whcn the lights went ortt 1 had gvne ortt, people tvere starting 1 - -- - - - (come) in through thc door, and - - -- -
.rtrtr"ted screaming. (stttre) at him.
She hnd vi.ritcd 1 11.111s visiti11g the town once before, severa! ycars 2 1 'he sun - - - ---(grow) strongcr al! the time, and
earlier, but she hadn 't fiwgottm 1 dül11. 't forget how to re aeh thc sweat - - - - - (now drip) clown h er fa ce, but when shc
town centre. - - -- - (opcn) her backpack and (1·tm-r.)
4 He wrt.m 't m-riving 1 didr1 't arrivc at work one Friday moming, to look for thc water bottle, she (realise) that
und nohody knew he hrtd bad 1 hadan accident. she (leave) it in the ca1·.
5 She opened 1 was opening the window. A cold wind 11.1r1s bi()7ving 3 Ile (wake up) suddenly in a dark room.
1 had bluwn, and she was glad that she had packed 1 was packing Sorne noisc (come) from outside. People
some warm clothes. - - - - - (shout), and cars (hoot).
6 1le wa.r glancing 1glanced into the room. A cat was sleeping 1 Ile - - -- - - (try) to get up, but he couldn't move.
!Jfld J·lept on the sofa und a small gírl7vrts sitting 1 had sr1t on thc What - -- -- (he do) here? How long - - - --
floor, reading a comic. (he sleep)? How (he end up) in this place?
7 I 1vas g11ing to ncccpt 1 1vuuld accept the joh, but I had second 4 She first (11otice) the small silvcr box as she
thoughts. - - - -- (waJk) to the bus stop. The.rc it was, on the
8 They 1u1:re building 1were on the verge ofbui/ding an extension, top of a low garden wall hy thc side of the pavement. Pcrhaps
but planning permission was refused. somcone (carry) it and (tb-op) it
in thc street, and then a passcrby (notice) it and
- - -- - (put) it on the wall, so rhat the owner could
find it again. She (pi,·k) it up and - -- - -
(look) at it more closely. It (see-m) quite valuable.
Th.e street was deserted, and she (think) of
putting it in her pocket when suddcnly she - - - --
(,·ealise) someth ing odd. Her namc, He len, was written on the
top of the box.

Grammar focus Unit 2 G

 Unit 3
Relative clauses
A dcfining rehltive el ause describes cxactly which person or thing Tn ddining clauscs rcfcrring to the objcct, wc often ltave o ut thc
wc mean. lt cannot be scpar01 tcd from the main clause, and thcn: rt:lative prononn, especial!y in everydlly speech.
is no comma in fronr of it. .\'be is tbe chamcter everyone likes.
Bleak H ouse is considercd UJ be the ¡;rentest 11ovel w hich 1 that 'J'he firn 1UJ"vel Dicke'lu wrote uws cnJicd ' l'hc: Pickwick P apees.
Dickens wrote.
In non-dctining clauses o[1vhom and of 1vhü·h can be u sed with
A non-defining rclativc: d ause contai.ns extra information and has qullntifying determiners such as some, rmy, rwnc, all, etc, ~nd with
a comma in front of it, or on hoth sides if it is in the míddle of superlativcs and o rdinal numbcrs, especially in more formal use.
t he sentencc. Dickcns 1vrote 14 complete novcls, 11UJ.1't ofwiJicb Ji'nt appcat'Cfl in
T he Pickwick Papers, which he wrote car~J in life, is m1-e of bis 1Jtost magazínes i11 .1'e1·itdised jiwm, tmd the most mcccssful ofwhich 1vas
populm· books. A Tale of'l\•:o Cities.
He had ten cbildren, 1zine ofwhom survivtd.
In a dc fin ing clause we can use eithcr 7vhich or tbrit. Which is
thought to he mo re formal. In a non-dcfi ning clause we norma.lly A non-defining clausc can refer to the situa t.ion mentioned in the
Ol1iy use which. See the examplcs above. el ause hefore it.
C olloquially we can use tbat instcad ohvbo. Pip hrrs to lcam how lo live as rtmembcr ofthc 1verrithy class, wbich be
Sbe is the chmrzcter who 1 that interestr me moxt. finds difficult.
Relative clauses refer cithcr to the object or the subjcct. In relaciV'e clanscs with a preposition -+- wham 1 wbich there are two
Whum is the objecr foru1 of who and is used only ve¡y fo rm ally. possible word orders. Sen tences are often made more informal by
·¡ ~Jey rtll liked hcr. (objcct) She ÍJ' tbe chnracter whom everymu putting the prcpositionat the end o f thc: sentence, and usiug wbo
likes. (ve ry formal) instead of ·wbom.
She is the dJaraclcr whu eVC!IJfl1le likes. 'JYJtlt's the chtb t fl which I belong. (vc1y fol'mal)
That's thc ch~b (whicb 1 that) l bclong to.
Whosc n1cans 'of whom' and can be used in bo th defining and
Fot· whom rm: J Otl waiting? (vc¡y formal)
non-defining dauses.
Who an you 7Vrtitingfot·?
One ofPip's frie1u!J~ whose narnc I can't rr:m ember, ¡;ets him
inro trouhle.
A man wbo.re h07lse had bcen broken into cal/ed tbc políce.

Compound nouns
Noun + noun is generully used for comrnon ly accepted compound N mm + 's/s' + noun is generally uscd for things loosely belonging
nmms which refer to familiar things. T hc sewnd noun shows thc t o or related w pc:ople.
maü1 class of noun, the first noun shows the type. the school~r pciicy my sister's cm· Peter·}· hair the boy.r'jnther
a ~vaiting mom a police inspector
N oun + of+ noun is generally used whe re no common compound
a bottie open111· a 1vater bottlc
exists, for unit~ and pans ami for certaiu fixed exprcssions. lt is
The first noun is used as a kind of adjective, sois nonnally also uscd to describe things belonging to other rhings, no t to
singular only. named people.
r¡. pmcilcase (rhe first 'adjcctival' noun is singular, although this is tbe cnd ofthe film a glass ofmilk the corne1· o{thc strcet
fin·pencils)
a CIJJ'e
T hcrc is sometimes a d ifference of mcaning bctween noun + of+
O ther relations includc: where someth ing is found, when it is nou n and nomt + noun.
used, the thing it is part of. a cup of tea =a cup containing tea n. tea cup = a mp used for tea
a Karden dJaír (whcrc:)
ln sorne cases, noun -+- 's/s' + noun a.nd noun + of-+- noun are
momin~ L·offce (whcn) rt drmr hmulle (part)
both used.
Lang-uage note: altho ugh sorne noun + no un compounds can
tbe dedsion ofthc a'ttthrn· / the author~r deci.rion
be joined with a hyphcn, it is increasingly conunon for them to
the publicatio1t ofthc /I(Jok 1 the book's pubtiCiltirm
be either written as two wunl~. eg whui01v seat or as one word,
eg dayli¡;ht.

e Unit 3 Grammar focus

Unit 3 Exercises
Relative clauses
1 Complete the sentences using one word, where necessary. If a 4 J\t the end of the hook Píp works to pay back the money.1 'he
sentence is already possible, leave ít blank. Look at the example to convict had given him the money.
hclp you.
who 5 There are many interesting charactcrs in thc book. Some of
The pcrsmwcft their bag bchind can reclaim it from rhe
c.:ollcge office. them are comic characters.
1 He is the last person l would want to ask for advice.
2 Roy, mother was a political activist, is prominent in Indian
r. Dickens wrote t\vo different cndings for the !Jook. This makes
politics. it more interesting.
3 Pip is not the kind ofhcro you can completely admire.
4 The maín cha•·aeters, are twins, spend many years wirhout 7 There are five Great Lakcs in North 1\merica. Thc largcst lake
seeing ea~:h othcr. is Lake Superior.
5 She is one of thosc pcoplc fo•· onc can only fccl symparhy.
<• Díckens' last novel, was unfinishcd, is a mmder mystcry. 3 Rewritc thc sentencc infonnally so it ends wíth the word
7 Nlost of the peoplc havc rea<l thís book value it highly. underlined. Lcavc out thc rclative pronoun where possihle.
8 Last summer 1 went trekking ín the Himalayas, was a g•·cat
Esther is thc pcrson with whom Pip is in love.
experíence.
2 Make one sentence fmm each pair of senten~:es. 2 F.veryonc nceds somethíng· in which they can believe.
M y reachers gave me some good advíce. This helped me to
decide my future. 3 He is someone fm· whorn Pip has great respect.

2 She mct an enthusiasríc publísher. The publisher believed she 4 Tt's a hook with which 1 was impressed.
had talcnt as a novelist.
S Is this somcone .m whom you are related?
Th<: main cha•·actcr's parcnts died when he was young. He was
urought up by his sister. 6 Sh<: ís someone on whom you can rely.

Compound nouns
4 Choose the cone~:t or most líkcly option.
He spent the afternoon gazíng· into .rhops' windows 1 sbop 6 Do you know the q!Jice phrmá number 1 office phone num.fwr 1
1vindo1vs 1 tbe windows rifsh11ps. ~fficc 's phonc numbc1·?
2 She was so thirsty that she drank a whole 10ater bottle 1 bottle rif 7 You'llneed a lmifo ofthe kitchm 1 kitchm'J· knift 1 kitchen lmifo to
wnm· 1 1oater's bottle. cut that.
3 1'11 wait for you at the end of the le.l'son 1 lesson ~· end 1 lel:wn end. 8 ls this thc right stop ofbus 1 btls~· stop 1 bus stop for the city centre?
4 In their back garde.n they've gota w1trt rif temti~ 1 tennis~r c11U1"t 1 9 Ha ve you got yest,,.,.dny newlpaper 1yestet·dny's newsprepe,· 1 the
tmnis court. nC'Ivspapct· qfycsterday?
S Don't put paper in the bin of rubbish 1 rubbi.~h~· hin 1 rubbish bin. 10 They are the pr·esidcnt~~ chi/dren 1 the p1·esidems' childt·en 1 the
You can recycle it. prcsident childrcn.

S Make a noun + noun compound frorn the definition. 6 Delete the nouu that <loes not make a compound noun when it
1 a program used in a computer - - - - - - follows the noun in bold.
2 a shelf on whích books are put - - - - - 1 house work hoat husband agent
a paper whích is published in the evening - - - - - - 2 ta-avel writer truck guíde experien~:e
4 a pocket in a pair of trousers - - - - - - Jife stylc: cost span jacket
S the bell found on a door - - - - - 4 bike ridc travel Jane lock
6 the desk at an airport where you check in - - - - - - S tourist opcrator destination attraction visa
7 a show where new fashions are p1·esented - - - - - - 6 book mark case libt·ary seller
8 an assistant who works in a shop - - - - - -
9 a dog that is trained to gu.ide people who cannot see _ _ __
lO a box containing paints - - - - - -

Grammar focus Unít 3 O

 Unit 4
Modals: language functions
,'VJ.odal auxiliaries are used in many l~nguagc fi.mctions: • suggesting a moral obligation
• offering to do something Ycm should 1 ought to reply tfl ber l<:tter.
Can 1 Shall I carry tbntj(wyord 1 l 'lt carry thttt. 'l'htmks. We use could 1 might in this contexl to makc a rcproach.
• asking for permission l'óu could 1 might Ji,·ten 1 luwe lis-tened to me.
Can 1 Could 1 May 1 Might lleave cm·iy trHit~y? Yes, OK. • making a suggcstion with I or 1uc
lVJ.igbt in this contcxt is vcry formal. Sball 1 Should we sit hcre by tbe wi11do1v?
• making an tmcnthnsiastic.: suggestion Sbou.ld in a suggestion carries thc sense of asking whether the
1 mppose we may 1 might a,r well go home, rnnv. ~ction is a good idea or not.
• making a promise • complaining about an annoy.ing ha bit
1'0 pay .'J'Ufl. tbe 11mu:y mz Mondtty.l He wiJJ keep an-iving ten mhmtes late!
• making a rcquest Wil/. is ofte::n used with kccp in this contcxt and is stressed.
Can 1 Could 1 Wiil you help me, pfe,¡se? • rcfusing toJo something or explaining that something is
• making a recommendation not working
Yuu rr:nlly should 1 mttst 1 have to visit tbe Grcck Lrlands. J won't do it!
My cm· won 't start.

Modals of obligation
Modal Use for Examplc
·¡m1Jt(11 't) Rules and obligations by thc speaker enforcing the rule Yo u 'mUStn 't llSf J01lY pbom: mcfass.
h11ve to Passing on information auout others' rules You have to hriu!!, 11 pnssporl to thc exam.
dm1't h1/.Ve to To show somcthing isn't necessary Yott don 't httve to anSivcr nll thc quc.rtiom.
should(n 't) 1 ought to RccomnlCJldations ·¡'bey should te!! he1· wbat thcy think.
can 1 can't Dcscriuing what is(n't) allowed in the rules (informal) Yott can 't eat in clllSs.
11tflj' 1 m,a_y nol Dcsc.:rihing what is(n't) allowed in the mies (fo.r.mal) Members ofthc libnuy may borrotv up to five books.
-
nced(n 't) 1 need not Descrihing what is necessary 1 unnecessa.r.y You needn't worry rrboM nry jrie1uls - tbey're lovely.
-

Past modal forms: obligation, need and ability

There is no past fonn of 'lllUSt or 1111t.ftn 't. Use httd todo or Use didn't nccd 1 have to d() fo r something that was unneccss:ny
wuldn 't 1 1vnsn 't allowed todo. and probably not done.
She wasn 't allo~vcd to leave - she had to stay. I didn't nccd to m·rive ertrly. (so 1 didn't)
Use should(1z't) have drme, ought to h1tVe ,/one, cou.ld(n't) hove Use could do or wns 1 1vere ttble todo to say somcthing was
done or needn 't have drme to fmagine the opposite of what possiblc more than once. lf something was possiblc on one
really happened. occasion only, ust: was 1 were able to do or managed to do.
1 should have pmctised the vi.olin mere. (desirable, bnt 1 didn't) We could play footbttll at the weekcnds at scccndm-y school.
1 necdn't huve a:rrived early. (unnecessary, but 1 did) We were llhle to play football 011 Snturday despite the min.
We could have played football. (possible, but we didn't)

Determiners
Determiners are a group of words wh.ich i ncludc a(n), the, this, Nu means the same as not ... tmJ, hut can be more emphatic
that, each, every, some, no, tmy, citbcr, neíthcr, onc, another and and formal.
possessive adjectives, eg 111)', hn·. Singular nouns must be preceded We do7l 't havc any ?ltoneJ. 1 We have no money.
by a determiner. Uncountable and plur~l nouns can be used
Any is used with if'and not to express a slightly negativc idea
without a detenniner.
or expectation.
A film nw/s a di:reaor. Films nccd dircctors.
Sume in a question (often an offer or invitation) indicates a more
Encb, every, either, neithe1· are used with a singular verb.
positivc idea or e::xpectation.
Neit1Je1·jilm was particulnrJy inte1·c.rting.
Every film be makc.r is the same.
Would.rou like .wme mi/k?
Any <:an also mean 'it doesn't matter which'.
Ever:y emphasiscs 'all '. liach emphasises individuals.
Choo.re any book you like.
Evcry child needf encutlrugmumt. Each child is dijjercnt.
Ruh other 1 onc a11othe1· means something is done reciprocally.
O Unit 4 Grammar focus
You sbould r:ncourage one another.
Unit 4 Exercises
Modals: language functions
1 Complete the scntcnces with onc modal verb. i\1ore than onc s lt would be a good idea for you to take a holiday.
answer may be possiblc.
6 She just rcfuses to listen ro anyone!
1 F.xcuse me, you open thc door for me, please?
2 r fccl really hung•y. we havc a sandwich?
1 I'd like you to open thc window, please.
3 Tdon't rhink it's even worth asking her. T'm su re she
- - - - - - agret:. 8 She refuses to pay for anything!
4 Jf yonr toolh really hurts, T think you go to
the dcntist's.
5 She keep intcrrupting! lt~~ ve1y annoying! 3 Rewrite the sentence so that ít contains a modal form. More
6 All thc restaurants are dosed. 1suppose wt: as than one answer may be possible.
well go back to the hotd . F.ating in the classroom is forhiddcn.
7 You 1·cally listen to this track! Tt's a great song!
!1 You have told me you'd be late! T'vc bccn 2 Tt's a good idea not to eat too much late at night.
waiting for ages!
9 T his pen writc. J think it's run out of ink. 3 You are not allowed to park here.
10 You've really upset Sabine. l think you - - - - --
apologise. 4 Wearing a tic is not obligatory.
2 Rewrite the sentcnce so that it contains a modlll forro. More
than one answer may be possible. 5 You ~ue allowed to hring· two guests free of charge.
J promise to finish thc work by Friday.
ti Jt's a good idea to get there early.
2 fs i t al! right if 1 lea ve rny bike here?
7 Driv.ing on the right is oblígatory.
l suggcst we take the bus.
!1 My doctor told me ro lose weight.
4 1 agree to do the washing-up.

Post modal forms: obligation, need and ability

4 Rewrite the scntcnce so it contains a past modal (or relatcd) form. More than one amwcr may be possible.
The journey didn't take long, so it wasn't necessary for us to 5 lt wasn't neces~a1y forme ro pay an extra charge.
leave so early.
6 1 argued with ht:r, which was abad idea.
2 It would have been a good idea if I'd dis<.:nssed it with her.
1 In the end, they managed to rescue her from the
3 She was obliged to show d1e police officcr hcr licence. burning building·.

4 T won-ied unnecessarily, as she phoned me soon afterwards. 8 We had the chance to stay an extra day, but we didn't.

Determiners
5 Say whether eaeh sentence is grammatically corrector incorrect. Correct the incorrect sentences.
Any person with talent can succecd. 6 Can 1 ha ve some time to think about it?

2 We didn't have no training. 7 1 didn't enjoy eithe1· concerts.

3 Every student nceds to practise. 8 Teamwork and practice are thc secret of success.

4 The children playwell with each another. 9 Does the orchestra ha ve ncw members?

S The govemmcnt has imroduced programme to eliminate 10 Neither student have conductcd an orchestra before.
drug addiction.
t J Musicians need perseveran ce and patience.

Grammar focus Unit 4 O

 Unit 5
Present perfect simple and continuous
\Ve use the present pcrfcct t(Jr indefinite evenrs ín the past, with Using rhe prcsent perfect simple can emphasise complction, while
no exact time refcrcncc, ami which have somc rclcvance to the the prcsent perfect contínuous can indicate the ongoin.g nnn1re of
present. We use the past simple for definí te complctcd events an activity.
which may havc a past time reference- eithcr 1.:xplicidy stated, oc I've painted nry bedrwm. (complete)
understood from thc context. l'vc bcctJ paintingmy bcdroom. (recent activiry, possibly finishcd)
Pimus have scizetl tln oii tanker. (indefinitc: no time reference,
some time bcfon; now) With state verbs sueh as live, wm·k, etc rhcrc is little contrnst
Pimtes seizcd rm oíJ tttrtker in tbe l11ditm Occrm last wuk. uccausc: the verb rcfers to a continuing Sta te.
(definite past cvent) How lonK havc you wo1·ked here? H0111 long have you bee11 working
herf? (no differcncc)
Tbc prcsent perfect is used in rclarion to an unfinished lime
frame. The past simple is used when thc time period is endcd. When the prcscnt perfect is used in the nc:gative with for or n1zre,
!'ve visited ten mtmtrics this yenr. (chis year has not ended) it is normally in thc: simple form.
.l visited tm count:rics lmt ycr.n-. (lasc year is in the past) lt has n()t rained for six mot!ths.

The r•·esent pedect is often used with indefiníte time expressiollS, Other ways to express the samc idea are:
cgjust, ruently, cvc1·, b~forc, etc. It is 1 bns been six months sincr. it rained. lt last mincd .rix uwntbs rtgo.
Tbe birth nr.te has jilll~11 signijictmtly in recent years. Somc state verbs are uscd only in the simple form. Thcsc includc:
In news reports, thc report often stan-s witb a general point verbs of ...
(what has happcned) and then moves ro dcscrihing definite details • knowing, believing, etc: mukrstnnd, know, believe, remt!1nbtn;
(what happcned). ,-cali.re, think, etc
Pimtes havc seizetl an flil ttmk~· in tbe Inditm Owm. A group oj'mc11 • liking, etc: tikr., bate, 7vish, prefn; etc
approached t.he ship on lV!onrlny, and ordercd tbe atptttin to stop. • possession: own, bclrmg to, mntnin, indudc, etc
• imagination: sc~r~n., llppettr, etc
Using the continuous form emphasises the length of time and wc: /'ve known nbrmt thisfor n long time.
oftc:n include a time ~dverbial. Have you. undcrswod this point?
l 've heen sitting m my dcsk alJ day.
There may he action meanings with the continuous, bnt thcse
The continuous form can also indica te a repcatcd activity. The have a diffen:nt meaning orare colloquial.
simple form is nsed with a single evem, or whcn a definite number l'vc thought thisfor a long time. (believe)
is mentioned. How long have you becn thinking ttbo-ut this? (considcr)
They have becn digging rvells n:cemly.
They have dug tt well 1 tw wells nce11tly.

Participle clauses
'fhe subject of che participle da use must be the samc: as A past participle <.:an be used to J'cfer toa previous evenr in
the subjecr of thc main dause (unless a noun comes hefore the the passivc.
participle - scc cxamples helow). Locked in thc cabiu, he couldn't get out. (after he had been lockcd in)
After tbrowing bis J"pear, he chrtrxed nt thc cm:my. (he threw,
The pcrfect participle shows an action which clcarly bappcns
he charged)
befare the action in the n1ain da use.
Afoer tlmN!.!Íng bis 'fiHW; the encmJ' tfh.~~ged 19'Wtmlf him.
Having put the gun in thc de-k dmrvt:1; she lcft tbe ct•bin.
(different 511bjccrs)
A noun in front of tbe pa1·ticiple is also possiblc. Tn this case, the
To form thc ncgative, use 1UJt before thc participle.
main clause can refer toa different subject. This is more common
Aftcr not talkingj'o1· tm yea1·s, tbcy sig;ned the trertty lrt..l't iveek.
in writing.
The present partü.:iple can be used ...
The pimtes haviJlg lcft the ship, the 1/tCI/. ?vcrc able to escape.
• to show onc: action which happens just l>efure another or
almost at the same time With + noun + present participle 1 past participle - in thí~ ca.~e,
Leaving the cahin, she m12 ao·oss the deck. with emphasises rhar one event results from anod1er.
• with certain time conjunctions, eg nftC?¡ before, while, on, sím·e, ere With the .rhip sinking, tbe o·ew 1oere j'órced to jump into the Wltter.
Sincc leaving .n·hool, he !Jns had three_jobs.
• to show thc rc~ult of an action A preseJtt or past partidple da use can be uscd as a reduced
rclative clause.
He pl11_yed bis guita1; p1"0ducing a soulfitl mclody thrtt 1Ve loved.
• to show cvcnts happening together Tbeu were two 117.C7/. holtling guns. (= who werc holding ...)
Tbt!1'e was W1'tc!Mge sctmered across thc tl)atcr. (= which was
Sbe /.istazed can:folly, tryi7lg to make mzsc of his story.
scattered ...)
• wíth a subject for the participle. This is common in
descriptive writing
Sweat running down bis face, he stntggled t" carry tbe hcrruy bag.

O Unit 5 Grammar focus

 Unit 5 Exercises
~~-~~~~~~~~~~~======~

Present perfect simple and continuous

1 Chc)OSC thc better option. 4 1 (think) all day about what you - - - - -
(srt;J) last night, and 1 (change) my mind about
Sinc.;e two m en sto/e 1 hnve sto/m over ~:5 M from thc National
the film.
ll;mk yestcrday, police cm-ricd out 1 httve bem Ctn"1.)•ing o1t1.
5 The UN (reccmly .wmf) more a.id to cite
searches thronghour the city.
country which is still1·ecovering frc nn thc ca1·thquake which
2 The acrivity of pirates in the ludian Ocean Í1ll:renscd 1 has
- - - - - (crmse) over a thousan d deaths last year.
imnnsed rece. ntly cvcn though warships of seve1·al nations
6 l'm sorry 1 (rwt ttttem{) lessons last Friday, but
patrolled 1 httve bem patrolli11g the area.
1 - - - - - (hrtve) problems with my health rccently and
3 L ast Friday the trialfinisbed 1 has ftnished, 11nd the c.;ourt
sentencc¡J 1 has sentenad all tlu·ce meo to ten years in prison.
1- - - - - {w) to see a specialist at the hosp ital.
4 According to news ~-ourccs, in recent years the pirates seiud 3 Complete the sentences with the present perfect simple or
1 brlVe seized over 200 ships and 1·ccdvcd 1 have received severa! presem perfecl cominuous fonn of the verb in bracket-;. Use the
millíon dollars in ransom moncv. present perfecr cominuous if both are possible.
s Two masked men crmze 1 have co;ne imo rhe shop and grrtbbed 1 1 (1vait) here for you for hours! vVhat
1 havc gmbbed the jewels, :md wc bad 1 bave hntf no ch~nce of ____ (ymt do) all this time?
stopping them, l'm afraid. 2 She (mn) really well this scason, and
tí Tbave nnd 1 have been rertding an intcresting book ah out - - - - - - (1Vin) three races so far.
pi ratcs, bot so f<~r l dirhz 't fi:nd 1 bflven't formd any mencion of .1 r hcar that you (look) for a new flat.
Captain Kidd. _ __ _ _ (youJind) onc yct?
7 lt is 1 wa.r rcn years sínce the r iver/nst flooded 1 has lnst floodetl. 4 1 (hunv) hcr for severa! ycars, but we
2 Complete th c scmences with the pa ~t simple, prcsent perfect _ ___ (only go out) togcther sincc January.
simp le or present pcrfect continuous form of thc vc1·b in brackets. s 1 (just stop) to have a rcst. T- -- - -
(muiy) all afternoon, aml 1 (not.fmish) yet.
1 E ver since she (jinish) at university shc
6 According to statistíc.;s, the amount of violcnt crime
- - - - - (look fot·) a job, but she (not have)
- - - - - - (dse) over the p ast three years and
any luck finding one so far.
- - - - - (1·em·h) a seriou.~ leve!.
2 Nobody (evcr discover) where Captain l<idd
7 T (not uad) a ncwspapcr for ages.
- - - - - - (bury) his treasure, even though people
¡¡ This is the first time T (havc) a free
- - - - - - (sermh) for it for. hundreds of years.
moment today.
.~ The story of the li·ojan War (be) the subject of
many films, though historia n ~ are not sure that the events in
Homcr's poem actually (bappen).

Participle clauses
4 Remove t.wo words from each sentence to rnake it correct. S Rewritc thc sentcnce so that it contai.ns a presem parciciple or
After having inspecting the damage, latt: r the tcam reponed past participlc fonn of the verb undcrlíned.
their lindings. J She opened the box and lookt:d inside.
2 There we1·e thrce people being in the hoat wh o waving .flags.
3 She having lose her wallet and she was unablc to pay for 2 They repaired the building and ~itas a health clinic.
the ticket.
4 lleing with both legs broken so he was unable to move. 3 A<; the hank was surronnded hy polic.;e, the robbcrs were forced
S Vlhile h e robbing the bank which he shot an d killcd to surrender.
twn people.
6 The fi1·e was having gone out while the rescucrs wcre able 4 "1'her e was a long line of people whQ wcrc waiting to see
to search thc ruins of the house. the doctor.
7 On his seeing thc tire, he then immediately phoncd the
fire hrigade. S As the levd of the water ~.l:i.:iing, the villagers were unahle
8 Her not having anything to eat, so she was forccd to beg. to c.;ross the river.
9 llecause it rained heavily, and causíng extensivc flooding.
6 Sit1ce she apps:ared in a TV document:ary, she has becorne
well known.

Grammar focus Unít 5 O

 Unit 6
The passive
An ;)Ctivc or a passive verb cnn change rhc foc:ns of i11terest in :1 Tn some cases, not mcntioning the agent is a way of gcncralising,
scntcncc. 1n these two sentences, rhc in formatio n is the same, bur or being impersonal ami avoi<.ling saying who was rcsponsihlc for
in thc tirst the focus is on rhc pcopk using the rond (the doers), an llCtion.
and in the second iris on rhc road itsclf (the ohject of the action). C:mm:ls are still witlef:y u.red tts a fo1wt oflmmpo¡·t 11ll over the Middlc
Mtmy dijfimmt kinds ~(lmvellct-s usetl tbe S'ilk R11ttd. (active vcrb) l!.1t.1t. (generalisation)
'/lu; Sjlk Road was used b)' tt/.fi11J' dijfcm1t kinds oftmvellers. (passivc lt has been decitled that rw jttrtbc1· nction will be ttlken. (impersonal)
verh)
In informal language, w:t is somctimcs used ÍllStead of be.
To form the passivc, use t he appropriate form of thc vcrh be + the l'm nfirú.d a glass has got brokm.
past p:~ nicipk of thc main verh. Certain long forDls are unlikely in
Tbc passive is aJso used whcn wc describe scientific or tcclm ical
the passivc.
proccsses, where the focus is on the action, not on thc pcoplc who
Tbq havc ber:rz lJuiúling the 1'0tttl {o1· agL'S.
pcrform it.
Tbe rorui has bcen hdng built j01· agcs. (unlikcly)
After· impection, tbc cars are setf.ied i1t L"Ontait1c1-s, wbich an: loadetl
Jn spccch, they + ;m active form is oftcn nscd instcad of a ontc .rhíp.r.
passivc fot·m.
With certain verbs rhat have ;1 direct :~nd indit·cct ohject (eg Kive,
Tbc b1·idge has been dmtolished.
lend, tt·m·b, etc) thc indircct ohject often bccomcs thc suhjec.:t in a
They've demolished the bt·idge. (informal)
passive semencc.
N cm.: that we can only make a vcrb pas~ive if it is a verb with a
He gave hcr n new cm:
dircct ohject. This senrencc cannot be made passive as nrrivr. has
She was given o 1zew CIJ1:
no dil·ect object:
The tmveliers twrived at thc cnrmxm.rnni ill the evmil1g.
The :.gent is not always mentioned, as it muy not be an important
piece of information, or may be unknown or obvious.
Tmvcllers willlnt .1·upplied wit.h.footi mullodging. (obviously hy
sellers of food, innkeepers, etc)
Some crwnvansemi were destroyed dnring /.be wm: (hy people
unknown - or obviously by soldiers)

Cleft sentences
Wc u~c deft sentences as a way of adding cmphasis to part of :1 • What + Sllbjcct + do 1 did + is 1 ?Vos+ infinitive without t.o. Ilere
scntcm;e and giving it more stress in spcec.:h. These are some ways the auxiliary do 1 ditl can be used to cmphasise ac.:tions.
of stres.~ing the infonmtion in bold in the first semences. Tbey i1zvested the '11Wney. -+ YVhat tbey did was inven tbe moncy.
• lt i.f 1 1vr1s + nmm phrasc + rclative da use ( with that 1 1vhicb 1 etc) Whnt hnppcn 1 b11ppened + is hvt1s + tbnt + dause. 'l'his is
1rttvellm necd shelter for thc night. --> lt is sheiter for the night unother way to emphasise the action.
thttt tmvellcrs nccti. The bank misetl interest rates. --> What ht~ppened was tbat the
Unpt·edictable oil prices catLrc mmt tnmble. --> lt is unpt·edictttble banll raised intere.ft rates.
oil prices that cause mort trouble.
Orher ways of adding emphasis are:
• ft + adverbial/ prcpositional phrase + tbr(t + clause
• Al/ + clau~e + is 1 wns (Here alt mea11s tbe rmly tbing.)
[be trade routc become les•· hnport-rmt after railways were built.
The lmilding ~~'nf.Y needed minor repairs. --> Al/ thc buildittg 11ceded
--+ lt was aftcr mil:ways were built tbat tbe tmde ro u te becnme
WO$ 'I'TU1wr t-epairr.
less impfJrlnnt.
• Tbe thi1lg t.hat 1 1vhich instcad of whttt
Evnything cbonged in the mitldle ofthe UtJtury. - • It ?vas i7l
Wbat /'/'he thiu¡; tbat shockcd them was the con ofsaving
the middle oftbe ccntwry tbat evnytbinp; changed.
thcbanks.
• lt is 1 1vas (o11~y) + 11lhe1l 1 bemu.re + thut + clause
• Tbe rca.ron that 1 why at thc ucgínning of the sentence ro
They only realiscd thc good1· were missing 1vhcn thcy openeti
erophasise a purpose el ause with to 1 in order to 1 so liSto or a
the boxes. - • lt wos onl)' 1vhm tbey 11pened tbe boxes that they
rcsult dau~e with bccause
realised the goods wet·e missing.
Thc bank.1· hrnYowed more uzoney ir~ order to avoid complete
U'hrtt-clauses pcrfcnm a similar function. Some common forms are: collapse. --> 'JYJe renson wk>' thc brtrJks bm"''rnved more 1/WilC)' was to
• WIJat + da use + is 1 1/JtH' + clause 1 no un phrase avoid romplete collapsc.
She 'Ullmted to foul the oút do1zkey path. -+ Wbnt she wanted to
N13 Clcft sentences are more common in writing. In spokcn
find was the oút túJnkey path.
languagc, important information is emphasised using stress
• Whflt + verb + objec.:t
and intonation.
Tbe cost of a bote/ room .ruqrrisetl me. -+ Wbat .mrprised me WtL\'
The bank.r múed imerest mtc.r.
tbe cost of a hotel room.
Tbe btmk.1· raise1l intcrest mtes.
The btmks mised interest rate.l'.

O Unit 6 Grammar focus

Unit 6 Exercises
The possive
1 Rc::writc the sentencc::s in thc passive. Inchulc:: thc agcnt 3 Notnads have been using camels for c¡ll'lying goods for centurics.
whe•·c:: appropriare.
Their ma$tcrs gave all the slaves thcir freedom. 4 'J'hcy shm1ld kccp the bnrs of gold deep helow ground ín
AH the slavcs - - -- - - -- - - securc rooms.
2 A Fre11<.:h film company is tnaking a documentary about the
Silk Road. 5 Fishermcn ca tch thcsc lish off the shores of the south. islancl.
A documenta•y about the Silk .Road - - - -- - - - - -
6 People might havc uscd shclls as currency.
3 The local authority has built a new l..msiness par k.
A new busine.o;.o; park - -- - -- - - - - - -- - - - 7 Decorators wíll be painting che classroom next week.
4 The government should have takc::n ovcr responsibility for thc
b~nk's debt~. 8 SchooJs shoulcl tcach childrcn how to manage their money.
Responsibility for thc bank's debt~ - - - - - - - - - -
3 Rewrite thc scntcnccs wíth a passive form of the verb
5 Some large supermarkct chains were exploiting small farmet·s. in brackets.
Small 6mners - - -- - - - - - - - - - - - There are no moms lcft i\1 the hotel. (take)
6 A. UN report to he published next week will highlight the
Al! the rooms - - - - - -- - - - - - -- - - -
p.r.oblem of modern slavcry. 2 The company no longcr has thc ~ame name. (chanKe)
Thc problem of modern slavery - - - - - - - - - - - -
The name - - - - - - -- - - - - - - -- -
3 Since 2008 the govemment has owncd this bank. (tdke Ul)er)
This bank _ _ _ __ _ _ _ _ _ _ _ _ __
2 Rewrite thc scntence so that it cont:Jins a passive fonn, if
possihle. LeaYc out the agent wherc irs use would he unlikcly 4 T.hc Silk Road is a centnries-old trade routc. (use n.r)
or inappropriatc. Thc Silk Road _ _ _ __ - - - - - -- -- -
1 The company is going to cut the number of employees hy 20%. 5 Sincc thc canhquake in 2011, nobody has heen living in the
villagc. (abrmdon)
2 Some have suggcstcd that the banks havc not been telling '1 'he villagc - - - -- - - - - - - -- - - - -
the truth. 6 An investigation ínto slavery is currently going on. (carry out)
An investigation _ __ __

CJeft sentences
4 Complete the sentcncc by putting one suitable word in S Rcwrite rhe sentences.
cach space.
- - - -- - uncertainty about the future
[(________________
T.hc cosr of transporting the goods adds to the príce.

which poses the greatcst problem for business. 2 T hc cose of transporting the goods adds to the pricc.
2 - - worries IJlc most - - - - - - that we are What - - -- -- -
running out of water. Aftcr I looked more dosely, 1 saw the differem:e,
1t ______ _______
3 - - - - - - - -- - -- why the town was buílt in this
way _ _ _ ___ to protcct ít fr om piratcs. 4 The sp ccd of che camels surprised me.
4 - - - - - - the company to gct out of What - - - - - - - - -
trouble - -- -- - to cut the price of all its cars. 5 '1'he gm•crnmenr stopped the ships which tt-ansportcd
5 - - - - - - - - -- _ _ _ _ _ we left the the slavcs.
VVhat ______________________________
ncxt day rhat we noticed our car had heen damaged.
6 - - 1 wanted todo was sleep for as long as possíble. 6 Thc
1t lcngth of the Sílk Road is surprising. __
____________________________
7 1 noticed first was rhe long
hours that everyone wor·kcd. 7 Sales rose ro record levels.
8 the weight of the gold bars that What happened - - - - - - - - - -- - -- -- -
1 .r.cmember most.

Grammar focus Unít 6 O

 Unit 7
Articles
Use the zcro artide to make a generalisation ab011t nncount:.thle • for a formal generalisation abou t one mcmher of a class
and pJmal nouns. The tiger i.r rt member oft:be cat. family.
Love is more &Jtportmlt thrm mrmey. • when a noun i~ deúned to makc it dea1· what is being mlkeJ
about, for example wilh a defining rdative clause, preposicional
Use the indefinite anide a(n) ...
phrase or adverbhll phrase
• to mention somerhing for the fi1·st time
Sbe 11.111.r the gi1··l he wanted to marry.
'l'here~f a swimming pool quite near here.
The tli.l"covery ofpenicillin 11.1/l.l" tm importmu mediml tulvnnce.
• to general.ise about a singuJar noun
• with items seen as unique tht: Gr1vemment the Stm
lt is important to havc a balanced diet.
(However, some nouns can al so have a general meaning :tnd
• with a noun which dcse.ribes a person's job or charactcr
so can he used with a(n). Every J"tltr in thr: 1ligbt sky i.~ a szm.)
Sbe's an airlinc pito t. Hc's a foo/.1
• with superlatives Tbis is the htst way to keep jit.
Use the definí te article the ... • wi th ordinnl numbers Thir is the first time !'ve bctm ht:t·e.
• when a noun, ora characteristic or property of the noun has • with unique adjectives, eg s!lme, mnin, right, 1JUT-xim-um, etc
already bccn mentioned These two houscs look cxactly the same.
In tbc paintíng then ~r u til!,er. The tiger is about to tlttack. • with a limited group of adjectives, eg rich,_young, blind, to ma kc
• ·whcn it is dear ft·om the context what yo u ar.e talking ah out generalisations about a group
Could you ptt.r.r the salt, plertse? The rich should prry more trtxes thon thc poor.

Unreal conditionals 1
.Tf C(mditional sentences about thc prcsent 1 futm·e (Conditional Use weu + subject without ifin formal semenccs.
2) describe an nnlíkely or impossible state or event. Use the past Were 1 a doctor, I wouldn 't like working for sucb lor1g hortrs.
simple in the ij:clause, and wou,/d 1 ~ wouldn't, could(n't) or might
Use if1?vcl·eyou for giving adv.ice. Ptlt the stJ·ess on /.
(11ot} in the result da use.
lf1 QW11.ed a car, I prohabty wouJdn 't 11se it very m11ch 11 rould get
lf1 were y01¡., Fd see 11 doctor.
111J01tld11't worry nhmu it if1 werc you.
to 1vork more casily. (but T don't own a car)
1might take the_job if he offe-red it tu me. (bllt 1 don't bclicve Use lf+ were + infinitive or wcre + suhject + infinitive in formal
he will) sentences whel'e we .imagine an event is less likely, or we want to
be more indirect.
When we use be in this k.ind of if-clause, we use 11.1as 1 were.
1fyou were to take tbcjob, we ~voulil provide rrcammtodation.
Wtls is informill.
Were 1 to be offired a place, 1wr1uld !!,lltdly acccpt.
lfJ were a doctor, 1 would1z't like ?uorki7zgfor sucb kmg houn.

Gerund and infinitive

Tf a ve.-ll is the subject of a sentencc, use the gerund. In formal discout·se, use thc + gcrund + of+ no un to make u
Acti1rg has never interested me. noun phrasc. Tbe burning ofthe city i11sted jo1· three d11ys.
If a verb comes after a prcposition , it is always a gerund. Use thc iniinitive to express purpose, use todo, so as (not) todo
Sometímes to is a preposition, ami not part of an infinitive, cg Jook or in order ('fUJt) to do.
ji1rwa?·d to, be 1 get rmd to, olject to. He joíned the gym to lose weight.
l'm not intercsted in acting. 1 can 't get used to living in a big cit:y. Forma pass.ive infinitivc with to be+ past participle (prcscnt) or
P ut not before a gcrund to make it negat ive. to brrve bem + past participle (past).
1 bate not lmowing the ans·wer. The car needs to be cleaned. My bike see-~ns to have been sto/en.
Fonn a past gcmnd with having + past participle. This use is often Ccrtain verbs :~nd exprcssions (eg S11gp;est, cnjoy, miná) are followed
more formal, and a pre.~ent gerund is ofteu used instcad. by a noun or gerund, and certain verbs and cxprcssions (eg offi:-t·,
1 apologise for havi11g twrived 1 arriving lntt. a/Jow, .reem) are followed hy the infini t.ive.
Would you 'lni'lld following me?
form a pass.ivc gcrund with beinf{ + past parriciplc (prcsent) or He encouraged me to take up the piano.
having been + past partíciple (past).
Being interrupted doe.l'fl't bother me. Some verbs can be followed by either :t gerund oran infinitive.
S he compfained about having been interrupted. Sometimes this changes the meaning.
/le continued ralking 1 to talk. (no differcnce)
Use m:y 1 yom· 1 his (formal), or me 1you 1 him befo re a gerund to J regret telling him that. (I t was the wrong thing to clo.)
rcfcr to another person. J regret to tell you that yuu dirln't pnss the cxnm. (1 am sorry that 1
1 rm:emher hi.r baving said thnt. I remember bí-m .taying that. have to tell yon.)
Some vcrbs and expressions (cg make, Jet, would 1'ather) are

e Unit 7 Grammar focus

followcd by an Jnfinitive without to.
Ha didn't let me finish 1vhat I wamed tu srry.
 Unit 7 Exercises
Articles
1 C hoose all possible words. 2 Rcall n text ahout hcart surgery and add 'the' 15 r.imes.
Tbe 1A 1- health is the 1 a 1 - most important thing in the 1 a
World~~ first hcart tmusplantation was c:.u ricd out by< :hristiaan
1 - life.
2 T his is tbe 1 a 1- sccond time tbe 1 rt 1 - poli ce hnve malle thc 1
lhrnard in 1967, on 53 -ycar-old Lcwis Vfash kansky. Opcratíon
rm 1 - arrcst. was a snccess; however, mcdications that werc given ro patiem
3 The 1 A 1 - Ji ver is the 1 an 1 - o•·gan in the 111 1 - body that to prevent his immune systcm from attackíng new heart also
cleanscs the 1 a 1- ulood. supressed his body's ahility to fight off other illnesses and 18 days
4 The 1A 1 - answcr to this qucstion is not tbe 1 a 1 - same as the 1
aftcr operation, Washkansky dicd of douhle pneumonia. Sincc
a 1- prcvious answer.
thc.n, scientists have bcen trying to devclop an artificial heart that
-~ Thc 1 A 1 - heart surgeon is nccessarily the 1 tt ! - spccialist in
thc 1 a 1- field of cardiology. can completcly •·eplace functions ofhuman heart. In 1\ugus t 201 O,
6 Are you the 1 a 1 - person who left me the 1 n 1 - mcssag·e on the Angelo T igano had his failing heart removed and replaced with
1 an 1- answerphone? a to tally artificial heart aftcr a five-hour operation cond11cted at
7 Tbe 1 A 1 - lovc i~ tbe 1 an 1- important pal"t of tbe 1 a 1 -
Heart Transplam Unit at St Vincent's Hospital in Sydney. This
closc rel ationshi~.
was first ca~e of an artificial bcart being implantcd into a living
8 Anna is the 1 a 1- teacher ancl works in the 111 1 - school in the 1
al- centre of the 1 a 1- city. human in southem hcmispherc. In many countrics, cost of a
9 Tbe 1 A 1 - young know a lot more about computcrs than the 1 heart n·ansplant is too high for majority of patients, so use of an
an 1 - old. artificial heart could be a way of reducing co..<>ts involved in
lO Tbe 1 A 1 - cnp of coffec would be nice, if we can find thc 1 such operations.
a 1- café.

Unreal conditionals 1
3 Delete thc incorrect alterna tivc. 4 Rewrite each sentence so that it has the samc meaning.
1 If they gave 1 would give 1 wcrc to give me thc award, I 1/Jottld 1 1 lf he had the opcration, it might save his lifc.
eflUid 1 'd he vety surprised. Ifhe were - - - - - - - - -- - - -- - -
2 If I were 1 1vas 1 were to be young ag-ain, I 1vortld 1 might 1 may do 2 If you applied for this post, we would support your application.
thíngs differently. Were - - - - - - - - - - - - - - - -
3 T#u!d 1 Did 1 Might you take the job if we:: offmd 1 1vould offé1· 1 You should take more cxercise.
1vcre to tifftr it to yo u? Ifl - - - - - - - - - - - - -
4 Wcre he 1 Would he be 1 ~(he Wt:re in bctte•· health, he could 1 Wcre he to l would
could.n't 1 wouJd be able to travel by himself.
4
Jf __ _ask
_me_to_
marry
__ him,
_ _ _say no.
___

Gerund and infinitive

5 Complete the semen ce with thc correct fonn of the vcru 6 ComlJletc the sentences by writing one word in eaeh spacc.
in urackets. The re building the towtt took over a year.
There is no poínt (pntend) that things 2 She kept the keys in a drawc•· so not
will improve. - - - - - lose them .
2 J regret (infomz) you that you ha ve not passed. 1 'he house appears to h~wc - - - - - broken into.
3 l 'm afraid he isn't vcry fond of (IJelp) others. 4 H e was not awarc of givcn
4 She staycd behind after school (.rpeak) to her any instructíons.
teacher auout her work. S Do r ou ¡nind - -- - - - asking you what the matter is?
5 This bag se::ems (leave behiná). 6 T t:ame hcre a~k you for some advice.

6 (take) to see the play in the National Thcatre 1 Pm sony, but I object - - - - - - - - - - - ignorcd
appealed to them grcatly. like thut.
7 (/cave) home was a difficult thing to do. 8 What can he done in - - -- - - - - - - - - stop
S J am really looking forward to (m:) the ballet. thís happcning?
9 She suggcsted (take) the train instead of 9 Her worst expericnce was of - - - - - punished sevcrcly
the planc. as a child.
10 l'd rather 11ot (go) out tonight, if you lO I apologisc for - - - - - - - - - - - - written to yon
don'tmind. ucfore now.
11 Everyonc wants - - - - - (trtke) seriously. 11 l'm sorry, but I'm not used - - - - - - - - - - UP
12 M y parcnrs madc me (study) for unívcr!.;l:}' and carly in tJ1e morning.
school and didn't let me (apply) for art school. l2 l'm surprised at - - - -- urriving late - he's normally
so punctual.

Grammar tocus Unlt 7 O

Unit 8
Real conditionals
Zem conclitíonals are .if:.sentenccs wh.ich describe general truths Supposing yo u don 't get thc jo&, what will you do thm?
or st:ientific fa~:ts. The if:clause is .in the presenr tense, and the Assuming tbe tmin is 011 time, we shou/d have enough time to wtch ít.
second da use is in thc prescnt tense or is an imperative.Jfcan Unlcss you help ?lte, 1 won 't be able to do it.
ha ve the same meaning as when or 11.1hcncver. Provided that you take thc medicine as inswuctcd, you should be fine.
If1 Wben you boíl wttter, it tum.1· into stcmn. (scientific facr) We can use will in the if:clansc whcn it cxprcsscs politeness, or for
If 1 Wben you choosefom· L'01TeL1: numbcr.r, _you win €500. (general cmphasis whcn it mcans thc samc as ímist on.
truth)
lfyou'Jiwait hcre for a momcnt, l'll go and see. (poli te)
Ifyou want mon chmw: ofwúming in the lnttl:ry, bzty 11to1·c tickels. lfJ•Ou will eat so much chncolate, nfcom~·e yot,'ll ftelsick! (insíst on-
(instruction)
will is su·cssed in spcaking)
In real conditions (Conditionall) the if-clause is in thc prcsent
The use ofsh11ttld in the if-clause implíes that the a~:tion is unlikely
tense and the sccond da use uses the wili future or going tn, or a
mu.l is often used for suggestions and advíce. 1t is used in more
modal form. It is called a real condition hecause the situation
formal contexts. Shouid + subject + verb (wíthout if) is an cvcn
is real not hypothctical (ímaginary), and the second dause is a
more f(>l'lnal way to express this.
prcdiction. Thc sccond clause can be a suggesrion ora request.
lfwe catch a bus, we 'll get thcre jaster. Ifyou see her, give her this me.rsrtJ!.e.
lfwe &m't finish work too late, let's go for tf mettl. Ifyou should see ber (less likely), giv1~ her this messttJ!.e.
Should yotJ. see her, J!.iVe ber this message. (very formal)
Altematíves to if~:an be used. Supposing (that) means 'just imagine
that'; pn!VidinJ!. 1 p1·ovided, on condition tbat andas long tiS mean 'if
and only if'; a.rmming (thflt) means 'if ít is true that'; and unlcss
means 'if not'.

Unreal conditionals 2
In hypothetical (imaginary) past conditions (Condítional 3), we lt is also possible to mix the different kinds of conditionals.
are thínking about past events, and imagining thc opposítc of what A common mixed condition imagines a past evem with a possiblc
actually happened. The ifel a use uses thc past pcrfcct, and the resl.Jlt in the present.
second da use uses would httve done (past conditional). Modal forms lfthcy hadn't mel by ,·bance (ín rhe past), thcy wouldn't be
are al so possíble ín the second da use: migbt bave done, could have together (now).
done. Contim1ous forms are also pnssíhle. !'m visiting London 110111. If1 hadm 't.fimnd a.Job in Nw Y!:wk,
If he 'ti stayed in fl d~fj'emJt hotel, they WO'ttld not have met. I wo1tld still be living hcre.
Ifshe lutdn 't bccn waiting ormide, she wouid have misutl bim.
{f'thcy hadn't rescucd bim, be might have died.
Had + suhject (+ 1wt) + past parriciple (without if> is a more fomtal
altemative form.
Had 1 known it 1vr~r yrnw bh1hday, 11.uould have baked you a cake.

Passive reporting
Passíve forms can be used to report events, or what is said • past refcrcnce
about rhem, They are sometimes ~:alled 'hcarsay rcports', as thcy He is assmncd to bavc lcft thc count1-y. (pcrfcct)
are used ro say what ís reported, rather than stating definí te facts. Shc is nllcged to havc becn working as a spy. (pcrfect contimrous)
The palace was built in three 71ttmth.r. (definitc fact) • past passívc refcrcncc
The palacc is said to ha.ve been huilt in three months. (what pcoplc He is rmdmtood to have been di5missed. (pcrfcct passíve)
say ís the facr) • futurc rcfercnce
The prcsidcnt is expected to m11kc a stntemcnt latcr today.
Report verbs used ín thís way include: stry, think, hclieve, ntmom;
n:po1·1:, allcge, assmne, rmdersttmd, expect and know. For negative statcmcnts, not can be used in eíthcr part of
thc sent.cncc.
Wc use a passivc vcrb + ínfinitive when the focus is on the suhject
Therc is not thortght to he any danger.
of the rcportcd ínformation, rather than who helíeves or thinks it.
Th,-rc is th1mght not to he tmy dtmge1: (more formal)
In passive reporting, thc infinítíve can be continuous, pet·fect
These report~ can also he made impet•sonal hy using lt + passivc
m· simple.
forrn of the report ve..!) + thm + verb form.
• present referen~:e
11e is tbo11.ght to own .reue1-al bttiidhtJ!.S.
1le ir thottJ!.ht to O'Wn sevcrallmildings. (simple)
lt is thottght that he owns severa/ buildinJ!.S.
'J'hey are repm1:ed to be 1vm·king in China. (contínuous)
Sbe is saíd to ha.ve been wm·king too han/.
lt is said that she was working too hnnl.

Unit 8 Grammar focus

Unit 8 Exercises
Real conditionals
1 Say whether the sentenccs ar.c grammatically cmTect or incorrcct. Correct the íncorrect se11tences.
Supposing nohody rurns up to your party, what would you do? 7 lf yo u will go to hed so late, natnrally you'll fcel tí red!

2 Unl<::ss you don't cxplain how the machine works, 1 won't be 8 Assuming your theory is conect, we may not havc
able to use ít. any problems.

3 If it willraín tomorrow, wc may no t go for a picnic aftcr all. 9 Should you begin to feel tired, you'll take a 15-minute break.

4 1 think l 'm going to S(.Tcam íf you say that once more. 10 If you'll get into difliculties, 1 help you.

' Many people g·et fru.;o·atcd if they ha ve to queue for a ll l'lllend you my key on condition that you won't lose it.
long time.
U You shouldn't have any problems providing you follow
6 Ifyou shot~ld see him, can you tcll him 1 was looldng for him? thc instructions.

Unreal conditionals 2
2 Rcwritc ea eh sentence beginning with !for Hnd. 3 U se the verhs in brackcts to makc a mixcd condicional
1 Th<..7 scarchcd the room and found thc rnissing money. sentence ahout a past eventwith a rcsnlt in the present. ·w ritc
1f NO next to sentences which can't he fonncd .in this way.
2 She only met him beca use she took the 5.00 train. 1 lfl (srtve up) more money, T----------
lf _ _ _ _ __ _ __ _ _ __
(be nble) to afford this new hike.
3 Perhaps the bridge only collapsed beca use thc storm was 2 lf you (hofá) the glass more carcfully yot1
so powerful.
If _ _ _ _ _ _ _ _ _ _ _ __ ------- - - (not dt·op) it.
3 Ifl (not decide) to tnke music lessons,
S I (have) more free time.
4
lfhe_______________
wasn't looking whcrc she was goíng ancl___
so shc fcll over.
4 Tf thc company - - -- - - (manage) its finances more
5 She
If _was
_driving
__ dang·erously
____ because
__ she
_was
_ feeling strcsscd. succcssfully, it (not neerf; a loan from thc bank.
.s Tf shc (not foil) from the balcony, she
6 1 couldn't speak ltalian so Twasn't able to exphün what - - - - - (1Wt bretJk) her leg.
had happened. 6 If f {11ot argue) with my boss, 1 - --- - - - -
lf ________________________ __
(Jti/lwork) with hcr.
He_reacted quickly, 7 lf you - - - - - - (not tic) so many times before,
7
If __ __so__ there _
wasn't
_ an _accident.
__
I (believe) what yon are saying.
8 Shc didn't look carefolly at him and didn't recogníse him. 8 If the car - - - - - (stop) at thc red light,
Had ------------- --------------- it (not hit) thc bm.
9 I couldn't gct a flight so 1 wasn't ablc to attend the meeting.
ff _
10 Thc architcct changed the plans - maybc rhat is why the
building survived the earthquake.
Had ------------------------- - -

Passive reporting
4 Rewrite the sentence so that it has the same meaning, but leave out any unnccessa.ry words.
People belíeve that she is 011e of thc riches t women in 6 People think the weather has heen the worst for a decade.
the country. T he weather - - - - -- - - - - - - - -- -
She 7 They know that the police are lookit1g for two men.
2 Pcople report that the President has rcsigned. The police - - - - - -- - - - - - - - ---
It 8 T here ís a rumour that bank officials stole thc money.
3 Thcy say that the archítect earncd more rhan $2 million. It - - -- - - - -- - - - - - - -
T hc archírecr 9 They allege that Marilyn Monroe was murdcrcd.
4 lt is understood rhat the cout1cil rcfuscd planning permissiotl. Marilyn - - - - - - -- - - - - - - - -
Thc c01mcíl 10 We expect that interest rates will ri.~e.
5 Pcoplc think thc prisoner has escapcd. lnterest rates - - - - - - - - - - - - - - - -
It --

Grammar focus Unít 8 O

 Unit 9
- - - - - - - - - - - - - - - - - - - - - - - -- ~============--===
.......... ;<1• .

Unreal post time

We use the past simple in somc exprcssions as :ln unn:al tense ... Vle use a past pcrfcct form after 1 wisb or lf011~y to express a regret
• aftcr lt's time ... to say that an action is urgcnt or overdue about somcthing that happened or did not· happen in the past.
lt~rtime weleft. (Tf wc lcft it wonld he hctter ...) 11vish he hadn 't xaid thttt!
• aftcr l'd mtbcr· + pronoun to indic¡ttt: a preference about Ifonly 1 bad known ttbottt it.
someone or somcthing dse
In repm·ted speech, we use a past tense vcrb evcn if a fact is still
l'd mthe1· ytm diá:n't .mtoke.
trne in the present.
She exp!ained that he was m1 arcbitcct. (he is stíll an architect)
As if 1 rts tht11tj!,h is used with a past tellSe form to describe a present
action or state that is not actually true. We also use past tenses for distancing. These are poli te forms as
He wttlked in as if he owned the plrtce. (but he doesn't) they a re less direct.
I was wondering whcthc1·you ftlt Jike ~oilt}{ 11ut totti{!,ht.
We use the past simple with 1 wish or {fon~y lo talk about wishcs
'What tlid you bavc in mind?
about the present, when these are the opposite of what is acmally
u·ue. With be, we use wns 1 werc. Wére is more formal.
1 wish he was 1 were bette1· r¡ualified jor thc job.

Quantifiers
Quantífi.ers are a gt·oup of words which say how much or how Lots of1 alot ofarc vcry similar in meaning, and are generally
many of a particular noun we are r-alking about. They include: used in positivc statcments. A1.mry and much are generally used
• countable or uncountable: all, most, (not) man_y, botb, som.c, in negativc statcments and <tuestíons, but can be used in positive
(hnnlly) any, no staremcnts in more formal contexts.
• uncountable only: (not) much, (a) littlc Man;y workcn we1·e mm/e 1·edundant. (more formal)
• counrable plural only: both, scvcml, various, (a)few A lot ofpcople Jo.rt tbeir jobs. (more informal)
• common expressions with of: eg kts oj; n great deal of,
Plural or uncount-Jble nouns uscd without <JUantifiers often have a
a 11umbcr oj; tbc 11t.~jo1·ity of; haffoj; hmzdrcds of
generalmeaníng.
Plemy ~(has a positivc mcaning, indicating 'there is no shortage'. Unemployment ís a growing problem. (in general)
Thcre m·e plenty ofplaces to prtrk in the cíty t·entre.
Use quantifier + ofif a definite ¡u·tícle is used, or if it is combined
A ftw and alíttle have a positíve sense, hut (very) few and (very)
with another pronoun.
little are neg-atíve.
Many womcn stop 1Vot·king whm they bttVe childrcn.
We have a !ittle time. 1 httve a ftw ideas. (nota lot, but some)
We httve vetylittle time. 'fhey brtve few ideas. (not enough)
Many ofthe women in my co1mt1y stop 1vorking 7vhcn thcy bavc
childt·tm. Some ofthem find it bard to rcturn to 1vork later in lijé.
A grertt dertl ofand rt lttr~e mnoum ~f are used with uncountable
nouns. Most quantifiers can also be pronouns, cxccpt fo¡· no which
A great deal ofattention has bem paid to childurn provísion. bccomcs nrme.
A lot ofout· studems took a gap ycm· after mzívm-ity. Many got futi-
We use a. (huge 1 largc 1 S?ttnll 1 thry 1 signijicam 1 growing, etc)
time johY; a ntember tmvelled abroad; and some did vohmtmy wo,·k.
1Jumbt~·ofand thc mnjot·ity ofwirh countable nouns. Thcy are both
None felt thrtt tbeir yetw had been wasted.
usually iollowed by a plural verb.
A growing number of women work in thc ctwing p7·oftssions.

Comparisons
In general most one-syllable adjectives and two-syllable adjectivcs We can also use intensífiers to qualify superlativcs, cg lryfar.
ending· in -y make a compara tí ve fonn ending in -er 1-ic¡· and a Tbis ís byfar tbe most congested road i11 thc arca.
superlative in -est 1 -iest. Some two-syllable adjectives (eg c/ever,
Wc can use tbe + (cornparative based phrasc) ... thc +
ctrmmon, wmtle) can tl~e either this fonn or more 1 most. Otherwise,
(comparative lmsed phrase) to show that two things change in
adjectives with two or more sylla bies use more 1 most.
rclation to cach othet·.
We can use intensifiers to qualify comparalive adjectives. Thcsc Thc more rotld\· we builc~ the greater the amoum oltmjJic thet·e ix.
ínclude L'011sidembly,fa1; a ?l·eat den!, i11jinitely, a lot, much (largc
Note that /e.1:r, the least, more, tbe most are irregular forms.
amount) or a little, a bit, slightly, etc (small amount).
This ctw ir the least 1 the most cco1wmicalofthem flll.
/¡¡ u dty, tyding mn be a lot faster tban d1·ivi11g.
M11re 1 fowet· and most are also uscd to rlescrihe numher. Most is
We can qualify as + adjcctive +as with words su eh as nlmost, nem·ly
not used with the ín this case. /.es.t· is used for uncoLUuable nouns,
and just (= equally). Cycli11g ís almost as fast as dt·iving.
and fewer with countablc nouns.
Wc can qualífy negative comparisons (n11t tt.r 1 st1 + adjectíve) More 1 Fewcr pcoplc he1·e cmmnute by mr than 11se publit· tmnsport.
with not nearly, nothing like, mnvhere nem· or quite (a little less).
Walking i~ not nearly as fol't as cycli1tj!,.
Unit 9 Grammar focus
Unit 9 Exercises
Unreol past time
1 Complete each sentence with a suitable word. 2 Rewrite the sentence so that it has a similar meaning and
1 l t's you hada haircot. includes the word or phrase in brackets.
2 l'd you left your dirty boots outside. From the way he acts, he thinks he's the uoss! (as if)
J H e treats his employees as if they - - ___ servants.
4 1 really wish T there in 'Thh.iti with you! 2 Wc forgor the map - which was a rnistake. (ifonly)
5 only the Metro station wasn't so far away.
6 Sorry, hut I'd rather you !cave your bag there. 3 Tthink you should go home now. (time)
7 I wish I the answer, hut Tdon't!
8 I was whether you needcd anything. 4 Thavc to work tomorrow, but I don 't want to! (wish)
9 If only you told me earlier.
10 It's time you some seriou.o; wurk for a change! s Tt is a pity that he lose the keys! (ifonly)
11 What you have in mind to do tonight?
12 He rold me he a wr.iter. 6 I'd prefer you not to sit there. (mther)

Quantifiers
3 Say i f the senten ces are grammatically correct or incorrect. Correct the incorrect ones.
1 They tried vatí ous ways of solving thc traffic problem. 7 H urry up! There is very little time left.

2 Unemployment is a problem in a great dcal of countries. 11 A considerable number of new jobs has been created in the
private sector.
3 Most of economist~ claim that the economy is recovering.
9 l'm son·y, but there are a fcw seats available on that flight.
4 The majority of commutcrs uses the train to gct to work.
10 There are not plenty of real! y good restaurants open in
s There is hardly any room on the roads here for more traffic. tl1is urea.

6 When the police found the sccuricy van, most of moncy was 11 The most people in this area have casual joi.Js.
still inside.
12 We had Ioads of fun on holiday.

Comparisons
4 Complete the scntences with onc word. 5 Rcwrite the sentence so that it has the same meaning and
1 T he more cars thcre are on the ruad, the - - -- - includcs che word or phrase in brackets.
pollution they cause. 1 I dídn't use to spend as much time on my work. (le.rs)
2 In sorne areas, walk.ing is faster than tak.ing·
a hus. 2 l'vc nevcr done a harder job. (hardest)
3 The traffic herc is not as bad as it once wao;.
4 Electric ca1-s are lcss damaging to d1c cnv.ironment 3 'Ihvelling by train is a lot more expensive than travelling by
- - - - - convencional car~. bus. (much cheaper)
5 Motorbikes are almost as damagiug cars.
6 Walking in a city can be a - - - - - more dangerous 4 No company in Oman is larger t han this one. (bj•far)
than riding a u.ikc.
7 This car is by fur the economíc::.l of all s My journey ca work was once much longer. (deal)
small cars.
s 'lravelling by bus can be only slower than 6 The roads were more crowded than they are now. (nothing)
travclling by metro.
9 Nowadays thc roads in the centre are near as 7 N o form of commuting is cheaper than cycling.lfar and mvay)
crowdcd as thcy used to be.
10 It's a easier to get around than it once was, but 8 Thc buses and the trníns here are equally crowded. (just)
it's ~ti 11 di fficult.

Grammar focus Unit 9 O

 Unit 1O
Plurals and number
Sorne nouns have identical singular and plural forms (eg sheep, Somc nouns whích can be countable or oncotmtablc are
ttircmft, dm-). uncountable as porrions of food so use a singular verh.
There are some chickens in the wwden. (birds)
Sorne nouns have irregular plurals, eg 11x - oxm, tooth- tccth,
'fuere is some chickcn in the fridp;c. (iood)
child - childrcn. So.mc nouns wming from Greek or Latín use thc
original plmal forms, egphenommon - phcnommn, mcdiu11J. -media, Some nouns whích are normally uncountahlc ca11 have singular or
crisis- crises,fungu.< - jimgi. English plurals are used in somc cases, plural forn1s with a clifferent meaning, cg htt.i1; wood, tl!fl.
eg syllnbus - syllrdnL•·es. 1ta is my jinxnwite th11lk. 1 Trvo teas, plea...e.
Media and drtttt are Latín plurals, but they are somctimes t reated Collectivc nouns, such as family, govcrmnent and team can be
as singular nouns and can be followed by a singular verb. followed by cither a singul:lr or plural form or pronoun. 'YVe use a
singl•lar verb when the focus is on the group as a unit and a phu al
Sorne nouns are normally plural and havc no singular form
verb whcn the focus ís on the individuals in the group.
(eg clothes, helldqU!lrte1'S, goods, congmtulntirrns). People is nonnally a
pluralnoun (the plural of person). In informallanguage, a plural verh ís generally more common.
Penple in m:y count:ry 1wc very .fimd offootbatl. \Vords such as perwuage, majfJrity, h11lf and 1·cst follow the
samc pattern.
Some nouns ending in -o havc the plural form -os (eg pianos,
kilos, mdios) and others have thc plural form -oes (eg tomatoes, Compound words can be formed with numbcrs anda noun hefo•·e
he~'Oes, echoe.s). another nonn. The prcccdi ng no un is u sed as an acljective, (ami
usually hyphenatcd) so has no plural furrn.
Other oouns rcferring to pairs (Jl'iSSOI'S,jenm, etc) are normally
11 fifiy-euro 1WU a three-year-old chikl a ten-ltiúmwtre nm
plural. Thcy are use<! with a plural verb and have no singula r
form. In compound nouns, the firsr noun is often the one made plural.
Tbo.re tro'IWtrs rtre too biK. my sistcr-in-law 1 my tzvo sistcrs-in-lmv
These fl'l'e my 11ew pyjamas.
We can use singular or plural verhs with neitbcr 1 ncither ofand
Some nouns ending in -s are used with a singular verb, eg n~nvs, eithc1· 1 either ~f, en.L'h oj'11nd none of Plural is considercd to be more
smne games or sports (eg athletics, nc1·1Jbics), academic subjects (eg informal. Sorne people prefer to use singular.
mttthe111.atics, cconomics) and some worcls for illnesses (eg 1/tnmps). Neither ofthe dosr1·ooms is 1 m·e lmxe enough.
Here is tiJc ncwsfrom Moscow. 1 don't think either ofthcm is 1 ltt'C at b01nc.
Darts is n popu.la~· game in tbe UK. Notte ofm:y friends 'UJas 1 we,·e tiJcre.
Measles is a seriou.r childhood ill11ess.
'fo avoid usiug bis or her with llll unknown or genel"J.lised person,
infonnally we can use the plural pronoun thei:r. Sorne people
Some words ending in -s can be w;ed as both singular aml plural
prefer to use d1e phrase bis 01· he1·.
nouns withuut changing form, eg· means, spcdcs, heo.dqun.t1ers, series.
Ench studcnt bus their 1 hir or hcr cnvn t'Otl'm.
This is a uscful means oftesti11gfor l~ufection.
Somco11.c has left their bttp; behind.
Thcrc wa.r 1 were 7W 11ther means ttvailnblc.
Has m~yone lost their phone?

lnversion
We can invert the verb when a negative adverbial comes at the Seldom has a new restaurant made such a great impression.
bcginning of a clause. T his al~o applies to adverbial$ which have Ha:rdl:y had thc lect.Ure begun ?~·ben t.he jit-e ftlm'llt st.arted ringi11g.
a scnsc of restriction, eg oniy, littk, rarely, no sooner ... thtm, hM·dly Not fFnly did tbey win tbt toumnment, bm tbey also became
... 1vhen, 1lot llTl/y ... but also. lnversion is uscd to cmphasise that tengue champimzs.
somcthing is unique or rare. These expressions ar:e only used in
On~y can be combined wirh when, a.fte1; then and later. Nore rhat
vcry formal speech and writing and can be avoidcd by placing· the
a past tense dause can follow the adverbial, giving more derails
adverbial in the normal position. In speech, we usually rely on
about thc event, but the verb in this clause is not the verb rhat
intonation to stress important information.
is invcrted.
Never have 1 heard s11ch uttet· nonsense! (1 have •Jevct· heard
01zly aftcr J tOflk '11l.Y ji.rst bite oftbefo11d Jid 1 realise that ít 1vas so hot!
such nonsense.)
Only whcn. we tlt'rived at the botel did we discover 111hat had happencd.
Never agaitl will there be J1tch a f!,OOd oppot·tunity to buy property in
this nrea. Od1cr cxamples of inversion inc.:lude:
Not u11til she tusted the dish did sbe realise how delicious it was. Little did people realise 1 know 1 tbink how expensivc tmnspo1t
Never bifore have food su.ppliers bem faccd with mch a 11J01lld bt:CIJ'f1te.
seriozt.r cri.ris. So powetful are the stlpermnrket.r tbat many ymaJJ [armen wilt go mlt
No sooner had we t·eached the house than the min /Jegnn t11 fail. ~/' busiuess.
Untler nn cirC'umstances would 1 consider living in thrtt tmvn. Sucb wn..1· the enthusiarm fin" the national team that bardty nnyone
R~Jre/:y do es such a valuahle paintitJg come onto the mrtrket. went to work thrst dny.
Scarcely had she left thc room whe:n 1 thtm we hertrd tt SL7'ettm. !lt no time 1 Undcr no ci7'cttmstances must tb~ childnm be
lcft 11'1t.11tpervised.

G Unit 1 O Grammar focus

 Unit 1OExercises
Plurals and number
1 Complete the sentence hy putting thc vcrb in brackets into the 2 Somconc has lcft umbrdla hchind.
singular or plural. Write both when possihlc. J Talways wcar a of pyjamas in hcc!.
l Rilliards (be} a popular g·ame in many 4 Wc hoth love goocl foocl, but of us acmally
con.ntrics. likes cooking.
2 Ea¡,:h mcrnbcr of the team (1·eceive} thc samc 5 Jn this house, everyone makes own Lrcakfast.
paymcnt for thc match. 6 The police were worried that mig·ht
3 Thc ncws (be) on Chunnel Five at half he injured.
past ninc. 7 1 don't think that of these two A.ats is
4 None of thcsc rcstaunmts (be) any good, really suitable.
l'm afraicl. ll It was meant to be a 20- programme, hut it
-~ There - - - - - - (be} a new series of Madmen on )asted over un hour.
Channd Síx. 9 M y favourite means of transport a motorbikc.
6 Neither of them _ _ ____ (owtt) a car. 10 M y scissors broken I'm afraid.
7 The elata (.mggcst) that this is a growing u·end. 3 W1·ite the plural of the.~e words. If there is no plural, lcavc it
1! The media (dcvotc) too much time to spm·t, in blank. If it is already only a plural form, write P.
my view. tomato 7 aircraft _ _ _ __
9 Politics - - - - - - (be} boring, but economics 2 crisis S phenomenon _ _ __
______ (be} evcn more boring.
3 deer 9 senes _ __ __
10 UnfornUlately, my jeans _ _ __ _ (be} too tight for
4 sheep 10 physics _ _ _ __
me now.
5 clothes 11 coffee - - -- -
11 The organisation's headctuartcrs - - -- - - (move} to 6 kilo 12 congratulatíons _ __
Geneva last month.
2 Complete t11e sentences with a suítahle worcl.
r a m still usíng a ten old computer.

lnversion
4 Write one suitable word in each spal.:c. 5 Thc restaurant was so popular that you could wait a couple of
hours for a tablc.
- - - - - - -- - - had the goal bccn scorcd So _ _ _ _ _ _ _ _ _ _ _ _ _ _ ___
- - - - - the match ended.
6 T only realised how much J liked Indian foocl when J
2 Only - - - - -- the product was aclvertised on tclcvision
visitecl Delhi.
- - - -- it sell well. Only _ _ _ _ _ _ _ _ __ __ __
- - - - - - is the popularity of the restaurant
_ _ _ _ _ jt is ve1y hard to book a tahle. 6 Rewrite the sentences.
4 Not she started usíng the computer This is the first time there has heen such a violent match.
_ _ _ _ _ _ shc rcalise how easy it was. Never _________________________________
5 cxpcnsive is the neighbou1·hood _ _ _ _ __
2 lt is rare for u new product ro sell so many examples in so short
very few peoplc ¡,:an afford to líve there. a time.
6 people at the time realise how
Seldom - - - - - - -- - - - -- - -
popular mohile pho11cs would become. 3 The power had only just been t1.1rned on when the fire began.
7 such delicious food cost Scarcely _ _ _ _ _ _ __ _ _ __ _ __
so little! 4 We really dídn't know what was in store for us at the new
1! - - - - - - - - - - -- will we ever see such an French restaurant!
exciting match in thc World Cup! u~ !
5 Rewrite the sentence so that it mcans the same. 5 There has almost never been such a universally popular applíance.
1Iardly had the plane started to takc off whcn there was Rarelr - - - - - -- - - - - -- - -
llll explosion. <> l'eople were so interested in the new phones that they sold out
The plane - - - -- - - - - - - - - -- very rapidly.
2 Rarely have 1seen such a r:~ngc of cxotic fruit and vegetables! Such __________________ _ _ ______

rNot umil we moved here díd wc rcalisc what a' lovely street 7 She is a professional violinist and she ulso sings beautifnlly.
3 Not only - - - - - -- - - - - - -- - - -
it was. ¡¡ lt was such an exciting match that we sat glued to the sCI'ccn
VVe ________________
all eveníng.
So ____________________
4 Spectators will not be allowed on thc pitch undcr
any circumstances.
Under _ _ __ _ _ _ _ __ _ _ _ __

Grammar focus Unit 1O O

 Phonetic symbols

Single vowels Consonants

hl fish !fiJI (build, busy, E nglish, wo men) /p/ pen /pen/ (hap py)
Ji:/ [)ean /bi:n/ (he, key, nie ce, peo ple) /b/ bag lbreg/ (rabbit)
/u/ foot /fut/ (co uld, put, woman) /ti tea /ti:/ (ate, fatter, workcd )
/u:/ shoe !Ju:/ (frui t, rule, through, two) Id! /dog/
dog (address, played)
le/ egg /eg/ (breakfast, fricnd, m any, said)
ll$1 chip IU'Ip/ (natUl·al, watch)
/~/ mother /mAO:l/ (an·ive, colo ur, po lice)
/dj/ ja7.z /<fJrez/ (age, bridge, g enerous)
/3:/ wonl /w;s:d/ (learn, cu r ly, skir t, h irthday)
h:/ tal k /tJ:kl (fou r, horse, thought, water) /k/ cake /k e• k/ (chemistry, kitchen,
toothache)
/re/ bac.k /brek/ (fat, ca t, c atch, bag)
¡,..¡ IbAs/ /g/ girl /g;¡;J/ (foggy, dog)
hus (blood, does, enough, o nion)
/o:/ arm /o:m/ (a u nt, he art, laugh, past) /f/ film /film/ (different, laugh, photograph)
/o/ cop /top/ (what, sto p, h o t) !vi verb /vs:b/ (of, very)
10/ thing /911)/ (thin, think)
Diphthongs /ó/ thcsc /{)i:zJ (that, those, mother)
/si snake /:¡nc•k/ (city, message, race)
II'JI ear /¡~/ (here, Italian, theaue)
/e1/ /feis/ !zJ zoo /zu:/ (has)
face (break, cight, ema il, say, they)
/o~/ tourist lto~nst/ (plural, su re) 1$1 shop !Jop/ (dcscri prion, machine, sugar)
IJII boy /b'J1/ (noise, toy) 131 televísion /tel~VI3~nf (garag e, us ual)
1-:Ju/ nos e /n;}uz/ (although, coat, lmow, no) /m/ map /mrep/ (summer)
/e~/ hair /he;,/ (careful, their, wear, where) /n/ namc /ne1ml (su uny, knife)
/all eye la JI (five, buy, die, my) !Jjl ring /rrrj/ (sing, ton gue)
/au/ mouth /mau9/ (towu) lhl /haus/ (who)
house
111 leg /leg/ (hill, possihle)
Ir/ road /r~ud/ (carr y, w1; te)
/w/ wine /wam/ (one, why)
/ji y es /jes/ (used)

e Phonetic symbols
 Unit 1 .1.03 .1.05-1.09
.1.02 the A"'bían Nights A: 1 hupe no l. Wcll, l .Jon't think su. I think wo
A= Illten:iewca·; 8 = Pt·(lfc..·s~c,r Arnolcl Long t~go, itt rhe ixltmdv •fl>ulin nw/ Chinn, th<t< 1M.< n kili!{ hove some sol't of dury, moral duty, to thc li1tu1'"
rnlltd SIJniJJ'ij•m: He 1'Uicd t~ve1· thc ltmtb·, hwtting biJ str*ii"(/1 gcnemtions, our d1ilclrcn, otlr (:hild•·enS childcc.n,
A: So, Professor Amold, :u·e peo¡1lc still ¡,'<>in¡: m Lo tin.d out', you k.now, díscovcr íf we are alw1~ ln
wirlt jmrirc tmd •••l)oyillf!, tho: nffmion oftlmJI ni/ 11/lli/wc d11y
tml~cum!< tocl:t.yr rhe nnivcrse o>·not. (),· ;tt leos! tt'Y to.
tbt· tiCl~•J 1'tflfbt·d him. thnr hiJ ?vifo htul br.eumifnirhfiú lo bim.
.H: Yes. well, more than cvcr in fc~t·t, ~o mHre pcople ::~re ·n,c J:inJ.!, 'UW.t jiwivur, muiiJTJel-ctrme with mgr mul ntnm&, he 8: 1;;,grce. I just think that wc'rc, ynnlmow, we're
gojng ro puhlic cnltural insLiLuúons dtCst.• days th;m kil/ed lmrh hi.< 1vi{e muf hn·loV<~: A11d frrnll tl!nt dt~y 011, he exhausting all out· t·esources herc :w<.l wc ncccl ro
ctrc goin~: tu sponing vcnncs, f!nd ;n recent )''ears tkvcluprd n drep hntmlfo•·tdl1110111t». l fe 7tJI)>t/tl o•·der hi.< vizicr nnd rhin~ fill'lher afielrl.
nnend:utce :ll many muscums h~s in fnc[ rj~en sreadily. to lll'illff bim n ytJUng girl et.•el)' nígbt, 711fi11':J be1; ftful r~fr.rr their A: Ex,ctly.
A: Su who< •m·t of 11eople ~l'e theyi h the au~iencc fnr wedding •lif!,hr. be >votdd kili hl'l: 'J1Jc s101:v comimtr.t ... 2 lJon'L know •·eally. Hodn'Lthottght :tbout it. Sup¡)()se
JllUSCUillS cha11gjng? T1lis lcd w unrcst <unong thc citi1.cns; they flecl aw;¡y with it's llll tn cvc1y gcner;¡rlon to spend the money on thc
U: Well, it' c~n be harcl to tell ~ctu<~lly, hur Tthínk theit' daughtei'S until thel'C wcrc un nubilc girls lcft in thc t<..:dutuJob'Y thcy thiuk's \\o·ordt ~pcmling it on. 1grew
moscnms nre ínc:•-easing)}' :lppeólling tu young t·ity. Then, when rhe vizier was ordered Lo bt·ing the king a ttp i11 Lhe 60s so there was lots o[ space cxplor'Jtiun
;ldult ;tudicncc.:s ... A nnmllcr of mttseums h:lve :tlso gü·l as u~ual, he ~can:he(l, lm[ could not fin<l ~~ingle one, nronn<l nncl ir wns exciting when ( W:lS a k.id,
."itori~~
expel'imented with thc i~e~ uf n¡>cning up in the a'tcl h:td to go home cm~ty-h~ndcd, dcjcct<:d ""'1 :tfr<~id uf hut is it ;;,l)proprit~LL' Jlow? Nm ~ure really. Don>r renlly
cvcning> ~uu) some have tOund themselvcs <~hsolutcl}• whot thc king might do Lo him. have "" opinion.
C'rowdctl widt )'(~tlngstc•-:oi lookíng for .( suppose wl1:lt is This 111:1n ln1d c:wo claughtcrs, of whom rh~ clder \t.:SI~ cnllecl 3 A! l\1o> 1clon't rhink sfl. 1 think it~ importcmt lO
for them " dif(et·em but fu, Hight nut. So or Wellcome Sh:thl'n:1cl ~ncl thc youn¡,>'Cl' Dunyn:t<.l. Sl>:lhl"Jza<llmú rc:¡d lind uut :~bout thc thing~ wc knuw lirr)e about.
CoJiecrifln, O\u· higgest ~ndience sector h;ts endecl l1ll hnoh and hi<tories, occoun1 so( past kings ancl stories o( l'd rert:1inly go iuto s¡>:1ce if 1 h:td thc chnncc.
bciug in tl>c yc01~ 20 w 3O. et'~rlicr pco¡tlt.·s, Jnwing collectecl, it w:~s saicl, a thnnsnncl l..Vouldn't you?
A: So, tell us something abour thc histmy of mu.<cmns. vohunes of these, coverin~ pcuplcs, kiub"' mul put·r>;. Shc B: Yc:~h, 1olC;m, J woulcl too ;mcl, you ~now, we have
\Vhere n.._ve thc..-y come f1*0m? askccl her mrher what h;~d hap¡>ened to m~ke him so gof t'O know more -abom our, you kJ)o.."·, l·xistcncc,
B; Well, muclcrn muscums n·<~lly ,,...,·red in the c.-ClrCworn ~md s;ul, t'noting rhe lines of :~ poet: yon knuw.
Renaisso\nce andas vou know, the Rcn:1íss:mee v.-as a Say to the cneworn man: 'C;ll'e ducs not l:tst, And •• juy A: Ex:tl·tly.
time whcn rhcrc vn~ n lll:l$S:ive bfossoming of intt.•re~t pas)o¡cs, sn cloes t""oll'e.'
,H; mean, mal'ine ex1>lonuion, they spend a lot uf
.1
in the id c., of know1c<.lgl\ l""ticnlorly gathering f3cts. When hcr f':>thcr ltc•nl thís, he tole] hcr oll hncl t),., mom:y on that.
nnd \1sing scielltific investig3Lion amJ clisc()vcry tcl hoppcned between him 3ttd the king ft'Oill begíJuting to
c.·reate l<ltowlc(lge ;1ncl acn1nlly some historhlllS h:lve cml, ;~t which she s:~ícl: 'Father, m~u·ry me to thjs ll'l<l:ll.
A; Yes, but space is so huge :ul<l we knnw se> littlo
gone SO f~t' ;\StO ;u·guc that lnUS~1Un< helped est;tblish aho\\t ir.
Eithe.~· 1 shalllive or clsc 1 sholl he • mnsmn for thc dlildrcn
d1e ve•y nofion of ~~low1edge beiJlg hmR·d on cviclence. of the >vft•slims and save them ft·om him.' 'By God.' He B: E.xa<:tly, so why nut ·"l,eml, 1 mc:•n, wh~t is che
A: C:m yuu ""1'1ain a hit more hy, what you mean by c.xclaiuu.:d, 'you :.re nllt to risk yom·life!' ... :tmollnt they're Jike billions ...
'knowledge b:tsed on evidencc'? Shahl'nad liste.ned to wh;tt l~t·r f':tthcl' lm<.l w say, hut shc A: Wcll, it~ billions, lmt ir~ g<>t ml>c itlCOIIseqnellliol
B: \Vcll, 1 gucss whot l meon is this idea of filet. thot still insistocl on he1· ¡>l~n, ~nd so he decked het· O\lt' and took to thc J'C\\•;Il'ds o( finding out :tbout u~ ~s the
were publicly visible, th•t thcy werc verifiable by her w IGng Sh:.hriy;;,r. Shahrar.;~cl hnd given insti'Ucrions to ll\lman J'llce ancl out· environment :md ltow
o:~nyo11e who wnnted to questíou tltt.•m ~o mHsenms in her younget· sistet·, Duny:t"'><l, cxplnioling: 'vVhc.n 1su tu thc to ~urvjvc.
this rcspec.:t werc P"'rticnlal·ly imporutnl becclusc thcy king, I shall sentl fo,· yo11. You must come, and when you 4 Well, no, 1 don't think it is :1Clu~lly bec;¡u•c withum
pwvided places wherc this snrt uf focn>a1 evidence - see thclt thc lcin~· has tlonc what he w:mts with me, yon ~~·e ir, woll, 1 thinl: oll kíncls of rhings wottldu't hove bec.n
<o s¡>ecimetlS ancl samples from p~r<s of thc world ro soy: "1ellme :1 stoJy, siste.J', so :1s to p:1ss '"e waking patt di."(.)()ver\.·cl tutd Hei1c.·rally spc~k.ing, y()U kn()W, we
;1lmo~t unknown to Europenns or, on the othcr hamJ, of tl1c night." 1sholl then tell yo\> • r.1le that, God willing, neecl Lo ... we need Lo invesl in rese;\l'ch, you knnw,
ex:unples o[ exU'aordin~>y craftsm:mship ond ingenuily will save us.' íf we wnnt tn m::~ke new llisroveries nnd push bc1ck
th•t vory few peoplo could see, ~11 ol' that coulcll>c Shohra1.od was uow mken by hel' father to the king, who houncl~1rics. Kuow what 1 me:m? Bl·c.·ausc withoot,
!fo'tbcrcJ tngcthcr, it ccmld he ol'det·ed, it' could be \'r·:\s ¡tk•;;,sed w :.-ce him ancl s~lcl; 'Have yon hrought 'A'h:l.t l you know, withour rhose kind of groundbrcaking
m~cle ~v~il~ble (or scientilic snuly.And rhe impormnt' want?' \.\1hen the ví~cr saitl ycs, thc Jcjug W<lS ;1hout to lie c.·xpJnratlon" we won't ... we wnn,t cliscove1', m:lybe. the
thing j~, tlone in pl1blic. with Shohro1.ad, b\tr she shed Le;ll's and when he :tsked her thíllb-s th;lt 111~ke life e;~sicr tu livc.
A: C~n you givc u• sume cxaml>les of those kind o[ wh3t wcls wrong, ~he t()lcl him: ll h:we-:~ yonng sísrer smrl ( A: You know what. NASA hod a budget of 18 billinn,
specimens gMhered in these c:orly muscnms? wam to say goodbye lo he,·.' ... nm million, hillion <lollars bst ycar.
B: Yt:~h~ well, Sllmust ever)' Reno:~is~nnce museutn l1:ul ;l Lmrr rltnr nighr. the kili!{ Of{'~etl to Sb11bmZtld~ ·~qur.<t a11d B: 1 don't believe il.
uJÚCOI'll~ l1urn. Luts :md loto< nf thom had lnun:tn (\esh Dtmyuznd WIIY mt by br:r btYbide ... A: Tt'< incredihle. An<l jusr think, rho govemment
which was believed Lo have me,lkal ¡>rupcrti.s. And They rhen sat L~lking attd Ounynad asked Shnhr:>z.1d tu cuuld h:~vc use~ that mnncy tu ... well, hclp people
d1cn somc of th.c Jinct e~mpJes o( what werc thc.:.n tcll" story to pass rhe woking ho11rs of rhe nighr. 'With rhe in need for stnteJ'S.
exoúc fruíts werc btou~llt intn nn1seoms, so the ver)' gl'e{'lte'St ple;1sure,' rcplícd Sh:.hrn:mcl, 'if our <:uln1rcd king R: Ycnh, yon'rc right, rhey conld h:we. 1 me•m,
hi'St ban;\\la ill J!:ngJand ;ll'tivecl Íll :t lllUSeUill in rhe givos me pel'mission.' · J'he king was •·estle~s ;tnd whe.1 l1c thcy c.·ould llave ¡.)ut it inw thcir internationaJ ...
17'1' ccnrury.
t·:~rly hnrcl whot th<! si•ter. ho<l rosa}', he wos glad o! the thought oveJ'Se~s aicl for :1 smrt.
A: F~scín~ting. Wh~t about nuw? 1 mean, we hove rhe oCiístcuiug to ~ story ;~ncl so he g·:l\'e his pcrmissínn A! TntcrnMÍon'fll clcve)opment, ~ah.
inrernet, we have so an~ny otheJ' sourccs of l<n()wlcclb~ m Sholll'azad.
B: Ye;~h, ;md educ;\tlOJI ;,. thcit OW)) cuuntry, ncolrh.
uow. YVhat place i~ then.: nnw for m\lsemns? Sh<1hmznd soid: '1 have hoa>·cl, O fornmote king, that a
.K: Well, ~ctually as {~•· as 1'm conccrne<l, mu.<e11ms can A; Yeah .
we"lthy ll1Cl·clnu1t, \\•ho rutd many dcalin~~ throughcmt thc
sri 11 effectl\'ely perfol'lll the same SOl't of fuut·tion, In u: londs, t•ode out one d:ty Lo settle ~ u1~ttcr ol' business witl, D: 1 mean, it~ Jml(l, thc wholc systc.n.
uow not just fur a tCw (leo¡llc -lt~ for eveJ)'One, fmlt onc ofthcm •.. '
that·l'unction is ct·eating ~"<.! cng-•ging knnwledge ¡\.loming oow <l;~wnc<.lancl Sh<1hr•~.cl hmkc off frmn •uo-1.12
thro11gh exl>Ol'imenral projects. So, fol' cxamplc, who r she h9d been ~llowed to s~r. 'What a gooJ, pleosaut, A: Helio.
yuu can pm on ~m cxhihirion about' skin .•. ~nll yuu clclightfitl oncl ""'eor srmy rhis is!' excloimed lJ\lO}"Jzad, B: I Ji, c.Jarlíug, it~-. mt.·.
c:~n brin¡¡ together the ·"·icntific ~nowledge of how olt "''hkh Sltaltrn•¿:ul t()}d hcr: 'H(>W can this compare wírh A: Oh, hi, Oad.
skin works - it~ the biggest Ol'(t'~n in nur h"'IY- lmt whor 1sholl tell you this comi>lg night, ifi :un still alive :1n<l B: How or• yon'
alsn oll thc ideos that arti<ts and histori;ms h•vc put thc ~ing <porcs me?' 'By God,' the king said ro himself, '1
togcthcl' :1buut thc .<;une tnpic. Su rh>'ottgh tempor<Jry A: l'm t<'<~lly wcll. 1lnw •re ynu?
cHIIz\Ot guíng to kili hcr until 1 he~r rh~ r~'it of rhe ~tory,'
exhibitions as wellas tht'Ough livc wcnts which ond so they spent thc l'eSt of the time cmlmtdng une B: J'm Gne. Listen, erm, are you doin¡:¡ anything
musenm< pby ho•t m, 1 rhink musetul>S hu1<.l u1> this onorher unril the sun had fully rise.JI. on Smuh)'~
notion of icle~s for inspection, :lnd fhis not so much Ly A: This Suntlay?
prese.nling dry iufot·m~tion, thmugh fneruol knowledge .1.04 B: This Sund~y, yes.
in l•(•ok~.lnlt rarhe1·, l'eall}'• sorl o( elnotioll<llly-t·hnrg~cl 1 shoc.ked, pleased A: Ves, mn, l'm nctnolly tiod 11p on Stmday. !'ve
faca, li>cl:l< thot ynu t•on, you can ahnost feel in yuut· <1Cr2ll~cd to 1Hcct Sttrclh.
stomach. 2 cnrogecl, incensod, 111>ser, clisu·aught, app:tllecl
;ulgry, •¡><·cchlc.<S, pur.zlccl, hnfflcd B: Oh clear.
A: Ancl finally, do yon rhinl< there'll still be muscums
in 100 ycnr.¡r J\nd if sn, whot do yotL rhink they'll 4 bowildet·ed, clelighted, euphoric A! l'm herlling hcr mov~ hons~.
looklike? S ovcrjoyccl B: Oh de:u·. Thtlt~ el sh:1111C bcc.·<lusc wc,re •.• we're
B: Ycs, 11m pre(t}' snre tJu~l'e will be museums.l'm su re in 6 furious, heortbrokcn, hurrifi,·cl, "'Y"tificd hoving a big lilmil}' Sunday lunch.
somc rC.<J>ectl< thcy'll1nnk nncl func:tion vel'y differeutly, 7 ck'Vll<t:lred A: Oh no. l'm sorry, D:ul, 1 l'e~lly can 't. l've SOl'( or ...
tho11gh often, itl> in ways th:tt wc simply can't t:ell B: Yout· J\umy Re.Jte~ conúng.
<~t this .<t:lb"'· Th~-y'll look diffe1·em in ways that wc A: Do el, it~ heen in rho dial)' for •ges ond she's really
c:ut'tprcdict. rclyhl~· un me.

Audioscript ti)
 B: Righl, 1 undersl:Hlcl. l.isren. wh~t ~bottt ncxr B: l'tn phmning ro go to Londtul OJI Stltur<l:~y. l've •·ur:k~ nnclcr d1c sc;t. Evcn in thc opcn suulight, thc l>:1rricr
Snnclay? Ycm <loing llll}'dling dtcn? hl·:1nl tl1at thcre's {l te.nnis lOUl'tl:lment' on ~O T m<·k 'ccmcd vc1y wide ond veo·y henvy; rnns of me k p1·esscd
A: Lct me see what 1 c:1n do. lhought l'd go ond see whnr thnt~ likc oml 1 mígltt down on wh~t·e he would go. [f he dlcli thcrl't he woulcllie
H: Oh rhar'~ g1·e:u hecau~e Rene'~ clown fm :1 cm11tlc scc ífT con lake .Clllle uf "'Y rric.nds along. How ttnril une doy- perhaps noli>elo1·e next ye3t'- those big
ahout you? l>oy~ wollld swim into ir allll flnd ir hlnckccl.
nf wcd<S •n sh<·'lll>c hcr<· 11cxt Sumhy auel she'd
lo•e to see you. /1.: Well,l think l'm jnst .r11d< .r hume r<·ally. \Ve've He pur on hís gobrgJcs, ñttcd dacu\ tight, tc~tC'd thc V"..tcmun.
A: Ancll'•l lnvc to .<ce hcr, Dnd. OK, wdl, whv <lmt't 1 got so many chorc..ot w do, !'m just going lo Hís h••nls wcrc shakíng. Then he chose the biggesl slone
~íve you :t <·:tll b:wk an<.l, crm ... · b:t~k:dly p~ÍJ\l the i>atlwoom, whi<h is gettín¡; l1e could cal'l·y and sli¡>rc<l ovt·r thc e~¡,"' of thc ruck ttnríl
really grotty, ami afrcr thnt 1 think if thl· wc<tthcr ho1lf nfhím was in thc t.•ool, cnclosinR' WCltcr ~lm.l h:1lf iu
B: 01<. b11t ne>r Stmday is on. yesi ís [("'"' T'll gct inw thc Wo~rden 'cause il's looking a thc hm sun. 1le looked u¡> once ot the em¡>ty sky, lilled his
A: OK, D:ul. ncxt Sund:•y'~ mt, ncxt Sundtl)'~ ou. l>ít lllC.<iy ortel' the wintel·. h1ugs OH(e, twice, ~nd rh~n .'i:mk filst to thc hottom wírh rhe
B: 1'11 tell your mother. ll: Oh lovely. st'One. He let ít go ancl hcg•m to ..:ounc. 1 le took thc cd~...:s of
1\: OK. 1,~ gof ro go, D:ttl, e1·m, stl 1'11 ~llcak te• }'0\1 A: Y<·oh. Thcn l'n• thinking of going ancl visiting n>y r.hc hule in lti• hands and drew himsdf imo il, wriggling his
soon. mother-in-law becanse 1 haven't secn her ~>r • slt(Htlclers in sidewise a~ h~ rcmcml•erccl he mn~r> kít.·king
himself a long wíth his h:<·t.
B: 1\ll righr dading, t:tk.e care. CO\tplo of weeks "' 1'11 ju.t check "1' aml•cc how
A: Or<, lovc ro 1Ytnm. shc's cloi11g. Smm he was clcar inside. l-le was in • smoll rock-bollnd
B: Scc you nc-xt S.unday. B: Mnybe 1'11 do some g¡tt•dening on Snndny :>s well if holc lilled with yellowish-grcy W'Jtct. Thc wnrcr w<ts
A: O K. bye. T'm free. pushing him "1' a¡;:'i".r thc roof. The roor was shat·p and
2 A: Hí Ruh, it's Clnrc. p:oincd hís back. J-le pulled himself ~long with his hands-
Unit2 fast, rast - and nsed his lcb"' .. k-vet~. 1lis hcod knnckcd
B: Oh, hi Cl:trc. :lg.>insr somcthing;" sh:ll'p p3in &oded hin t. Fifty, li(ry-om·,
1\: 1)m srill mt rhe ooach ~ r rhe momem.
.1.16 fifty-two ... He was withouc lighr, aoul the w.tte1· seemed
B: Right. Wcuwn witb" 1Jrdmm~ is oJtC ofVe1'111eer~ fittesl p:lint;n~. to pl'ess \tpon him wirh rhc wcig·ht tlf n~ck. Scvcnty-(tnc,
A: 1 wonderecl ir you could come :md pick me u¡>? As in so llltlll}' o( his int'eriors, ('he tnOflfl flf gcndc scrc11ity sevency-<wn ... Therc w:lS no strain on his lungs. He felt like
H: ~:r, what, from rhe (.:ot~r:h sr:1rion? is c;reated hy líghr ~trc:uning ínto a diutly-lit room f't'om an an inllatcd b<tlloon, his lt>ngs we•·e so lighr and easy, bnt his
externa! snurce :unlloighli¡¡hting lhe most im¡>orram deroíls. he:td was p1olsing.
A: Y<·<tlo. My maeh ge"' íu :1t 4.30.
l-le1·e, in the lop left-hand COI'ne1·, you can scc a suft ¡>:tic He w•s l>cing eontinually ¡>ressed :tgainst the shorp roor,
B: !::1·, what's the time now? ll's abour 3.15, thar gívos which (ele slimy as well as sh•"l'· A¡,,.in he rhought of
mean hour :mcl ... er ycs, ycs Tcan pjc.;k you u¡•. light emnn:1ting from a high winclow whcrc thc- shuHers
scetu tn be half-duscJ. As ít posses tbi'Ough the orange octop\lses. on<l wundcrcd if the nmnclooight he ~llc.J with
A: Enn, where (lo yo u womt w mcct me? curt:litt it cre:l(es :l warm golden glc1w, t:(mtr:lsting with wccd that cuuiJ taogle him. !-le gave himself a pank.ky,
B: Oh, \Un, rhe1·e's a meering polen in ('he roach the clccp sha(low!-1 :.rmmd it, t•rolludng., filim rellection in l"OtWuls.i•:e kick fo•warfJ. dt1ckecl his hca<l, a1ul sw:1m. 1-Hs
st::.tlon, by du.: dock. Um, if yuu l."Jfl w:1it thca·c, 1 th~ !llÍI'I'Or, :11\d titen bouncing oll' the go·ey wall oppo•írc feet an<l hnods muvcd fn:dy, os i f iu opeu w:ltcr. Thc holc
me~n. l don't know how long il'll toke me ro get 10 full onto the r.>ble. Then mor cyc• fulluw the líglot as it most h:we widened out. He thought he musr be swimming
rhere ancl Tmight ger ~ntck in tt·~flic or wh:ltc\•cr, .,himmers nn thc cdg<· of tloc t<tble and, on lhe peads which f:lst, :md he wns f,·ightcncd of hongíng his ltt·od if thc
hut 1'11 be there as soon •• 1<·•n. each glean1like single drops oflight ond fin>lly res< un the (llnnel narrmvl·d.
A: You'll¡>robably be there before me 'cause ir~ woman~ fingen: and rhe hnlnnt:c in )\el' hanll. T11C11 it's as A ltumlrcd, :1 lmndt·ed ond one ... The water poled. Vicrory
¡lfctty ch()(:ka on dtc motorway so um ... ifVermc<·r cmtt<:s ""invisible líne thnt· draws liS up co the filled him. Hi~ lun~ wcrc l,c~:inning w hurt. A ft.."\\.. more
B: OK, um, righl well, 1'11 do my i>est·, bull'll woman~ fi1ce nnd then down og:ti" os .<he contcm¡>latcs thc sr.rokcs and he would be out·. 1-le w:ts couming wildly; he
cerr.>inly get rhere by 4.45. hnlnnce. lr't-; n timcless monu.:nt ~ts W{; g¡~:cc with hcr :lt the s<tid a hundt·ed and lifteen, ond thcn, o long time lntcr, •
A: OK, l.u·jlli:mt, tln•t suutu.ls grc:.~t .'HJ it~ thc meeting b:tl•nce in tite vct·y ecnt~c of 1he painting, which its~lfi< hun<ked :1ncl fiftcc11 ag;•iu . Thc w:ltct wtls" clc01r jewcl-
¡>lace by the clock? held in the balances of light >nd <hO<Inw, uf grey an<l gol~, grccn :tll oround him.'l'hen he snw, :1bove his head. a c1·ack
in thc surrou11ding t•anv"Js. \-\7h:1 t is ~he think.ing? VVh:lt running n¡> tht•ottgh the rock. Sunlight wos falling thrmogh
ll: 1'11 scc you thc re. is thc utcaning of the bal:mcc in her hand? f'erhaps rhc il', show;ng thc dcan dcuk rol·k uf dte tuJmel, ;, single
A: 1\11 right, see you titen. painting of'l'he LascJndgcmcntin thc h:tckgmund,and her mu.<.<d sltdl, and d:trkness ~head.
B: 1\ye. dt:nrly prcg11ant stOJmtt:h are tllt;l'C to provide dues. 1-le w:ts at the en<i of whnt he cmold do. Ilc lnukcd "1' :ot
A: Bye. the cl'Ock as if it wcre fillctl with air :md not· w:\lCt', ~s if
3 A: 1-lello.HIU~ .1.17 h<· cmdt! ¡mt· his mouth 1'0 it ro do·ow in oír. A htmdred
'H: Helio, Í< th:otJoannn F.Vlln.<? Womnu u•irh n fin/mue is onc ofVt.·rm(Xr~ fi11C'st p~limings. and li(teen, he henr<l himsdf say insidc his hc:ul- hut he
,\sin so "'""Y ofltis imcríors. the mood of gemle serenity ho<i soicl that lung <t~o. He must go on into the bl:tckness
A: Stlcnking.
is c~~ted by lighl su·e:uning into o dimly-lír mnm froon on ahcad, or he would drown. His heo<l wros swelling, his hm¡,"'
B: Helio, ir~ Geoff Porl:er. exret'n:ll sonrce :mcl híghli¡;hting· dte most itupoJ'tant det:lils. c.rocking. A lmn<lred oml fiftecn, a huntlred :~mi fifoceu
A: Oh, oh th:111k yuu for gctting in mue h. We nccll w Ilere, in thc top lcft-h:utd comer, you can see a soft t>ole pmnHie<l throu¡;h his he:td, :md he Jeebly clmched :\l rocks
meetup. ligh1· em~nnting Ii·om ;1 high winduw wherc thc shutters in the d:trk, pulling himself forn.,.,.d,l•oving the hríef spncc
K: Ves, nm, is romon·ow ~ny goocl for you? ~eem ro he haJf..cJoscd. As it passcs through thc Ol':mge of sunlir w•rer hehiml. lk fclt he was <lying. Ik was 11u
A: Utn, yt:s, l'lll h'oing tu he workiug hcrc uncil ... ouc l·unni11 it cn:-~1tcS :1 wann goJden glow, cou(t":lsling w1th rhe longcr <J11Í«' c11usdous. 1-lc struggled on inthc <brkness
o'clock, l'en to one.l could do lunch. deep shadows around ir, pro<l11dng o faíur ,·eAcction in thc l•etwCCll lapses into unoons(iO\Isnes~. An immenge> ~w~lling
miiTor, ill1cl thcn JJcluncing c1ff thl· g-rey wall opposite lo {all pain tilled his hcn<l, an1l then the dnrkm·ss ct-.ckc<l with an
»: Thnt't-; ... that coulcl work Slct,tally. l'm cluc in coun unto the t:tblc. «xplnsiun of grce.n light. I-lis hands, gro¡>ing fotward. mer
~tt half p~lSt two so m~tyl>c hctv;ccn ouc ;md lwo
would i>e good forme. the.n it would give me tillle nothing, :1nd his feet, kicking back,pm¡>~lled him ottt inro
ro ger rhet·e. .1.19-1.21 the o¡>en seo.
Thmu¡;h the Tunnd He <lrifoc.J to tloc sur(acc, his f:1ce turned u¡> lo the :ti t.
A: Vlc couiU mcct. UITt, t~J\ tite t:orm:r, tlt3t lt:lli;trl?
In :>nothcr four days, his mother said casually ooe morning, Ile was gasping like o fish. He felt he wo\lld sink now and
B: That sounds line. 1 wns going 10 be in that area
they musr go home. On the <hy hcfurc they lcft, he woul.J clrown; he: coulcl 110t swün thc fcw fl·ct hade w tht.· rm.:lc.
~n)'"""ay so ... what rime tlid we say, ahout ñvc
<In ir. He wnuld <lu it if it killed loim, he sai<.l deliamly 10 Thcn h<· was dutdting it :tnd pulling himself uf) on il. 1-lc
pa!Stone? hitnsclf. But two d:1ys befot·e they were 10 leave- • <loy of l:oy l'<tce down, g:¡s¡>ing. He cottld $ee nothing but • l'~d­
A: One o'clock.l'll book it. u·iumph when he inc1·eased his <:<>\lnt hy fifreen- his nosc veined, clorrerl (l:1rk. Hi~ t..1·cs must havc l1urst. he thoug·ht;
.H: Oh thnr~ super. Thank you very mnch . bled ~o l>n<lly rhot he wruc<l dizzy nnd hml to lic limply ove¡· rhey wcrc full uf' hlllo~.lk rore offhis gog~les ond :1 gom
A: See you t here. the hig mck likc a bit of scaweed, watching lhe thkk red nfl>loo.J went imo the se:\. His nose was i>leeding, on<l the
B: Th:mks. bye bye. blood Oow ort lo the rock and ll'ickl~ slowlv down tu thc blood hod fille<i the goggles. T-Ic sconpccl np handfnls of
seo. He was f,·ighrene<l. Sup¡>nsing h<· turn~d di<<y in tloe ""''"'' fi·mn thc cuol, s<tlty •<·<t, to spl:tsh on bis l':tcc, and did
.1.13-1.14 tunucl? Su¡>pusing he tlicd thc¡·e, u·apped? Supposing- his not know whether il wos blood or salt water he msted. After
A: vVh:ot ~re you up to :tt the weekend then1 hcad wcm :tl'ouud, in lhe hot snn, and he almosr g»vo np. a time, his he>\1"[ q\\ierecl, his eyes clcat·ect, :m el he s:Jt \11)· llc
He thO\Ight he woultl recurn to thc housc antl lie Uuwn, ~nd could see rhe local huys diving nn~ ¡ol:oyin[( h:tlf • utilc :tway.
ll: Well, on Snnll'doy l'm going down ro my clnd~ in ncxt summcr, ¡•crhaps, wltCJl he luu.J tll\Other ye~r~ growrh 1-lc did nut want them.l-le wanled nothing bullo gel back
thc cc>untrysidc, crm, whcrt: l'm mt:cting up with in hín1- titen he would go throttgh the hole. lwmc nnd lie down.
my three l>rothers because it's his 70''·i>irthday,
1~\.lf even afte•· he hf!cl mn•lc tht: clccisíon, or dwught he h{ld,
my dad, so we',·e going ro hnve a lovely monl in o In o short while,Jcrry swam to sloot·e :md clímbcd slowly up
resmur:mt. Ami, cnn, Suml:ty wc'lll)ruhably just he fottn<l himsclf' sitting Ul> ou thc rock aucllooking down the pnth ro the vill:t. He Oung himself on his be<l an<l sl~pt,
go to tite, you know, the nui'Se.oy and, you know, jnto tite w:lter. :lncl he knew tha(' now, ('his momenr whcn
w{lking ar rhe so\mcl of fcct on thc t•ath cmt~i(lc.lli.'i lntltltCI'
btty some plonrs for the g¡tt·den, his uose had only jnsr swppcd hlce<ling, when hi• hcaJ was coming lrJt·k. IIc rushcd to the l>~throom, thinkittg she
wa!-1 still son· ami throhhiug- this was lhe momem when
A: Luvcly. 1uust not see his ({}<'e with bloodsr~ins, or tearsrains, 011 ir.
he would uy.l( he did not do ir now, he nt'V<r wmold. He
2 A: So, ~en, what are yo\l doing this weekend? Yo\1 He r::une ont of the hathn>om :n\(IIU{;t her :1s shc walkl·d
wns (l'etnhling wirh fcar that he would uot hro• aud he w:1s inro thc villa, •mili u¡¡, her eyes lighting up. 'Have a nice
gor >ny 1•l:tns~ tremhling with horror :lt tltat long, long tunneltmde•· rhe

e Audioscript
 morning?' ~he ;,skecl, raying her he:.~d on his warm bt·own C; ... wc nct·d, )'C.'i.
shoul<lct· amo111C.nt. 1>: Yes, l>\u· if we th011ght líke Lhat then in rhe next
. , 1.26-1.27
'Oh, yes, rhank you,' he s3id. 20 yc;crs wc'rc gojng t() nct·cl m h:wc ;~rt(~[S• }'0\1 A = Gi:lCOUto; B = c~.-oline
'You Jook a hit t•alc.' Ami thcn, shnrp ::tnd anxious. 'How did know, if wc'l'e son of ... Gbcomo (lmly), C~roline (France)
yo" i>ang your head?' B: Ye~h. A: Vihy <lo you think so '"""Y pc<>J>Ic :tre •fi·oid of
'Oh, jn;~e[ h:mged ir,' he roJd he1·. D: ... mcwing ... Lile dm-k?
She lookcJ at hiu1 d<l<icly. Ilc was "'"aine<l. His eye< wero .K: Absolutely. R: \Vell, 1 rhink thot'• mninly hecouse rhey c:1n't see
gb1.ed-looking. She wos worried.l\.nd thcu •he soid to ;111ytlli11g, s~• [hcir othcr .'iCJtscs ;~re k.incl c)f Sll-onsed
E: 1 rhink n heolrhy h•lon<-e is re<¡uired.
hcr.•elf, 'Oh, <lun't fuss! Norhing c~11 h:1ppen. He c:111 swim :111<1 lthink th~t imaginalion c~11 >11"0\ISC frnm, <":tn l>e
A: But du you rt>llly think wc IICtd :~rtists? l mca11, nmusecl from only thc hc~ring hec~mse it leowes you
like a lish.' we need sciemisrs ro heiJ> :1dv3nce medicine ... thc llour to, likc, im:1~inc muc.:h more thíngs so 1 rhink
. rhcy s~t clown to Juudl togeLher. C: Ve•, wc rcolly <lo ... th~l~ 1he main reason why. But what do you think?
fMuuuuy,' he s:1jcl, e¡ can stay uncler watel' (or tWO minutes
E: 1see wh•t you mc~n. A: Ves, l think thcsc kinrl of rhing. like mainly ~aused by
- Lhree núnutes, :u lc:Jst.'
A: Do we need arrists? iumgj1mtion, ycs, be<..·::n1SC whcn )'OU are in rhe ()~rk }'OU
lt ca me hm·sring out ofhim. really con\ see ~nd the sight is mainly thc, for """' of
B: Wdl, wc c.:oul(l survivc withmet thcm prolmhly, hm ...
'C:u1 you, <l:orling?' .•he said. 'Well, l shottldn'r overdo it. 1 rhe Jleople thc mo~t im¡1orrnnr 1'ense thal' you have :md
don't-1hink you ought 10 swí1u :my 111ure wcl•y.' C: Thet·e ahv~ys will be >lrlÍSlli.
so yuu :llw:~y.~, likc, beisC your ...
Shc wos rencly for a har.rle ofwills, bm he g:¡ve in"' o•lCC. lt D: Alw:1)"' will he, ye~. Tr's in ot)r n,_mre ro (:t·e¡¡re al't.
B: Sure.
was uo lougcr of thc lc<Js[ imJlot'tance ro go ro che b:ly. C; But wc should he cncour:1gin!{ t.hc youth uf b.H.Jay ...
A: ... hchavlunr ancl cvcrything likc yonr decisions on
R: Absol\ltel}'· what you sec. When you ""~in thc dark yuu cnn't
.1.22-1.24 C: ... to, to work tt•W<lr()s ~cien<:c nncl rcSL';!I'ch, re~lly see wh~t's h~ppening :1nd yo\1 don't kuow what
A: V/hat <In you think ofit rheu? progrcss. con hapren.
B: 1 re;~lly líke it. Thi< is why 1,-.me. D: l'm sony, l'm sony ... B: ll11t don't you 1hink th<tl· sometimcs ¡>eo¡>lc ore kinrl
A: v..h. E: VIL· shoulcln 't l,c tli~!m:lding thcm fi-mn c.:rc::~ting. of mracred by the darkness? For example, when yon
B: Toscc this. l>: 1 have mixed vicws about that because 1 think tva[ch :e sca1y movic thc t(:nclcncy of most t>eople ís,
A: 1 rhink ir's fimt~stic. rhnr, yo\1l110w, we should be nuro.1ring :tl't:is~ f!nd líkc, to, lo switch off thc li¡:l~t<, Jon't you think? Don't
tltcrc should he'' l~•t more fund.ing f<)r thc1n. you do rha r? When you're ...
B: Ycah) me tof).
R: N\II"Wring :misls and fundiltg sciemisLs. A: Ycs, yc~. it'x truc hcc~nJ.~e ycm want to he mo1·e sccu·ecl.
<.::: Serio\lsly? You C"tmc w scc [his t..-xhihjr? 1\clually, 1don't real!y like, personally, sc:uy mrwie<.
B: Ves. e~ Yc~.l scc wh:tt ycm menn.
Do you?
A: Somcthing likc this, ynu know, this is really E: A.nd liJndíng artists.
B: OK. Oh ycoh, Íll li1et whcn 1 vms Y"""b"'r 1 WIIS real!y
ratlter speci~l. B: Yenh. 3lter this kind of movies.
C: lt luuks likc my room when r haven'L cle:llled it for E; Bm, you know, ;~n c;m't ~urvivc unfuntk·d.
A: Rcallyl
four wceks. R: No. B: Yeah, mul so 1 c~n remembet· that 1 l!oJ scen like oll the
R: Pt·ocisely. D: Wdl, luok at all thc ctlts thcy't>e moking io thc >rt< horror movies f1·om my video clt1b.
A:. Tl1:1t~ dtc l'')int. at the momeJlt.
K: lt~ abO\u· ... B: F.xoctly. B: 1\nd so 1 was in my room wíth my sistcr, acruolly in my
C: lf 1 h><l wonred to ••e
tha t l would h:we sLayed al E: lt's cut[hro:lt. room wi[h my ~isrer :lt. the rjme, and so oll some pojm
J.ome. Why would 1I'"Y munt:y to come <ee rhis? A: l'erhaps 1here needs Lo i>e a titte l>31ance. 1.aw likc tho door opcning, but 1mllldo't nistinguish,
A: Vou know, l'm wondering the samc thi11g, why E: Yc.•. like, what shape ir was, it~ a hun1an onc, ond, aml.•u we
didn t you.~rny a[ home?
1
1.): That~ cert~ínly true.
''"b'"n m hen~·,likc, kiod of scr•tches against Lhe dcsk ...
C: Ohho ... A: 1 fe•l quire strongly ~boul it. 1 don't think rhar A: Rcally, scr»tches?
8: lt\< thc f.ct rhot ir shows rhe artist~ Sl.<lte of mind, pcuplc should study art suhjcct< :tt university. .K: Yes, sc•11tches and some, like, tn\lllled SOU11d and wl·
it~ thc (.'haos. »: Re~lly ...
t•oulcln't, likc, rc<~lly say wh:Jt ([ W:l.~. And so my sjstel',
C: Oh ir~ 1hese modern tbings, thcsc mo<krn exhihill< like, woke ío panic so she ...
A:. Ycoh.
whi<:h are ... they're ... anybody CO\lld have done A: Was she scre~ming? \Vas sho shouting?
B: ... even tltough you did?
olntJ then thcy just puta hu~rc price rng on ir ro B: No. no, shc w~1su't, but shc we1s, likc, 'C:aroline stop!'
pretend like ir~ a piece of art. This isn't <trt ... A: Veoh, l rhink it's ~ wasre of time quite frankly. i>ecnuse she, she ...
A:. Wdl, the thing is ... B: Really. A: Shc thought Í< w•·' ynn.
B: ... it~ justa mess. A: Ye:1h, 1 did it ... B: She thought it was me 311d 1 w3S, likc, 'Oh no, T'm nor
A: ... onybody could have done it, but only one B: So ynu wi<h you'd done science? doing nnyrhing!' so basically we olso began to »rgue
pcn;un did ;ami that~ wh:¡,t's ímporrant A: Um, well, 1 wish l'd done .•umctlting slightly more ahout this. And so :shc heg.-tn m. Hkc, nm at the door
ll: Ai>solmely. lt is about <omehody~ i<lca, thc scientific ... um ... Lhan wh.:11l did do. 1jusL think and she hit, Jike, re:tlly violcutly and just, likc, fell on
originoliry of rhe piece. thot you ... thei'C~ nothing rhar )'"''con snuly un rhe floor. And yeoh jusr my f:>ther like got out of thc
an ;1rcs subjcc[ [h.at yuu can't do in yuur own s¡•:lrc <ic.k on<l he was l•ughing likc onr loud.lr was re;llly
C: You scc, r couldn't disagrcc wi[h yo\t lllOt'e.Jt•st rime later. cr:>>.y and 1hen she w:1s ¡>retty m:"J • t him for une
bec:'luse somethiflg is origifHll Oc•c.·m't 1nc:.n ít'!< week. Yep.
neces~Sil'ily gooci.
D: Yt-.~, hut isn't [h~t the rrohlem we h~ve? We jnst
think th:1t cvcrything· to <lo wi[h thc an~ ís iust ~ A: Nke fnr yuur hthcr, 1 mc•n, so nll Y'"" fear of 1he
A: Oh come cm ... leisure activily and the only thing that conms is d3rk is becattse of your f:lthct· anJ cltot night he come
C: Oh come on yourself.Just uc<-.u.'e •mnchmly scícnt'C, yo u know, harcf fSJc(S. into }'OUr room.
went oncl r~intod a giant red line on the sídc of A: But Lcouic don't yuu think t.ha[~ truc, iris :1 8: Y<·s 1 think su.
o huiiJing, nohudy dsc mny have <looe rhat, that leisure activity re;~lly?
doesn't make il ar1·. A:. Good.
B: lt'!< not thnr ~cienr(~rs nee•J ro read hooks or, you
A: You ore clenying ~11 arr since the 1920s. know, tt·ad titc.:rc1turc, it's ju~[ [h:tt thc humcmitlc..-t
C: Nu.l'm no[ 04.;nying all art, hur ... make you into a fully rounded humm1 being ...
Unit 3
2 1\: 1\nd, or course. the.~·e~ so much chuícc with A: So three ~~t·s ar universíty l'eading novels, rhf!r Gt.29-1.31
oniversiry courses, aren•t rhere? <loes tha[, Uo you [hink so hccausc to he h~mc.~t Welcome to the Grent W~ll o[ China, one uf tite
B: Yc.-., ~thsulutcly. when 1 w;~s aumiversily 1 wosled aloe of time,l world',; grenres< n•tionol an<l historie~( sites and tl!e
C: Ves, pe.~·haps too nmcll. wa«erl a lor uf time, 1 could have been learning lcmgcst nn1n-am•dc s[rucrun.: jo thc wc•rJcl. The Grent
A: Ves, perh•[''· ~omcthíng vClluahlc ... Wall of Chín:1 w~s i>uilt anJ t"cbuílt ~""' the 5'''
C: 1\nJ what we rcally loek is pcople who ore ll: l3gree ... centmy llC rhrongh to the 16'" centlu-y mtd ít w.ts
s1udying Lhe sciences. A: ... tiJ>t coul<l hove got me a bett•r job, r CO\IId hove c'ribr:in;tlly in[cndcc.J t~• prc>wct the nonhem bor<lers
lll:lÜC mure muncy, 1 could havt: cuntrihutc(l o[ 1he Chínese t:mpire ag:1ínsr aw1cks hy mouy
n.- Y~!<, th9t~ right, ye:lh. rosociet}'· differenr enem;es.
A: ProJ>er sdcnt:e ís abour kin<l of l""hiog rhe limirs
f01wud, isn'r iri Where;~s ... 8: Ah, hut yon .<ee rhnt\; rhe rwo rhings, m~king The Wall .,trctt:hes fmm Shonhoib"'"" in the easl l"O
moncy :uu.l coturibucing tu socicty. You c.::tn Lop Nur in the wesL and »long tite south<·rn c<lge
C: Yes ;mcl rcsc":lrch ... oflnner Mongolia. Mony people rhink irwas buílt
conrribute to society withO\u· being comJ>Ietely
A: ... fine art cot~ld i>e sccn <ts ... fm.:used on mn.kíng money or gerting n goocl joh ;sil io onc go. hut thj~ isn't true. In :u.:m:1l fuer iris :.l
C: ... you know rha r~ whar we need ... Sll"<líght •way. neLwork, various segmenLS wet·e built at difl"erent times
A: ... cnhcll)t:Íng, c.nrkhing lifc ytilh, mayhe. A: llut ir wot1ld be nice to h~ve some money, don't l•y clifferent clynal<ries. The cnrí1·e ~u·nctul'e, with ~11
you think? itS Lranches strctchcs for nc:trly 9,000 lun. Of rhese

Audioscript G
 9,000 Ion, ovet· 6,000 are :lctual wall, whilc IIC:tdy 3,000 Tom was very h:1ppily flying this kite. Jlen said
kiJomete·es consisr of r~·enches nnd na[ltl~ 1dtfensive .1.34-1.37 'Cnn 1 have a go) can 1 hnvc n go?, anll Tcnn said
h:wricnc stu:h :1s hills ur rivcn;. \Vhen 1 was abo01 seven or elgln, nm, it was C:hri~rmas 'No, no' ami,lim•lly Gr.,ti~J pcrsuaded hím, 'Oh
Wc will shottly be ~t·riving :tt the most visited sectiott morning. Tr<:!mcmht:r comíng dowll w this grc¡;¡t pilc ,:¡o on you ...
of the Gre>r W.1ll in Baclaling. Thi< '"ction wa< lmil< uf pn:seur:;. llut th:tt d:1y, the one thing th:tt caprut-ed K: Yeoh, yeoh.
cluring tht· JY1inf{ DyJJasty. PJc~tsc rctucwl,cr to •.. my imagiu:uion was rhis red hox wirh a .~linky in ír.
A: .•. ami T0111 saicl 'No, he'll 1et go of the kite,' and
And hnsic;,lly~ a slinky is, um, a sprjng, tu\tl fvl· somc
2 Tl,is is one of rhe greatn~tur~lleatures of the North .Ben soticl 'No, r won,f.' '(.;1'ancl~•1 snícl ycm won't.
rc:tsuu tltis tltíug just captiv~ted me :tnd we hada goocl wíll yonr' 'No, no won,t Jet hrc)•, su thcy ltandccl
Anlee·jcnn ron[incnt :.ncl of thc pJ:1n~r itsclf. The
llight ofstairs in our house, nuclaftcr lunch wheu all
C.rcat L~tk('s- :\ chajn of' h•kcs in t.'clst-cCtltrul ~urth the k.ítc to llen :11\d, of comse, he Jet" go ...
rhe ¡;t·uwn-n¡" hacl ¡,'<meto sltcp 1sc•rtcd ph1ying with
1\mea·ica comprising Lakes Superior, Michigan, Hu ron, thi., thing, :mtl just, it feltlike m~gic that ir hada life B: Oh no.
~:de smcl Onmrio. Thc (.·omhinecl ilt'ca flf thc Grc:n
of its own rumbling down rhe "aírs. Su thcn 1 s<artc<l A: ... ami the kite gocs tlyin¡¡ off into the air ami we
L•kcs is sume 94,850 S<¡uarc wilc.< or 245,660 squ:lrC mnking ohsrnclc l·mu-:o:cs for it anll it dic.ln.'t matter how lmvc a photogt11ph or !len with this very flaltghty
kilomeu·es. covet·ing :111 :1re~ exceeding thar of the smile 011 his fa ce a fr~t· rhis whole ind<lcnt.
stccp che stc¡•s wcre, :unazingly rhis rhing WO\>Id julllp
Vnitecl Kingclmn. Thc Lnkc< conrnín ''""" &4% uf from one step t"o rhe orher. Au<l 1 hncl o frieud wí<h une R: Anct what happcncc.l in thc Cllc.l titen, wh:n
Nurth futiCtic:'l~ surfal'C lfcslt w~ttcr :u1d just ovcr ~
::~s weH nnd wc nsccl to r;~cc thcmllown thc stain;, It lmppcncJ to the kite?
lifth or ?1% ofthe world\; Ji·esh w:lter supply. ücepl
fot' T.:1kc 1Vl'k·hig:m, rhe lilkt!'s provjcle ~ nanu·al horclcr
w:ts sud•" •i>nplc toy and lor allthe technology rhar A: lthink'lbm pmhohly ho<l o tanrnun aml.<:.id 'V.m
you c:1n gel tocl~y rhet·o wa< """crhíng ohmtt thís th:tt sec, Twl<l ynu he wnultl.' Thc kitc Jisappc•rcJ
hctwl·cu C:~u:ld:l :~mi d1c UJlitt.:d StHl·s, a l"ro11ticr tlnlt
1 ah,olutdy love<l. .<uulcwltere becmose it w~s a very windy day, jusi"
wns stai>ilised by a l>ounchuy-wnters u·e~ty in 1909.
2 1gut •uy Ruhik's Cube" in the 80s so lmllst" have been complerely clis~ppe~re<l.
1nclíviclnally. du.: Jakcs rank among thc 14 largcst in
:1bout 1J ~nd 1gol" it fmm o friend who couldu't do ít B: Oh you must hav(.• hl'Cll so :~unoyed.
the woriJ. They phtyct1 a <'Cutral tole in thc Euro11~nn nnd she passccl it on tome whn .•. [ t;t)UClll}' couldn't do
colonisarion ~ncl development of Norrh America A: Yc:th, f<tnny M well.
it. All<l it w"' ··cnlly frust111ting ~t lit~t bec~\>se rhe•·e'•·e
ancl f~•r ~lcc:~clcs ha\'c attr-:a(.·re~J pcnplc ancl incltl"try; 2 A: H :we J (ol•l yon :-thont thc time th;ct we
so t\1~11)' diffe•·e1>! ways ro ger nll r.he diffcrent mlmu·.,
L:tkcs El'ic nnd Omnio :111J thc soutl•ct·n l>ortíou oF on thc cliffcrcnt f.t(.'CS, thcrc'rc SI) ln:'Ul)' differcnt l'Outes ll)stAbsbir?
Lnke 1\llichigan ot'e now ringed wirh large popltlation tu gct tltct·c, that just when you think yolt'vo solverl ir B: No.
conccntrations. The l:tkcs havc not hcnchtccl frmn
there~ one colom· ont flnd, ah, }'OU just .•. clrovc }'0\1 A: \Ve w~re :1t :1 hig opcn-;.tir C\1\;nt ~tt a ()llrk iu
chis Jcvclopme.nc, however, ancl hnvc bccu scriously mncl with frustration ;md hcforc you knew it yol1'd Rc•ding. Thcrc were quite :1 lot of people thea·e.
~ffected l>y pollurion. ln rhe l~te 20'" cenntry, hoth
bect1 doing ít foa·like nn ho1u·. llut in rhe "'"1 1 acntally Abstair wns only oboltr three yenrs old at rhe rime.
thc US :uul thc C<matlian govcrmncnt:ri bcg~m tn
just t•end ~i>our how to <In it aml, ynu know, folluwed R: Oh no....
ínvcstignte methocls for t·eve•·sing the consequences of thc solutiun .md thcrc w;1S s\o thystert le(l t'll :.lll, :.lnd
}'e:II'S of misnsc of the bke~' v.-are1':1C. A:. ... and we were w:1lkíng olong and Alastair s~id 'Oh
:tclually it mnde you think, 'How did T6ncl it so honll'. Nhmllll}', C"olll TJ•on np this hill anc.l PJI mcct you
The Crear Ban·iet· Rccf is une uf thc !:test placcs to visit Which i' exncrly why 1 <hink th:lt fu<urc kids wou't
in the wodd. One rhing rh:H yoo m~y nor know i>efoo·e un thc uthcr sitie?'. An<l 1 thought line, it was just
pby with toys likc this l>ecause they just won't have the a small hill, so l ler him rttu up and 1 went rouncl
yu\l plan your trip is you,vc e,.rcH to rcally think ~hom conce.lllmtion or the patience anrl they wíll i•"r ¡,,. ahle
thc .<i·te of the ~re:\ and also rc:1lly narrow dovm which to m~et him on thc mhcr sitie ~mc.ll w;~itcd and he
ro go un the intci'Oe< preuy quickly, rcaJ thc solution ncver tlppC:'!CJ •.•
pat"t of the Grent Rat·t·ier Reef yo u mighr won r ro visí r. anJ sulvc it, so, thcre'll be no challenge.
Dícl you know th:tt therc are :>c<u•lly ovcr 900 B: Oh no.
3 Well. when r was n chilcl J >'e>lly lnvc<l LEGO" l>ricks.
íslancls? Not all of them you cnn vi sil. but ~ very large A: ... ancl T... Twas, you k.now, 1 stancJ to get really
l hotl • lmge huxful, you knuw, all diffct'ellt colours. 1
proporrion of rhose. And rhe islantis acntolly s!l>erch :~uxious .•.
mea ti, ít was just heuven. 1speut ho111~, pt·ob•bly days,
ov~r 2,600 kilomctrcs sn it~'i a much h1rbrcr surf-J(.'C m:1l<ing ~11 SOI'!S of differen< huil<lin¡,"·l'coplc, anÍlnals, B: Yeah, hor yon dí d.
nt·ea th~n what people think. In fi1ct, lthink it actually cJrs, <:vety<hing- cnstlcs, :1ctually one of my favoul'ires A: ... •ntl 1startcJ looking around at lhe back of the
works O\lt nt :144,400 .-¡na•·e kilometres whieh is was a c:\stle. Ancll jttsl see noWlld~ys rh•r moclern híll, 1 went tO\>nd rhe orher way, Tcouldn'< ·'""
jusr m:.ssjvc.Most pcopk: doJt't rcalisc th:lt.llllcflll, l.I':GO"' ir'!: ... it hnsn't t·eolly gu< <he crt·a<ivity. T1>cy him anywhcrc. I sr-.erocc.l ;,sking· all sort.'i of pcoplc,
obvioltsly if yo u wanted to, you can t:1ke d~y rrips to mme in ki "' so you kind of have to make a specific hove yo u seen • li1tle boy wearing whatever he WllS
differem isbncl;\" so ym1 don)t h:wc to dwose just onc. thing us opposed m jusi" gerting a hox uf hricks ancl dressed in ...
Yc>u coulJ, lor cxnmple, chousc n t·ouplc of Jifferent mt~king whM ycm want. Dut it wm' ;u~t hdlliant. Thc 8: Vhu lll\lSt havl· hccn so wol'rícd.
ones which ~•·e close eno\>gh by each orher. Sometimes onc thiug· tlmt was very (nllJ\}' wns when. lll}' lllUifl :md A: 1 was, 1 was absolutely terrified and getting really
iC''tll,e a clay trill, S<)mctimcs it~~> a l(me,.rcr trill, mayhc a dad would come into my heclmom aml, you knuw, th<--y fe~rn•l ~hom what might hove hap¡>cn<·tl w him
ti:~y or two. Yo u C:lll do overnights •s well to vísit the hnve ha\·c fcct or somcthing :mil thcy'd trc:'ld on che
cliflerent islands, so th~t's ~ fanrastic rhing 10 clo. ami ... he w-Js pmb:~hly ou1y lost for abot1t 15
LEGO"' :u1d it w:1s like agony ~nd that was sornerhing minutes, but Ithink ir seemed like 15 holu·s ...
Onc thing to k4.:ep in mine! though is th:1t th(.·re ;1rc l consmntly gor rold off fo,·. Bur J ju.,t think it\
2,900 individual reefs and the mat·ine life is protected, snm<:!thing that~ n:<.~lly swoU thc test o( time :.lnd wHI
B: Yenh 1 ir nmst h~vc hccn ~twfui.
so bec~\lse of rhar rhe ro111's octnolly at·e only allowe•l ¡•rolr.tbly be het'e forever. You know, il~ so simple, you A: ... ycah, hut ... uul ... evemualty wh~t h:1ppened
to visít a small1mrt of thnse <lrca~. su hcfurc you nmkc don't n.eed baneries, you k.lf)W, it pn•ml>tcs) )'I)U knt)\\', was somebody did find me and osk me: ífT'cllosr •
rour choiccs, just really make sm·e you know whicl1 l'oorclination, Cl'(.':ltivity, just C\•Crything about it is just chil<l ...
ones of those to\>rs rhot yo u >-eally wont ro go ro. ·'""h fuu, such fun in these liule differenr colo\ll'ecl 8: What a rclicf.
Of t.•oursc, mu.:c you mnkc yuur d10jcc you l'<IO c.lo blocks. A: ... ~nd he, Ally, h~d got ri>>ecl •ncllmt hímself in
all soa·ts of activities on any of the islalllls. Out"door 4 Oh, 1h:ul• rc<l wuotlcn yo-yo. 1 think they're :111 uying ro fin el me :.n~l h<~.ll gonc :uu.l Sfl t uuc.lcr fl
:ltlivities Oll'C: rhe mtlin nttracrion. Sno1·kellíng Olnd $en ha ~lasti~ or lightweight metal, aluminium o•· somothíng ucc nnd was just ctying nnder a tt·ee ...
<living ahsnlutdy thc principol tltÍllb"' tu tlu. lf yuu •re like rhat now. ll\tr 1 rememher hcíng f:1scino<cd when 1 B: Oh poor lirrle rhing.
:~Ira id you could also t~ke the glass bottom boat. \vns a lit de kid, 1nayl:lc ;~h()Ut SCYCJ\, Uecause you rould A: Ancl Twas su, so rclicvcc.l .. ,
11ut thcm in your pocket ~nd rake on i>oring vi si !S. B: I bct you were, yeah.
• 1.32 Ancl yo\> could do rricb wirh them, <he crodle nr thc
1 <wo thousand cight humlreJ and furty .1qune miles 'wing m· smncthing 1 <hin k thcy wcrc called. I mean,
2 62 pet· cem you nevcr phtye<l with a yo-yo for ve1·y long beca use Unit4
2:1
they get a bir boring ~ft~t· a while. Ami whcn yon b"''
ol(ler they,,·~ not .'io intcrc:-¡ting. But my ncphcw f,tOt' .2.01
4 .'i(Xl)Oiut tWU
une rcccntly, vcry modern.lt W:\S all pbstic with 3 The Myth of Mars and Venus
S 12 square meu·es b~ll-l>earing sysrem and rhey come hock ontomatícally 1o a secC'ion of his ho•)k whích explains how to ask mcn
6 1909 and light up. J mcon, ¡, that chco<ing for yo-yo 10 clo thínb"'• Gn1y '"Y" th.c womc11 shou1d avoid u.•ing
7 • hundrcd thous:md (.'HnnnÍK'iCUI,.;? 1 mcan, thcy seem popular now. inJirc~t requests. For inst~nce, they should nor signal
8 tlu·ee poím· one four I don't know íf a toy can teinvem itself IUrrher ro that they would lik~ ~ man to ln·ing in <he .,hopríng l>y
appeal to kids in tho fn<ure. 1 think <he yo-yo has saying, cThc groccrics ;~re i11 thc car': thcy should ask hjm
'1 a thircl ¡>rohahly cvo1ve<l. díru:tly, by saying, 'Would yo11 bring in rhe groceriesi'
10 onc million 1\.nother mjst.\ke women tnf!ke ís tn fol'mulare rcc¡uc!<ts
11 2020 Ot4o-1.41 using rhc worc.l 'coulc.l' rathcr than 'woult.l'. 'Could you
12 1:5 A: f>id 1ever r~ll ynu ahon< <ho< <Í>nc whcn Bcn em1>'Y tl.c trash?', says Gror. 'is merely • question g-athe•·íng
13 twu-fi fths was un Por< McaJow :md wanteJ to borrow infonuation. 'Would yon emrry the trash?' is • rc<¡uest.
Tom~ kite? GT';ly secm!-1 tu he sub'brcsting th¡;¡t me.n he:lr uctet':\1\Ces su eh
J4 live pe•· conr
R: No. as 'Could you empty the t..ash?' ;~s purely hyporheticol
A: \'Vcll, ít was re:~lly funny. Grondad WllS there and questions ab011r (heir :1hílity t() pcrfcmn thc ~(.·cion
he had bo\>ghr a >·e~lly nice ki<e fm the <wins on<l mentinnctl. Ilut tlmt is a pate.ntly ricliculous claim. No
tht."Y v.-ere usin~: ir hcc~tusc thcy wcrc ;t bit •.• (our eon1petent use•· o{ English wolllrl t•ke 'Conld yon ompty
years olcler than lle.tl ~nd rhere was Ben oged five. the tr:lsh?' as 'm~rdy a (¡uc~ti()l\ brathc.dng in&lrm:ltioJ\ 1, :~ny

O Audioscript
 mon: [h;ln fhey WOtllcl tnf.:.e 'Coui<.J you runa mile in Co\11' somc mon[hs ;Jgo; :.aul sh~~li gening on like :l honse G: Thc ncw snmll 01lk. Yc1u clu it su owfully well.
minutes?' :~s "Jlltli[c rc(ll1C:"Cr tn st::ll't l'trnnittg. on li.re. l shnll win my hct. Shc has a c¡uidc cor; nnd lf1 w~s doing it (>I"Ope•; what w•s yuu laughing at?
F':
A fo·ienc:l once told me a story "'""" rhe family diuners of shd hccn co.ieo· ro reach than my middle-d:oss pu¡tils llave 1 saicl onything 1 oughrn't?
Iocr chiklhucul. F.•.:h nighr as the lillllily "'"clown ro ear, heo· beca use shc's lmd te> lcarn • compiere new hmguage. A: Not ot oll, Miss Duolittlc.
father would exawinc thl· fuucl on his plate :lJtd tloen '"Y to She talks .1-:nglish >tlmost os yuu talk Fn:nch.
hi< wife <omething Jike, 'ls thcrc •ny kcrcht•p, Vera?' His
wíiC wc,uld [hcn gct np :lnd fetch wlltltcvcr t'OH(Iiment he
A: Tloat\ <nti.<fucrory, ar sil evems. .2.07-2.10
R: WeJI, it is :lJld it isn't. A: OK, so wllac Llocs d1i."i hutton heredo?
had memioned. Accor~ing tu Groy's theo1y, be sltouid A; \:Vh•t cines rhat" mea o?
havt· rcocrerl wirh SUt'(lrise: 'Oh, 1ciidn'r mean 1 w;mted R: 01<, that actually tums thc comer• un dghr rherc.
kctchup, 1 wos just a.king whether we had any.' Ncecll•s.< ll: You ~t:c, l'vc blll[ hcr pronnncintion •tll right; b\lt you Once you'vc turnecl rh~t on you'a·e goiug [O v.-anL
to say, that was not loís rc<Octinn. lloth he ancl his wilc have to consider no[ only huw:. gjrl¡uonmmce~, hnt to plu¡¡ thc t-ahle• into thc irAck of rhe TV.
undcmoocl 'ls rhere any ketchup?' asan inclio·ect l"equest what she pronol\1lct':S; nnd th{lt'S whcrc .•. A: So hang on, 1 have to plug that cahlc into the ...
to get thc kett:hup, rother rhan 'merely >l •iucstiun C: Mt·s. a11d Miss Eyn<forcl l-lill. inm thc tdcvíslon?
g>~rhering inform:ttiott'. n, Oh Lord! B: Yes, right ... right in thc ha,·k uf the television,
Thc mo•-e :'Cimil~r tnen :lnd wOJilcn IJc<.'Ome, thc mot'e thev D: llow cln yoo 1lo? •·ight rhere. Once you've done that titen yon'•·e
¡,,
clt'e Llircc:t t:(unpc[iticm fo1· the s:une kiatds c>f rcwar(Js · E: How <l'you do? gojng to nccd [O h'!ke the televlsion and put i[ [O
uobs. status. moncy, lcisurc time). M y porems IICvcr ;orgucci 'Input 1'.
A: M y son Henry.
aloom who shouid take out thc trosh,pick ni> g>'Oceries, A: Soo·ry, you've lost me. C:tn ... wloat 'Input 1' ... ?
wtlslt di~hcs. Orive the Cllll', or make Íl\lj.)C)f[3nt fin;lncinl
D: Your cclchrotccl <on 11 h•ve so looged lO mect yuu,
l'l"ofessor Higgiu.s. B: Whcn yuu turn the r~levíslon on there's :l butwn
decisi011S. Nor \\•Crc tlu.i'
. <.."Ver in (:onfticl about whusc jol> on your •·emotc tloat s:oy• 'ln¡>ut' •nrl you just kcc¡•
c•me fir<r or whose life ha.:J to he fittccl•mnnd domeslic i>nshing it unril the ¡>ictul'e come. u¡> on rhc front.
t'Oitln liti iiCJHs. ·rh~c tl1in~ wch: scLtlcc.l Ul l\d VMléc li)' rhe C: Miss DooJitrte.
A: OK.
h:~sic filct. of gcndcr tliíroo·c•>L'C.( Ilui ) l1or mwt} M u¡>les K: Here she is, Jlluthcr.
mdny, pnrny much CYCJ")'tllllllf is up rttr ncgnlintinol. "J1o:11 8: ,So )10\1 don't ... :\gtlie\ you don't nccd ro know
F: l-1ow do yoto do, Mrs. Higgins? Mr. 1li¡¡gin< tolci me l 'lni>tl! 1', hur just l::eep clicking it until it l'nmes
hos tht~ pOtCIIIÍid ttJ lcotl tn • rguntcnts >Ud cunnicts. migh[ come. on ;md a~ long :.s yon hnvc ir in the back.thcn you
A: Quite ¡·ight: l'm vcty giacl ioclccci to <ee you. should be fine.
02.02 D: 1 fccl sm·e we have met befo l-e, Miss Doolittle. 1
A:. Gn·at p:orty1 A: Fantastic.
t'CillCIJII)Cl" y()UI" (.."YC~.
l!: Yes, fantaslic. 2 A:. HiNigc.
F: How do yo u do? U: Hi llen. You alll'ight?
2 A: Hove we me¡ belore?
D: My cloughter \.Jara. A: Yc.;s ~,~Jocl nult<.", yon~
8: Yes, yuu luok fumili•r- where do 1 kuow ·~·,
}'0\J fo·omi
How do you ~o? B: 1\'ot too bad th<Onks.
A: 1 Ji, Pan M:uina. E: How cio yo\1 do? ... A: Goo(l.
Jt: Hi, ..m Laura. Níct: to m~et }'OU. D: My son Frt·clcly. B: l'vc just had a c:oll froon M•rk ...
4 A: May 1joi11 youi F': How do yo11 do? .... A: Veo h.
A: Will it r•in, cio you think? B: ... he~~> whl me ... it's aho\tt footie pmcUce
B: Pleasc tlo.
F: The shallow tlcprcssiun in thc w"'t of these isla neis on Thursday ...
5 A: Oo Y0\1 mincl jf 1opc11 thc winciowi
is likel}' to move slowly in :111 C:J.s[crly Uirt:ctl(m. A: Oh righr, yeoh.
8: tktuolly, l'ci J-.theo· yo u didn't if you clun't mino. Thcrc ore no inclicorions of any gre:tt chonge in thc
baromeu·ical si tu<Otion. 8: So he~ doan¡,>"Ctl thc time of it.
4J2.04-2.06 G: ll:o! ha 1 how awfully funny!
A: Righr ... from, to?
A= Mrs Hi¡,ogins; R = Higgins; C = P:orlou>·mnicl; 0 = Mt·s B: lt v.·•s b"'ing to be 6.45, it's oow quotter p~st six.
}/; Whot is Wl"llng with th>t, young Ilion? 1 oetl gol it
Eynslord 1Iíll; E= Cl•ro; F ~ F.ii1.~; G = l'reuJy A: Right, so 6.45?
righr.... Het·e~ what ~li'C you snig~rcring ~t?
Pygmalion n, Ye•h, it was going ro be 6.45, it's 110w <iuartcr
A: 1lcnry! Whnt nr• yott doing Itere to-Jay? lt is my ar·
home da y: you promisccinot ro come .... Go hottoc
..,
G: Tite ncw sm•ll t"llik. You do it so ;¡wfully well.
lf 1 was doing ít pmper, what was you iotoghing ar?
Hnve 1soid anything 1 ouglun't?
p<lSt six.
A: Sorry, can you speak up a bit?
nronce.
A: Not at •11, Miss Doolittie. D: Quartcr ¡l:JSt síx.
B: 1looow, mother. I c•one 011 purpose.
F: Well, t·hnt~ a merey, anyhuw. \JVh>t 1 nlw.ys •oy is ... A: Sorry, 1 didn't c:otd1 that?
A: But you nl\lStll't.l'ut scriuu<, Hcnry. You offend <OIImy n, Um, rhe foorie i>raclice is goíng tu be :ot 6.15
fricnci" they stop coming whcnt--vcr thcy mcet you. B: Ahem!
ji, unThuncl>y.
8: No11scnsc! 1 know 1 hove oo Slnalltalk; but ¡>c<>¡>lc Well: 1 utust go. So plca.ccl te> hove mer yo11.
Good-bye. A; Oh I'm sorry mate, thís is ~ rc•lly i~>clline. 1 can't
doo't mind .... llesidcs, l'w pickocl up a girl. heor whar you're saying. just somcthing altuut
A:. Duc• th>t meon rhar some git·l h•s pickccl you up? A: Goml-hyc ....
fo(•tic pr-d.L'ticc~
B: Not at >tll. 1 Jon't mcon • iove affair. l: Good-bye, al l.
H: Um, l'llring you back in t.:ttminutcs.
A: Whar a picy! G: Ao'C! you walking aCJ'OSS the l':trk, Miss Doolittlc?
A: Smry?
If so, ...
8: Why? B: 1'11 ríng you lrJ<.:k in ten minute.~.
A: Well, you ne"cr f.oll in iuvc wi rh anyone undct lorty- F: Walk' Not blovtly likcly. 1 •on going in n taxi.
A: So, you wanr to join the gyno?
five. 1Nhen will you discovcr that thcr• ore some rother B: Ahm,yc•.
ni<.'C-Jooking ynung women about~ ... Now tcll me A: But ycm musm'r. 1'm serious, He.nry. You offcntl
about the girl. all my fricnJs: thq <top cooning whenever rhey A: lüght, well, íf you want "'he a month\y member,
B: She~ coming to see you. nteeryou. rhat cosrs l>45, but if you want to he • ycorly
B: Nnnscnse1Tknow f have no smoll t..1lk; but l'""l'lc
memhcr, thot~ for i2 monrhs, th:tt~~l50 onu
A: [ tlon't rcmcmhcr :.sking her. that's a mu<.:h l,c[tcr (lc::~i.
1!: You didn't. 1 >tskc<.l Iocr. If yuu'cl known her you don't 1uintl..... Bc<iclc.<, l've picked Ui> a girl.
A: Does rhat mean thnt somc ¡,~ri ha. i'ickcci youup'
TI: Sorry, could yo11 repeat that, plc~sc?
wouidn't have asked her.
A:. Right, for • monrhly membership it~i45, for the
A: lndcccl! Why? B: Not •t all. 1cion't mean a love affoir.
year ít's ~350. Nnw th•t i• the une you should
~: Well, it's líke this. Shc~ a mmmon ftower girl. 1 pickccl B: Wcll, shc lloust mil:: •hout <omethio¡g. Oh, she'll really go tor because you'rc saving ynurs~lf a lot
hco· off rhe kerbstone. be all right: do11 't· yo u fuss. l'vc • sort of het on mo•-e money thu wny.
A:. Ami invitc<lloer to my or-home! th>t 1'11 pass her oiT as a cluchcss in six mnnths. 1
stutcd un hcr snme monfhs ago; and she's gett.ing
B: Right ... cr ... sorry, hmv nmch ís ir for the
ti: Oh, that'll be ¡o JI ríght.l'vc taughr her t"o spcnk on Jike a house oJ> fin:. one month?
propel"!y; and she has strict ordcr.< as co her beh:tviour. A: One monrh,i45, and all yo11 haYe toJo is 611 our
She:< to keep ro rwo stobjects: thc wc<Othcr anrl 3 B: Well, it~ like rhis. She~ a eommun Aow<·r girl. 1
pickccl her off th• kerhstone. this littlc •hect uf (Y.l['e•· rh~re, put your mtuoc
eveJybuJy\; hc:oitlt- Fine cl>yand How do you do, ynn at the top and all thc rdevant huxcs, if you fill
know- and 11ot to Jet hcrsdf b"'''" rhings in generol. A: A.nd invited hcr tu '"Y :ot-homc! thoseo\lt.
Thot will he safe. 8: Oh, thot'll be all right". l've ~•ught hcr to spuk 8: Sorry, I havc todo whil[?
A: Safe! To t;oik ahuut our hcnlrh! about out· insides! properiy; anJ shc ho. stri~t orde1·s ~s to her A;
behaviour. She~ tu kcCil w two suhjec": rho Fill in this form, and ouec you're • memher rhen
perhaps about our outsiues! 1Iuw ccmic:l yo\1 be so you '"'n use oll the fucilities.
.<illy, Henoy? wcather onc:l everybody~ he.•lth- Fine <.l:oy •nJ
4 A; Oh wcll, helio Sally. thank.< for coming.
R: Well, she must rolk ,(,out <umerhing. Oh, shc'll be all How Jo yuu clo, ycm know- and nor t"O let herself
go on things in general. Thot willi>c safe. R: Oh you're welcome, hi.
•·ighr: don't you fuss.l'.e a sort ufhet cm rhat l'll pass
hcr off as a cfuchcss ín six months. 1 startctl on hcr· 4 F: What is wnong wirh th~t, youug m;~n? 1 bet 1 b'"' it A: Sorry to h:tvc kcpt you, we're 1'\lOning :l bit late.
t·ight ..•• Hcrd wha[ OJrc ycm sniggedng aC'? Yes, obout Michacl >llld Ellic.
D: Ycnh?

Audioscripl
G
 A: 1ñey're bo~> d<>ing '""lly wdl. C.rolino, 1\rgenlin~ tn 6" tu d>e V.'orld Y~ion office, whid>opeo>ecl things
R: C'.rear. Sron spuking in Ji'.nglish without tltinking glJour rl>e up tl>crc with oto e st:off tlocrc and acrually gct rclid
supplies nut tu une of the <mo>osbips nearby where
A: TI>ere's no con<:ern abo111 Mi<h~el. ir~ Í"'' -· mist:1kcs yo u urigbt nlllke. ll«"'<11KC if >""' ".."' m be i>C<fcet
\V.,rW vlsiun worl<s. 5<> jusr e>~morclimry to he~r
you wíll lle\'el' speak I'JOgli.•h. l m'"'"• yuu will never dgre
B: Oh. someone ¡xotting thc nccd• of otlocrs hcfurc mcir own
ro •peok F.nb-ti.h, you will be emborrnssed and yon '""" 't du
A: ... !'m just kind of n~gging up ... it •oo<l l tlünk tloat yo~ h~ve 10 ••perimcnt and ytlu hn,•c 10 ncctls • t • timo of r~l ~hip.
B: Right. l<'}' lo relOJ< an<l just ler ir,lct i< he aood th~t~ the best way of Auothcr cumple in H aiti rerenliy wc lml mor ,·uf(
A: ... rhnt hi• ron,·cutratiun is not quilc ~s good •s impro ...i ng ynur English level in fll}' opininn, WO<i<i~g rhere nnt nf thc car 1r•rk by tloc olliee, ~-.u:;c
Ellic~. 1 meon, younught say shc's doing • littlc thc nflicc hati coU~psed, :u1d tn~ny, many sraff rhere
bit hettet· rh11n him nr che momera.
Unit 5 loou lo~t or, either losr lovecl onc., in thcir mmily nr
B: Right. Bcttct? didn't know whcn: thcy wcrc. We lml, UllC r~mily I
A: Ycs, llln, simply in terl1'S of being a hit more.: 02.19 knuw clocrc, whu his wife :Hld two kids were b11ried
focnsecl :m<l ~ l1it Jn(lrc cnthu:~iaMtic.: ihuut gctt.itlg in" l>uiiJíng :tll night long, in f:oct mnre rhan, fnr 24
A; lntcrvícwcr; B = Juslin B}'WOrth
nn with hu· tosks. Michacl, you know, he just hours, while he was hR'·ing to hclp g<:t uu wicll thc
A: So c:m yott tell me n iittle hit abuut ·wod (l Visíon nnd emergcn<.y rcspuns<! at the same time ns uying ro find
1\ceds a liule bit o( o p115h now •ncl •goin, um, rhe klnd nf wnrk you <.Jo? hi~ uwn fotmHy. So really shocking storie.-.; nf kind of,
especiolly with ... hi.• ahilicy tn •it down ;Hui buld 1

B: \Vcli, World Vision works in neariv a hunoirc.i hcroism re•lly in thc onidst nf tragc<ly. But chcu thcrc
n pcncil•nd n111kc sonall lllnrks, yot>l01ow, jf yot>
countries in rhe wol'id working wiÍh ~bout 100 míllion Ate thmosnml• IIIII[C across the whole or sub Sahnran
could encourage him, you know, r orhar• ro do a peoplc wh(• f.,cc ptiVcrty l\tld injnsrice, anñ wB wnl'k
littie bir uf hnnclwriting cvcry dny at iu11t1c tl•at Afrk;o, tl•ere's ¡>rol>~bly hunoirecls of thmo.oml•, if
thr(n•gh IOJtg-tCJ'Il'l. cotnentmiry clc.vc1c•¡nncnt. wc wOt'k not tniiHons, nf ju:-¡t nurm~(¡,cut,lc, oftcn wol\\CI\
vmuld hclp.
Lhro11gh humAnÍ(II>'inn cmcr((CI"J' rdicf :tnd Lhrough who gn nut anJ t·:n-c fOr l'amilies, ond pnl'licul:u·l)• for
B: So :tre you saying thAt h.-'s <lismptive? camp:~igníng for l'h:n1~;c Ítl t\ situfttion of childJ't:nS <li'J>h:~Ols, mul [or fmnilies thor hnve hccn <levosratccl hy
A: No he'~ not ... l'm not cx:u.:tly su.yjng that, hc's not Jlvcs. disease, st>ch ~s Tll or AIDS, :md whn just brin¡: ,.,.re
tli.ruptivc yct ... A: c~n yotl tell me •omcthin~ about the kin(l or work lhAr when thcy'rc ill, but 11Iso hel¡> with Jood or with locol
B: Betomse, yonlmow, nt htnne h~'K vcry ncti\•c ... thc chariry ha• bccn uoing recently? Jivclihuuds <IJl(ltbings. So there\: •n )l'my of <hose
A: Ye>h. B: So recenl'ly we've hnd seveo·'i concrgcncics, 'evcntl from lor:>l churchcs, from uthcr t'aith grou¡)S and Ft·ou1
B: ... hut he is well-belhtved. maior emergencic.~) in Pakist:ln wc've h:td floods mmmu111ty gruups.
A: Yes, ir jusr <lepen<ls ... <tffi:cting nc~dy 30 onillion people, in Hniti wc'vc
h•d an e<lrthqutke which immght, yuu luouw, huge §2.70
D: He ducsn't <.~u"c tt'OubJc. No seaman ha:'i evcr sccn ~111)'tbi1tg like tbis. h)s a war wne
Amounrs of death •mi tic\'<lst:~tion. Bmthen we've
A: ... in~ ~iruotion where we li~e rh•m ro •it ami gm our wurk globally across rile w<>rld tho'lugh, yuu nut dlcJc :;m d, quite simp)y, d1e sitnatíon is otH of rontml.
listen rl>cn he\. finclin¡: thnt n hit difficuit. l'm not know, ~~ couumonicy ievel whcn: aL'tllally we're seeing Ir'> notlike before when thLy '<l m ono: on IKxud ami m!. you.
sayin¡; tllel'C~ •cw•lly ~ problem yet. soon• gnod thinS"', smnc guod news :1.5 ~u such » tht: 'J1>esc <i•y< rhcy hijack ships, toke tbe entire crew hosrnge
B: So ore yoto <aying mor FJiie;.. h~'ic•lly onuch, nunobcr of childrenthar die before rhcir fifth t.irtlub y an<l dcu1•nd huge r:msoms. 1c's ''ery primitive oncl '""'Y
much lx:ttx:r in da~~? reduced from 11.8 millioo to 8.1 nu11íou • ycar, 50 frightemng. 1 come fmm > scofaring &nu1y, 111)1 &tloer ~ud
A: Well, yes, n101e focused, more focuse<ller's ""Y· every day 2,000 cfoadrcu less ue dymg of pre,·enl'21olc ~mu ore buth mc.rcb:mt se:>men ond J've been in this job
dí!<d.SCS than they were this time b.t yc.,. >nd \Vort.J fnr ninc yc-~rs. doing seven montt.. ata stTetth on thc hi¡,oh
.2.12-2.1S Vtsion is a part of thor, • sm•ll p>~·< of it, but we're ltAit seas.! can tell youl'm """'al. llcn·e • yoWlg family, ~ wire
K>l<uy•, J•pan ofma<. who ¡., cxp<.'CtiJog • boby an<l rigluly she is beside he~lf
1think probobly nnt the ca.ic>t, hut thc onoot fu o tu leo m A: Yo" memioned dis.1scer relief. C:2n you tcll me n little with \VOrry.
w:ts rhc pronunci:ttion be('nu.sc, um, tvery time llind a bit more ahoot what you do in dis3~ters? ' 11us monrh wc'vc had tu gu d1rough Lhe Gulf or Aden
phrase th:1t 1 c:m,t pronO\lllC:e prop-erl·)~ um 1 Trepc-at :r-"Aying a, \;v'cll, bc1.'3US<! World Visiou we ••e, yon knnw, wc "ork rwico. Thc fitst lime we were tota lly nnprotecrecl ancll feit
Ute phtASe while f aon hnving a shnwcr,li kc, yuu know, jt>St at community level in ~o many diffcrcnt c.:oumdes in MJ .-. loJte, so •·espon!-il hle fnr my crcw amlt·drgo. Tlu; set:onJ
<inging a song in the shower room :111d stu ff. long·renn dcvc.:loptn<.:nt, whelt !Ut emergency sTrikes, tüne we wcrc ahk to juin :t convoy Lh~L wns being e.s<:orted
Cal'Oiíua, Argencin~ uoost pl•ccs in tite world we ore working thcrc •lrc<><.ly. hy a Ru~!\i:an frigale, but when ~nother merchnntship ahout
So. yo11 might 1·ememher che 'Rumuui in Asht bock in JO miles soulh of n~ wos 'lul<lcnly att•ckcd, thc worsloip lo;ld
So Tsro•·recllcamÍn(( EugiL<h nt high •chool, but l 11ctually, LO leavo. More uftco th~n not the coalilion warships thar ao"
1 havcn'tsruJied fonnolly english. l tl'ied !O pick np wonls 2006. Litcrllly, within, withiu ~n hour in tho $<1nth-ca~t
ofioodi•, ~ommuníLy gt·oups And iocni Worhi Vi<iut\ mca nt to he pnli'OIIing the seas, war<ling off rhc piratc"• :.re
and phroses from TV •how. in F.ngli•h ur from muvics u.•dess. A loe of thc time they tion't ,-c,,pun<l tu Jistrcss c:tlls
ond ... hnt •• I nm • sclcuti•t wc •re currently e•posed to st•lf were responclin¡;, rc•pontliug thert with food.
with w-Ater, wich Ít)\lltcdiate mecticol cAre ontl thíngs ~n<l, Anyway, thc l'ir:~tes ore so qnick.1'mnow more Afrnid
:~rúdcs wdtten Íol J::nglish ond we U!>l>AIIy go rfl conferenccs
likc th3t. So 1 Lhiuk in 011 emergency •iruntimo, you uf 1•ir:ocy thnn storms •nd cyclnne•.
in which che ofñci~iinn¡,"tnge is E11glísh so yuu b'';t che
chance m pro<risc a lut tu, I IIIC:III, yo u need LO. Lo lind know, 01>e of rhe henefir. nf hcing" local Ol'gllnis•rion Wlten they otrock ymo - and so fJr thc El/ivittl hns been
"way tu express nnd LO tell others al>our yot~< work. 't\m in thu~c place.:~ is that you're there before And you'rt: luclry - thc b""'tc is up quickly. In five ro ten minutes rhe
thCI'C alteo·, kind of the <nedi~ •nd thc Caoncr"s l'Utne ¡•inttc:o; Sut'J'ound yo1.1 in S}leedhoArs; thcn n"ing l;a1ldcr." chcy
howe to communicnte ycmr t'esulf)( so that's a rc~Jly goud
o¡¡pornmicy w kccp yuur lcvcl uf l!nslish. nnd go and so you can he thcrc to hclp rebulld in rhe l>oard the vessel nn<i from tloot nlull\CJ\1 thcre~ notlling
long r:crm "" wcll ;~s províding immediAte o·•iiof. yon con <lo.Tiocy're the ones wilh rhe weapons and rhe}"ve
Miguel, Purrupl rakcn che crew hostage.
A: So you have smfr locally? Orynn hav.: intcrnntioual
Well, 1 h~ve been ie.rning Engli<h sincc I nm 12 •ml I \Ve't·e marinen~ not miJitary mcn and ou1· job js not to use
stmlied onc ycar ohru~~ in FJnl•11J 11uu nll the tmiversity smtl?
kssuns werc uught in .l!:!¡glish ~o 1 had to Rdopt onrl n, \Vm·ld Vision has about 40,000 staff wol"iclwidc ill goms ag:oin•t otloer people. BuL1 also rhink we hnve reachccl
a. ¡)oiuc wheJ'e to protect ships we hnvc to h:noc scL·urity
ím¡>rove my h:,¡ogl<sh. Tt w.. roolly a neee"icy. lfi h~vc free ncarly 100 counrries of whnm thc ""·" m•juricy
are loc-.al to their own country, tu their owu te~ms, or weapon:'i, on b()ard. Rig:lu now it re:~lly does seem
time l temio:n w.rd• umvlc• withu~r subtitles beClluse that ns if ir can't b"'t ony wot·se. But crews are also concemed
way I •m ubli¡;ed LO catoh Lite ~ccenl and ony vocabnl•ry T communitics, 95% or more. \Ve do, of course, hnw
soJuc il•ternation:ll staff going in, in S<)mc contcxtS os that thc ltCJI.t llling we'll he seeing nrc <le>rh<, reo pie locing
"'"Y IIOt know.
well ... We also havc thou'i:Onds or \'Olunteers lnnt we shot b)r pirates clem::mding ran.soms.
Rod,Crlobon w<>rk with.
\M:II, I '112ncd le:~rning E<tglisb ~~ ~~~ early age wloen 1 A; t\ud w~t son of WO<k do li>ey tln then?
§2.21
.ns, sinee serondory schooi orotmrlthc ogo of 12 ycor.r r m 42 t•ears old ond ha ve nine chit.lren. !'m • hos.• with
old. as yo u l meon. And l •va. rcally l"ssi<Hutc iu forcign B: Wd l, they're me kincl of loamh a1>t.l fut of our work lxt~ts oi>eratmg in thc Gulf of At1"1ami thc Indio u Ooe:tn.
l2ngmgc<. c'l""ü lly l!nglísh, 31ld lried to s¡>e:>k the ru lly. T "'-y ore thc pcnple who ofren know l><sr wh•t l 6nishetl higl1 .clwol OJld wanted to go to university,
langu:oge instet>d or spealéing ony nori"" l;onguagc, which thc ,¡=<ion is whether it's an emergency nr ,.hcthcr !out thcrc wa> no money. So l beoome • fisherman like
is Freocb, l tnelln, which is F rcnth. And 1 •lw u.e very iu longer-rerm de..elopment. Ancl thcy uftcn pcovide m¡· folher, even thongh 1still drcuned of working fur a
mnch honb in En¡¡lish , try toread, even tf 1 d1dn~ really some nf rhe musr cri<i<'l>l, you lcnow, umelr-cririC'III, compony. Tho t ncvcr h~ppened as the Somali governrnenr
un<lcrstood whot w:~s gomg on ín che t,o.,k, hur 1 u.,c it at cont~xt->1x:cific help ond respollSes tn, certoinly m
W11'l dc>t<o)'CJ in 1991 and the country becomc on srnhlc.
le:lSl' lO acquire ne w v<>caloninry, ncw wtmls. cmergencies, btor also ro nrhcr dtin¡¡•iikc, likc Jíseoses. [u Somnli:a, there ='re nn joh~, and no rule uf law hcc.-use
A: C:~n you givc sorne cxampb oC that? of 1he conftict. At se• wc wcre ofL'Cll confronted by foreign
§2.16-2.17 B! Ycs1 ouc cxan.plc írom emergenc:ies T'd J'A}' i", wc hnd in Rshing vc»cb who didJ!'t wont us the,.e ro competo. Thcy
Ru<l,G•bon t\1}•anm~r, Burma, a conple nf yc:n~ lh'U• 41 big cyclone, would destroy Oll r honrs :md foTcc u~ to Acc fm· our ti"·cs.
Well, ( would cermin ly cnmun1gc chc111, cer~1ínly C}'Cione Nnrgi• which •g:oin, over 100,000 ¡>eopie diotl 1 Stllrted to hij•ck th~sc lisltin¡¡ bo:us ill 1998. For our 6rsr
cncour.ogc lcmoers of Englíslt lO go and engAge in •ml tlmus"n<ls more were a(fectecl. Aonn7J ng. 1 hcurd cnpturcd >hip we gol $)00,000. Wirh rhe money""' hought
coowersolion wirh • u•tive speAkur if thcoy c•n, if thcy c:u1, I from one of my colle~gnes thcrc, a loc<ll volunteer Autom~lic rifles ond •mnll•pcc<ll>Unt>.
mean, ifrhey possihly """do thllt. [fthcy cm't do LhaLLhen there whn had :lt dtc ••oo•C time as her own hot•s• hod J don't knnw cx:~ctly huw 1113lly ships !'ve c:~¡>Llll'ed since
u•c •• onm·h os possíl>le,l menn, rhings like HBC, •11 the mllap>cd, anu iu Cact she didn't knnw whcrc h"r •ix- thcn, hut 1 thíllk it's obotot liO. To ger rheir .rtcntinn wc
stulf you know which i• really intuo"C•ting. yeor-old son wns. He wn• uut playinJ( when the C)•clone shooL nellr (ho .<hip. lf it tluc•n't stop wc use" ropc ladder
t:·:une or somcthinK likc th:a :md she sent her 1111un to to gcr on looorJ. We count the crew ond Gnd Ollt rheir
~o and look ror her son while !oihc wcnt acro~~ tuwn

e Audioscript
Jll\lÍOt\:lliric.:s. Aftcl· chccking the (argo wc :Jsk thc t""apm in metal cnmh cnse next lO!\ lipstick in <l mctall'aS~ E: Oh that" renlly kin<l.
ro phnne the owncr >Ud soy dllr ,..'ve scized the sltip •mi and t!.c lipstick lll<>k<:<llikc the hnnclle ond !he C: Sony to intcrrupt~ htJt dn ym.1 know th:.lt n;minds
wc'll kccp it 1111til the r:msom Í> ¡<~id. \V~ Jll')ke friencls wllh cnmb loolted like the blatle. me o!' 3 !Jine 1 wns in, 1 w~s in loly ~nd l'd left all
the hMtoges, tdling thcm tl.. r 1•e only wru\t nroncy, nnt ro E: Oh my goudnc.., yesh ... On the st•bject of X-r>y> my h•g:< in tho <">1' •nd the cor was b1uln:n inro. 1
~ill rhem. Sometí mes wc c..:n e<Jr ri"", fisb, p:ISU witl• d1cm. 1 had m y results b.d<. you lmow, for rny lcnee didn't ha\C 01\)' 1\Klncy or >ny ff>, 3llythin¡¡, and
\Vhcn tl1c rnnncy is delivere<l tu uur •hip wc cotmt the npeNlr-ion. the people :Hthe cno· hire comp;my lent me soonc
dollnrs nnd Jet thc '""'tagcs go. D: Oh yes. monc'Y just tn gcr rhm11gh rhe weekend ...
o,,. cnmmuniry thinks wc'n: piro re< getting illegal moncy. n. ls ir ~u cleat'r 8: ... so we h11d to pay "" cxtrn ~200 eoch Lo ger l"ck.
But \\'C considcr ourselves heroeR t·unning ;~.way from E: Ynn've gor ro be 1•eoy c;trefnl with thc.c cheap
E: Yc•, it',. fine, it's jt•sr ... och ... th~t !'m goht~ w
povert¡•. We <lon't scc thc hijncking ns n crimin•l :~ct, lmt Aights rcally, l>ccon<c rhey're jtlst ltut os chcop os
MI :1 rnad mx beC':'use we h;wc no c.~ncral gove1·mnent to ha veto gu hack ami hnw nnorhe•· nperotion.
you think they'J'c ~oing w he.
C011trol nurse;~.. fint we re geUi1'8 llCw !Joats ancl we<~pons.
1
D: That's awful.
B: No, rhcy h~ve WO)" o( getting you, clon't rhey?
\'Ve won't stop u11til wc h~we a central goverJlnli.."nt that can D: lts :.lw•y• happening, isn't it? lL happeued tu
cunrrol nur sea. my neighbour. E: T11c')i <lo, tht.')' dn.
E.: Yeah? .B: Luwge yes, lugh"'i!C <'05(5 extra. Ves h .
G2.2J-2.28 D: Ycah, th•t rcmind> rne of my neighbour bealusc E: Oh, lu~ge, that ··~minds me acrually, """" l was
A: So would •u•yunc like '"'"e more co(fec? he ... he ... he wos ¡¡oing tn hnvc hi< hip ope•·• rion rravcmng ~hruad :md J•rl forgotten tlli\t wc/c.l bcc!l'l
D: Oh 1 wonld !ove one thunk•. mdny ond 1hey just pho11ed lü111 u¡> :md s•id thor fo¡· ;J picnic eAdier in thc doy ...
Allt Yeah ycah. clu~y c;~n,t fit him in, the}''re going co have to ... 4 D: . .. jt w·;¡~n't tJ Aick knife, o( CO\lt'SC, it w:JS twn
B: 'l'hose rook.ics look nice. yeah ... put hin• a wc~k l.tcr. 1net;¡l objct:t:1.lt w:Js a comh in a met.:~l comh C:iiSe
E: It dne< affect yonr life ... next too lipstick ln :t IIICtnl c••c nnd rhe lipstick
C: .Jnst the nne st•gar. piense. T1•• nk•. lookec( like tho hondle •nd the cuml> lonkecllike
B: ll~ vcty kiml uf ynn to invite ns ovcr •nd hakc C: Ch:tugiu¡: thc •nhject complerely though, yo\l
knOl\~ neíghbours, 1 dcHl't know h<lW y·ou get on
thc bla~c.
cookies ... )t" Oh my goodness, yenh ... On thc snbject of X-rnys
with your neighbours but, yo u i<m>w, I h:mlly
0: T1u:y smcll fonrasli~. klluw m y ncigb.honr>. l've ~ved thete ... 1 ~el my ""'"'"' hoclc,yo11 know, fur my knee
K: Spe:~lúng ufbcing l;nd, something 2mazing opeHtioH.
E: llive in 3 block of Rats >nd ... um ... I clon't know,
h•l'l'•en<d to tnj' dau¡¡htcr b st week. She was duc it's: vcry friendl)', vety comn1unal, 1 1neo1f1 wc; c.Jun't D: Oh )'CS.
1
to Ry i>ock fmm Hong 1<.oJ>Ro wh~rc shc'cl heen go in and out of caen othet·~ hot•ses, you lmow, it~ B: L< it oll de..-?
teaching, auu shc mi..ed her Right be~ use shc nothing like that ...
mi., .. orl midnight for 111idtlay ... E: Yes, it ~ fme, it~ just ... och ... d>nt !'m goin¡¡ to
C: Surc. hove to gn back ond hove ~nothe•· opcmtion ....
E: Oh no, l'vc done thor, yenh ...
E: ... bul we e:~ Uspc~k on thc stuit's, we know where B: That~ awful.
D: ... so she wns ... the other people work, tl1<1t lúw.l of thing. It~ quite D: Tt's always happening, isn't ir? Ir happened to m¡·
2 D: ... ami he so id oh f'll just ... I'll buy Y"" annther ~l u ice commun\ty ~Ct\lflll}'· ncighhour.
ticket, you l<11uw, this cnnld have been '"Y B: Veoh, people hove l.ccn ti><.Tc • long time ...
dn>ghter on rbe O(hcr M<lc of the world ... B: Yeab?
C: So do JlCOllle help e:ach othec out a O<! d10t k.in<l E: Ye:>h, rhot reminds me of my neighbour because
D: n •• r~; so kind ... ofthiug? be ... he ... he wn'4 gning to hswe bis hip 01Ka111tinn
2: Seriously? E: Yeoh Tgness so.l me3n, i f wc'rc lockcd out todo¡• and they just t>honC<l him np ond sa1d thot
D: ... ancl he bonght her •L ticket ... um ancl ... WCC<lll ... thcy<.. n't fit him i11, 1hey're going tu hnve m, ..
E: 1o where shc ,... n..,d ro go? D: Sorry, con 1 just "''Y smncthing ... ? ye>~h ... put hi111 o wcck l•tc•·· ...
D: Ves, back home. E: Su ro. 5 C: ... So do people help e;tch otl.er outonclthat kind
E: .J u.clikc th:~t? l>: ... you'rc w<mtcd on thc r-.hone, Alexan<lra, un\
ofthing(
n, Vea h. B: Oh right OK. E: Yeoh 1 guess so. 1 tllC<m, if wc'rc locked out
\1lecsm ...
E: That w:a:; i t? D: Yc..
8: And 2pp:~rcntly he in•isted on paying fm it ami D: Sorry. can 1 ju.:.t MY somerhing ... ?
D: OKfine.
didn't wmt to be p:oid r.,ck nr •nyth ing, wouldn't F" Sure.
D: Sorry, rln go on.
¡;ivc hcr he• nome or oddrcss. D: ..• yuu'rc wotntcd on the phone, A1ex:nu.Jt·•· um ...
No no it's OK, no r>mhlem, no problem.
~:: Oh th"t~ tc;~lly k.im).

C: Snny ro interrupt, but du ynu knnw thot reminds

6 "'
E: You know, J>m so pleascd I'1na homcowncr now
aud th<~t I'm no( renting lhts.l would 1101 w•nt o:u
8:
D:
OhrightOK.
Yes.
111c uf a time 1 wns in, 1wos in lt:tly amll'd left oll go throu¡:l. tlm t •Bnin, nn woy. 1t's so good to hn1•e B: OKiinc.
my bogs in thc car ;uul the co•· \I"JS broke11 iutu. 1 che control. l>: Sorry, do go on.
didn't ha~ ony money u•· ""Y ID, onything, ond
D: Anyway, sorry, gning back LO my neighbour whu\; E: No no ít~~ OK. no probJem, no prulJlcm ....
thc:: pcopk at the car hire comp:my lcnt me !<iome
money jusr to gct thrnngh the weekend ... gor tltis openttion ... 6 E: .. You k.uow, l'm ~u plc.-secl Pm a homeowuCJ" nnw
D: E: Aho. The hip one? and th~t 1'm not renting R~L,, I wt~uld not w~nt to
3 ... "" we hsd to p¡¡y :Lll l.'xtrn !!200 =h to
1): Yeah. Thc problern i• hes probably going to ha ve go through rlm ogain, no W'd}'. lt~ :.o b"'"d ro h~
get bock.
to go imo hospi btl nc>.r wcck ... the oonttul.
FJ You've got 10 be VCI)' c:.1rcfnl wi!h these che~~~
Righ"' really, because thcy't'C ju" nnt os cheap as E: Right, •ight. D: Auyway, sony, gomg !rAck to my neighbour who's
got this O(>ernti()n .•.
you think thcy'rc going 10 be. D: ... anJ, um, hc's "kcd me whether 1 can take him,
but 1 cotn't bec:.\use. uua. my ... my cnr~ hroken. E, Ah•. The l•ip une?
n: No, the¡• h;we way• uf gctring you, don't thcy?
ll:: ThL')' tlo, rhey do. E: Takc him ro hospiflll? D: Vea h .... The problem is he~ prohahly going to
l>: Yea h. havc t11 b"' into hospital ne.xt week ...
8: Lugg<~gc ycs, lugb"'S" cosrs exu·n. Ye~h.
E: Oh lngg:~ge, tlt~t l'(:mintl• n1e ocrusHy, once I D: 1 could prob3bly hcl¡¡ uut if you Jikc ...
"'"' tt·,velling abro:td nnd l'd furb>tmen thnr we'd D: Oh conlcl yo11? Unit6
bcen for a picnic eorlier in the day and I'd lcfr ll: ... deperuls which do¡· it i<. Do you know which G2.36-2.40
my cutla-y from tl~e pic:llic nr rhe botroo• o( doy it is?
my rncksaclc. TI1e Sillc Road "<L' not, « rhe n~me ~ • •inglt
. . 2.29-2.34 road at•ll. It oonsi~ted uf :m cxtc~t<ive network of
B: Ohnu. tt·,de 1'0\lles that criss-crossed China, parrs Qf the
E: Yes, and it set olh bi¡pccurity olen and l was Jikc All: ... Yeah yealt. Middlc East •nd Eumpe, for Rlmost 3,000 ycnr.< ft·c11n
no, 1 hoven't got anythi11!4' in hcre, l hn~•J't gol B: Tho~e rookies look nlce. the lirst millenniu111 BC until•lmnt 1500 AD. T he
sds~urs, I hovcn't g<:>t almife, nothing,l¡>"ckcd C: Just thc eme sngar, piense. 'l'hanks. sfllrting poinr wos in <.,;h.ina, an<l rhc moinlond routes
dte bag myself, 1swcor, I •weor. Complete! y cxtcnc.Jcd ovcr ~ huge oren of wh:~t is how modcrn d.-y
B: lt's very kind of )'I.IU tu invite us over a•1d boke
fi>rgetring about rhe picnic. And then ... conkje~ ... China, Turkey, Syda, Ira<¡, lran, Afghanistan, P111ústun,
4 B: Wc hada funny thing llltppen once going through
D: Tl.cy smcll funrn•tic. lndin, Turkmenislan and U~bekisran. Ancl when goocls
security. 1\gain J thuughc !'el raken everything arrivcd at thc coo.\f rhey ~re tr:msportet.l by se'
nur thot shouldn\ be goin¡¡ thnmgh and ... tJm D: Speaking o( bein¡¡ kin<l, smncthing •nurjng to the major tnuing 1'""' of Eumpe, northern Afrit..
... ond su<lclcnly they sropped rne aJH.l pointal to h:o¡>pcned m my d>ughrer l:lSt weck. Shc wa:r duc •nrlA<:ie.
rbe X-ray a11d sai<l wb.rlo thnr in )IOUr bag aud ton;- ba<·k ...
2 Sincc thc tran'P"' t copacity wns limiled, luxu•y go"d'
1 Jnnkecl and it looked likc tl•crc wa. chis ht•ge 2 D: ... and OJlJ>orently be insistcd cm paying for it onrl were rhe only commotlitics th•t coulcl be troded.J\s
knifc in my ha (f. like n flick knife. So thcy srnrtccl didn't want tu he paid bock or anything, wuul<ln't the no me .<uggests, silk I'"'IS the main commmlity thar
unpacking my l:>og "'"' it wosn't n flick knifc of give her hjs n:um: u•· :uldre!:..~. was traJcd un thc Silk Ruad. Silk was higlolr pri.ct.l
t:our~t! jr wn~ tv.•o metQJobjccts. lt w:1s a comb in n

Audíoscript G
 »11<1 in gl'eor dcmand in th<· wtst, ;mJ tite silk-making Il: OK, no lwuhlcm, givl' me~\ call any cime.
prf)c:cs.~ w<~s a sct:t"Cl lhaL W:lS closely gttm·dccl for 1'h be (n~e is not me reir ro c:l!it ,,tr onc~ chains~ bu t. to livc A> OK, thank.~ for youl' help.
ccmuries under punishment uf dcath. Silk was idc;d for in a wo1y rhat rt:sl•ct:ts :.mi cnh:lnces thl!' frccclom of others. A: Good .,rtcrnoon.
ovet·lanct rravcl :ts it w<~s li~ht, easy Lo Ct'l:rry and rook tí ¡¡, 1-fello, Mr 1\kroyd. 1 jusl wa.,ted rn rolk w yo"
np littlc sp~lCC.lt w:-.s momufactl.••·ed in \.hína, :mcl was Freeclom is n<.."Vcr volunt:.ril): given b~, lhe oppl'c~~or; it :Jhout the bnnk ch~1·ge.'i rhat Tscctn tu lu\Ve
Ü\lt'k:uely deconrecl :md cmhroiclcrccl, am.l whcn il jncm·red. A~ fnr a~ l'm cm•;u-e 1 w:ls only ... 1 only
arrivecl in Euro¡•c it w::ts 1mlCie into hrxnr)~ goods S\l<.:h mtl$r he clcm:uulccl by the oppressed.
wenr ht..-yc1nd 111}' over<ll'~fr limir for a mattt:r of 1Z
a~ hook t·overillgs, W:lll h~\ng¡ngs f!ncl c.:lothc~. 1
hnurs really ondas fur ns 1 w:lS aw•rc 1actually ...
Governu1ents ncccl annil·s to proLect them :'lg:linst thc.:ir
3 Sil k wns by no menJI' the nnly cmnmuJity cxchanged by 1 pul some nwncy in c1t :1bout qu~rle•· to five on
tr~(lcrs, hmvcvcr. Perfumes. pl'ecious stones anct metal~, onslavccl ami op¡>rcssed subjects.
rhe WctlncsJny.
and fuuJsLuffs were e~changecl in hod1 clircc:rions. Thcrc 8 A: Ycs, •fter the bank closccl l'm aft-.id so it dichl't
w:ls :liso a lucrR.tivt· n-...dt: ín spicc.'i frmn cast to wesL; in E\•erything can he takcn t"l·om ~ mcm b\lt une thing: thc last clea1· in rime. So you di.J nclu~lly go inro ove,xh·~fl
fuer one Enro¡)t•an town ís on record as seiHng as m~n>· u( the hunmn ti.·cedoms- co choose fine\ :utitude jn ~\ll)' (o,., you'rc ri~ht, for n (ew honrs,
a. 288 Jiffcrem kinds. Jo1 rhe wesr, peoplc hod tu kccl> p:iven scc of circmnsrnnt:c.'i.
me:tt for ~ long rime nntil it turnt:il r;~m:iJ., tllld spices
n, Ycs, buLI mean, s1u·ely that ... tlmt ... those fcw
ho1u·s shonlcln't h•vc incuned such a hefty fine? 1
were vcry uscful for t!is¡,'l.lif.ing the llavour. Some of rhc .2.44 menn, l've hccn ch:lrged here .23U.
tnl)..o¡t \'31u~\ble OJ\es- ginger, lllltmeg, cínnam<ln <lml Fur tlc(::u.les now t'I:S }'O\\ know, brgc t:mllpanies h:we becn
s~((con- were ~crnnllv wnrth 1mm.: U.t311 tJ1cir weight in outsourdflg informnticm tcc.:luwlogy services ns wcll :1~ w),at A: \Vdl, it's • combinorion nfthc ~nc for going inlo
golcl. Pcppcr w-•s al so' cxtl·cmely vnl\oai>le, and coo·oVllns ovet·ch"afr with()\lt autl,orily {llld also the inreresr
we c~IJ chadc ofticc.: scn•ices'- tlüngs likc a(huillistl";lti\'e
that ,·•rricd it were heavily nl'lned. rhSit ac.:c.:rul·d <~S :l resulc, b\lt we ... J do tmclcrst:md
tlutic~ :uuJ customer services. Fur comp~míes, geLt'ing dd of
it was rora shon period of til\ll" so wc rould ... in
4 ln adclit'ion m silk :mcl spicc~, Eurovc:1ns wel·e these tt'!:sks, or pns~ing c1n tlu;..'iC ot'fice setvices, mc:.ns II,Wl'r
eager ro i~npurt tc:-tls and porcelain {rom Chinn ns costs, fnr onc thing. But it also gives companil'S thc chance
this ~ase, Tcln hove tu d1arge the inrerest, hnr l
cmolcl acrually w>tive Lhe penolty fec.
wcllas PCI'Si>lll C>lrpcls. The Chinc•c. fur thcir part, t,, f1,cus on thei1· core h\l~ines~- manufclClUI'illg, snles,
p;\rlicululy appredotccl cuJuur<el gJass fwm the rese~\rch, wharever IH\sincss tltC)•'re ~\ctually in. Up tmtil tl1c Il: Th"nk you veo-y mndl Mr Ak.rnyd ...
JV1edirerr-anc~m, ;.u1cl :liso importe<l such coJnmodirics 19()(),;, Amcric<1n ~•1ul Bt"iLish businesses tt:mlcd to ouLSOUI'Ce A: ls 1hor nll right?
a~ fim; n1blewcwe, wool o:.nd linen, hnr~es :.tul ~addlcs. th~;sc tasks LO workers in rheir own l"nunuy ll\lt in the JI: ... that:, vcry kind.
Many of rhese goocl.< wcrc l»ortcmllor others a long 1990s, compnny hosses realiscd that India hncl o lnrgc ¡>nol A: T1oanks. lf in fnnore thuugh, yo u must bear in
rhc w:~y, ancl ubjcct> oftcn changed haJ,ds sevenl of rcchnically li tero te wot·kei'S who conlcl work for ~ ft':lction mincl that if thc cheque hasn'r cleoo·ccl hy the cncl
timcs.l\nd it W:lS nor only goo(Js that wcrc cxch.. ngcd of thc cost. So many lao·ge cmnpanios stortecl to t.~ke of thc <.h\y it c<tn't be Cl'eclitcd to ynur tll"C'oum.
on the rQl\f'es, hut al.~• many importclllt scientiflc ~nd cHIV>Hl(>\ge of Jnclb's outsuua·dng comp~:mie..~ in a hjK we~y.
B: OK, rhonl: ynu.
rechnolllg"jc.:~ll Ítii\Ov:ltions; the magnetic com1'):lss, Thc Jlrohlc•n is th~u·. now, lndi~ hns ju~t hccowe too
tloc prillling press, f'"f'"'~making oml ¡¡un¡>owtlcr cxpcnsive. l'it'Stl)'. rhere nre no lcmget· en011f{IJ skilled A: Sio·, l'm ;oli'Oid tl1is, this flight i• acn,.Jiy
-.tll ol'igin~rccl in tht: East, 1tot to mention im¡>onam English-speaking workcrs tu cope wirh clemoncl. Su thcse fully booked.
intcllccnml Jcvelopmems such as nlgcbra ond w~•rkcrs ha"·c tended to Inove from ctunl•ctny lo compan}' B: ~lit l havc a tich·t.
:ssLronomy. Ancl in l'ehlrn, thc \,Ycst taugltt the in semx:h of the highesr p:oicl jul>s. This 11-•s kept l""hing up A: ]'ve ju~t load a look at the cmnputcr ,,.e] it's 1elling
J::ast ooout cunstructiun ~hniqucs. shipbuilding the cosr of lndian sal;orits and 1herefore olsu pushcd up the me, and l've jnst hacl it vtri fced by my m>1nageo·,
:.mi wiltc-m:lking. cc1~t c•f c1u~ourcing (or AmedC':ln ami Bt"itislt cusromers. thot, um, this lligbt is fnlly boolcecl oncl yuu
Life (or !1-sders nlong thc Silk Ruad wns often h>ml. As ln addition, rhere'~ l•cen" hu~c íncre~\se in property will not be >lble ro u·ovel un thi• llíght. l'm
well a~ h<lving tu trck ove.- some ofthe worlcl~ mo~t ~uices in citics ~u{;h as B:lngalore, Chenm1; ami Pune. 1crribly sorry.
inlooo¡>itable ten-sin, rhey also fncccl thc t:vcr JH't;,Cnt And infrosu·uctm·e io1 rhes" arcas- t11it1gs like transporr. B: Right, su what do you suggest>
tht·eat of b:mdits. not to IIICJltion wm·s, pl:tgues :1nd ~nd sonirntinn ··has just not becn able ro keer pace witlo A: Un1, well, rhere i< onnthcr fli~ht >ll5JO this
natnJ-al ~lis;.~stcJ."s. Betwee.n towns and oases rhey wmeld the grc•wth 11f tl1c ouLsourcing inclm:try. SoJttc l1\dian clfternoun ..•
oftcn sJeep in }'\lfts 01· tmcler thc star~, or l"lsc would outsourcing companies hnvc tricil to 1nove their busincss<.:s 11: Th'"~' too In te fol' me. 1 h>vc a meeting lu get OO.
stop for '"" ancl rcfrcslnucnt >1 t one of 1he severa[ to rt1rnllocarion~ in onlcr w Hnd a way ro1md thcsc issucs.
lmstling o:lsis towns Lh:.tl sprang \IP :\long thc rnmc~. A: There is nvailnhility un this OighL sir. 1 rnean, in
But, :es vou l"<H) iwagjne, there are usu;.~lly fcwer skHied tenns of gcttiltg yo u Lhel'e we can, yc!< ir wiU
1Icre the}' would Sta}' at can\·~nscrOJh:. ph1ces \\•hich worke1·S in rur~l ~treas, sn this isn't reall}' a solotion.
offeo·ed fr•• l>o•rcl amlloclging, as well os stables for he later.
So basicnlly, India ha~ bcoome :1 vjcrim of i~ own success.
thcir camds or donkeys. 'i"he c:lrnV\"Inserni hccamc Il: l:lut you cln ac·kuuwkcl¡:e tbal it~ 1101 my fonlr rhnt
Vihat thilt mc;ms is that some American ond l:lritish T'm hcin¡: bwnped oiY rhis Aighr?
~· rich Jnelt'ing por of ícleas, uscd as thcy wcrc not
cusLomers hnve srartecl to nutsource t:o lower-co~r markcts
OJ'ly by ro·oclc"' :ond mcrchant.s, butalso by pilgrions, elsewhere inst<·ad -so pi» ces su eh "' China, thc Phili ppines, A: You are >lbsoh•rely right ahuut that sir. Wholl C>ll'
mis~iune~a·iC's, soldiers, nomads ancl 11rhnn dwcllcrs fr~u11
Brazil, Mcxico, erm. eosre.-n F.nropc. Ilut thet·e~ >1lso be en do is 1 con uffcr ynu •n u¡>grode on rhe 5.>U flight.
all over the region. "positive development ond th~t is Lh>H some ofthc lmlinn W.1u Id that be acceptable?
companics which offcr ouLsourcing ~ervíl·cs ha\·c bcgUil l.o B: Tu cl11b class?
. , 2.41 u'•
!rit:t in husiness in other countril·~. So th.ey"a·e t·e-cxptrrtmg k jl1St onc sct:ontl. Yc::;. there is :1 se~t ¡n dnh d~s.~
Ry thc cuJ o! the 14'11 cenrmy, n~ nthcr tr:,ding routcs outsout·cing work ro pb<·cs with chenper labour. lndian nncl] cclll pul you on C"hat srraight ;~way.
wcre es~•blish•d, thc iml'ortmll·c of the Silk Road had oompan(cs that uscd to be small fi1·ms pn•vjclin~· sen•ices n, Right, well, 1 me•n ... it will have todo l su¡>pose,
grcarly climinishccl. Ilut it is no exaggerarion ro s.y rhat it fur glohal comp>1nies abrond havc hcl·ome imponsnr glohnl b\t( ít'!< nota ~uod w;ty to Lreat f•·eq\1Cnt fl.icrs. ]s
had ¡>layccl a mojor par! in e•rahlishing thc fuunJations o( comp>mies rhem•elvcs. thcrc cmything else yo11 can do forme?
thc modern worlcl. lt h-.1 alluwcd thc cxchange not only
A: Sir, l coulcl "'tnally uffcr yuu a flight in rhe f\lnto-c
of oommoditícs, hut ~liso of music, arts, science, L'\tsrom~, . , 2.4.5-2.48 if yot\ wi~h ;~ud \\•e C'<ll\ t.c)' to recompense you wjth
iclc:~s) rcligions ~md philosophie~. In f:.ct. thcn: w.ts ~u mudl
A: So is that reolly thc hcst you <'an do? vouchcrs {ol' ...
culnu~l int·erch~nge ovt·r so m:my ccurut"Íes that jt is now
8; T'm rerrihly son)' sil·. thal'~ rhe ahsohuc hcst price Il: Well, f rhi"k thnt wuuld he fok, don'L you?
often diflicult w idcutifY tite origins of muneo·on< rroclitiuns
wcc.:;~ut.lo.
rh:1t our respective cultures rake for grantccl. So wc.: can say A' Well, os 1 said, wc will gel you on rhe $.30, wc'll
that, in its heyday rhe Sillc Rcr.od was 'm carly cxomple of the A: Well, l wasn'r planning un paying thal' nnoch, ¡:ct you a club d>lSS seor, nncl 1 will uffcr you, we
poH•ical) economic anll cuhurtll jntegr:lüon rhar we know espechlly "" • ca•· that~ done rhor milcab"'· wíll offer you •omc vnuchcrs for lyour] next Aoght,
rodoy os gluhalisation. And today, rhe Silk Ruacl is •¡,,.in R: Y.s, 1 •wrcci:lle thot sir. \Ve hove an older to any <lcstinC~tion in Europe il}';ng with \1~ ...
l>cing used- not only hy traclcrs, hut •lsu for tl1ot most vehiclc here if ycm'd o-.thcr thot one, that's R: OK, wcll, let's do thal rhcn.
conlempol'~l)' of intcrnati1m:d C'ommoclities- tourism. slighrly che•pcr. ... and 1 ho¡>e yo11 cnntinuc to lly with us ...
k
A: No. I'muot ünerest'ed in rhe olclcr oue. B; w.·u scc.
.2.43 B: No? 4 A: Su m y comp>lllY could soll tu ynu •t a much
A: ·rhls is rhc llnc l'vc goL lll}' eye on, lntr thc ¡•ril·C cheaper •·ate th~n you'rc brctting now becnuse we
The momen r rhe si ave rcsolvcs tbot he will no Jonger be n has to he.: •.• are li temlly nvo uoíuutes down the road. So wc'IJ
slave, his fcttcn< f.lll. Freedom ond sbW'Y ore menr.J statcs. B> !'m ofraid thot~ ohsnlutdv thc best we can do. Vvc makc a huge saving in petrol, which wc C<lll p:l:SS
2 can r1u·ow in smnc tXwel' j{ }'0\1'cllikc, lmt that~-. on to }'OU in the 'tn¡t prkl·.
The donger of thc p:ost was thnt men beca me sloves. 'l'he tht: hl·st prit:c we c3n offer. s, Well, that clnos snuud good, but we do hove • lcmg
•1:mgcr of thc futut·e is th:.ll men mny h~t·omc rflhot:i. A: 1\nd 1he car m•"'• ynu'll tl>row tltose in? rd~•tioJ)S(lip wjth thls other ccun¡•any. 1 tucan.
3 B: Ahsolntcly, y<·s, uut 1he price unfnrtnn•tcly is we'd, we'd nee(l a prctty substtlnúal discO\lnt in
'1'he history 11f mt:n~ o¡l()osition to womeo,s emandpSiric•n cxactly tloc same. order romakc it Ji$l'~lly viable for us.
is mure intcrcsting perhaps rh~n rhe stcny l>f th:1t A: You won'r budgc nn that at ~JI? A: OK, your unit' price ~ r. rhc momcnt?
cmancip>ltion itself. R: f'm afroi<l wc l":m't sit·. lt wonlcln't he.: worth B> IL's abom 70 pcr kilo.
4 my job. A: OK, wcll, we could do 50.
I disa¡>prove of whot yon say, hut 1 will dcfcnJ to thc de>lth A, Well, l'm goin¡: w h>~vC LO think ohonr it, Il: Rc>lllyi
your righr ro soy it. to he honc:-sL.

G Audioscript
 A: Ye:do. is not <!xtc•u1ed m rhe, ro the low-cbss dtizens. You A: !Jo you think" i>oi>y~ tcmper•mcm is dn~ m•inly to
B: 01<, well, ifyoto e~n tlo SO ... om ... !'m oat~ally ... k.now, thcy jus[ hcwc.: to tolcr:~tc hcing not rrente() weU. nahu·e OJ' to nnrtnre?
1 :-.ctoally run nho\lt fo\1r different· swn·~ so wh~t I llut 1 JllliSt COIII)lOI'e it LO thc UK, 1 r.nJ the IlrilÍ•h B: Wc llave all sort:i uf hrcnetic pn.:clisposirions which
c:m do if you ''"" b"'t ... tdl Y"" what ... if yo o c;~n ¡>lcasont, ve•y plc><>~H. 1just recallthe other day 1 n\ay or m:1y not geL •·ealised in :\Clnallifc, dcpen<ling
get it down to 45 thenl<'<lll b"'"""'tcc we w01old went jnto Cm'l"):s w l'u}' an ~np3 p);;,ycr. Now l'm not on wh:.t harpcns to the person. Genes don't·, don,t
do at Jca~t fnnr srtwes fo•· you, r:lthc.. than just onc. good in this elecu·onic guid:lll<'C ... tlctetauinc oul" livcs in ;IIIY autmn:Jtit· scnse. They <\re
A: OK, 45 is pushing ít, hut if wc con make it at least B: 1\o'lc ncid1cr •.• there as a ki nd of sl'ore that we clmw on as we ha ve
ñve, l've got (O get one more th:m four ro m~ke, ro A: ... bm the gentlelllan thcno """ vc•y hcl¡•ful. He w clcal wjth all sorr.li of <liffet·ent environmems anll
makc d1at viahJc. c•rhined tome, yo11 know, the •echnicalproducts, circutnSl'tlllCCS whidl trit~:g\;r off 3 genctic cxpression of
K: OK, OK, we'll do fivc, fivc for 45. you knuw, how, how mony <oogs the mpJ con hold. a particular gene.
A: Yeah. and he weJ\l out of bis woy omi he tnok m~ to the I mean, l'm ccrtoinly "'"''" that evc•y baby is diffel'cnt.
co11otel'1 processed the payme.oll, ~•lked tome ai>out tloc My owl\ twu d'últlrm are emut>ktcly cliffcrent. 0•1e
B: OK, wc l':lll <.lcfinitcly do that.
insur<lncc, ancl I almo"[ honght lt, bnt r d;dn~t ... wos ve•·y cheel'ftll and bouncy and thc othcr wos vcoy
A: ~·a•11llstic. it's a deal. scnsitivc ancl t•:mr.ioos. So }'e~. we definitely come \\•Üh
B: t hope he gol famastic cum111Íssion?
;1 tc1l\()CJ"'31llent, but it~"'' yon know, wh:1t rhe people
G2.49 A:. Yes,lmt he was l'eally, really helpfuland t walked away
:\1*0\lOd ns tdgger off, wh:tt the drcumst<~lt<.:c.:s of (ntl'
fccling v.·ow. that W',.S broocl.
Bnt you do acknowlcJgc it~ nm my f•ult? livcs tri;.'e."'" off, thot •·eally matters.
2 You clid ><:lu>lly go into ovel'dt'3ft. n: Dicl you have to wait for "''Y st:lft' to ap¡>ro:och ycm
nr ... ?
WcJI, t.hat tlocs scmnd ~l"f~oct. A; Whnl advice would you givc ro p:u·enrs un hnw m
A; Acru:.lly, nu, he s~w me, he s:1w me looking :.t the ~~·e:1
where the mpJs wel'e kept :u1el he walkc<l over to m~ ln·ing up ha\)ies, the i>est way to shape their bn•ín?
02.50 "'"' oskeclme i( he o~o help me which t thought was B: Att<lchmcm thcory ha!< re:tlly str..:ssccl how importotnt
Yc.u s:li(l yon,cl clcli~r them 1oday. it is lor develo¡lmeut that l>;~bíes fecl ·'"k The nnciol
re<'U}• 11it-c hcc.:ausc he took :1 pe1·son~l intel·est in me.
You did say yuu'tl tlclivcr thcm mcloy. rhing is re>lly tn give }'0111' bahy attention and tu rcally
R: Very good. SomeLimes 1 h:wc tu ••y th:ot I h:ovc neccl
1 mulerstand. tu wait fnr people !1.1 seo'Ve me.lt hoppens quite o(ten nnticc, to n:ally respnncl, and 111 rcalise th•r the baby
thi\t two vc.ry young gjrJs <~re jnst hmcy ch:ltring to
c:m't man:lge his or he..· O\*iJl (eelíngs or emot¡on!<, or
1 <lo undcnmuu1.
m~ct his or her own needs. h~ np ro the parents w do
each other over lhe Lill rather thau ... tlmt~, that~< thc
lt seen•s like a goocl <leal. c.:c1m1n(m thing. And that~ sontethjng lh<ll wouldn't this for thclll i11 thc <'arly ·'"'b''"
oflifc ond that will
lt doc.< seem likc • goocl cleal. happcn in Pul:mJ n·ally. Ilut Y"·' thc manneo· omi, yo u help them.
lthink that would i>c t>1it•, <.lcm't ynu? know, saying 'thank you' and 'ls thcrc anytloí11¡¡ I can
I cln think that wm•ld be fair. don't you? do fur yo u?' is vc1y goorl.
03.08-3.11
A • Emily; B = Sarah; e • Rcceptionist
Haveascat. 1 A: Sorah, 1 w•s wondering if yo\1 could do
Do hove o seH.
Unit7 me a l~wou r?
You i)romiscclmc ~ discount. 03.03-3.05 K: Yea h.
You did pl'omise me :1 discount. A • !nteJ'Viewer; B = Suc Gcrhardt A: Thc thing is yon <ee l've gnr on oppointme.nt at
Th;~t !-IOOncls temptíng. A: Su con yon say something ai>om how a bal>y~ broín the hospi13l this o1fWt'nooJ1 :ttu.J 1 wa!< wonclering, is
dcvdu¡o.? there a•1y way you could give me a Jift?
· fhat docs sounJ tCUIJ>ting.
R: Ves, [ think the most amning tloiug tu rcmcml.cr is D: 1wuulcl ifi could, hut l'm ¡,'Oíng tQ srruggle this
1•rr.,.•ciate that. tJ,.t tl1c hroin is octnolly a soci~l org:m so it doesn't nftel'noon. Thc ccu· ís ju foJ'" scrvit'C ancll'm not
I Jo ap¡>re<iatc tb:ot. ~nril'ely sure l'<i be able to get back in tin.c. Surry.
develop auromatically; it aeru•lly clcvelo¡" in resronsc
to other people, especial! y in the Jirst cou¡llc uf A: 011, OK, wcll, I ju.<t thuught I'cla•k.
.2.51 ycars whcn the oohy~ hrain is acn•ally developing al 2 C: Good a(l'ernoon, St Míchaei~,Julic •J•eaking, hnw
A~ Mm·ion; B ~ Scott Lhe 1110.St rapid m te th.c it will evcr <levclop. And in <::m Ihclpl
M.31'ÍOII (fhe Ncthcl'lan<.l•), S<eltt (Engi.nct) J>:lrticolor what's happe.ning in the Grst couplc uf yc•rs A: Oh helio tllctC. Uno ... !'m afr:~id thcrc's a <light
A: 1 was ln, \1111, r was in Holhmd ovcr [he weekend naul is th:•t thc cmntíon sysrems f!l'e gerting set li}>.And pi'Obleon. 'f've got an oppoiutment this afternucm
wcnt sh()¡lping with my m111n and, \lffi, il was rC<llly wh~lt 1 caJl emotion ~ystcJHs are in particul:ll' thc stress :11 l.JO. \JI/ould ít l>e ¡•u«ihlc 111 change the
inle.l'esting l>erausc wc wcnt tn, um ... genel'lllly lthink rest>onse, what [ wo11ld call the soothing t·esponsc, appoilltme.nt?
the <lif'ference bet:ween Tite Netlterlnnd• •mi, and anJ thc prc-frunrnlarea of the hroin, which is the firsr C: \\'h~t~ yom· o~ me, l>lease?
Engl:~n(l isn'[ vcry l1ig in terms of cosLomer s:tUst;•c.:ti(.n bit or the higher brain tu Jcvclup an<l reolly has l llig
impnct on our emodons. A: My n:une~' Emily W•tkins.
or Lhe way people mcct on<l gr~ct you in, in shops,
nm, but we wet·e in a, a big depcutlllent store ancl we A; C:lu you say <l hit ntor~ ahollt thc stre~~ resl>onse aod C: OK.Ah yes, 1see. U m ... Jum11 ... :oeruolly, let me
jm;r check !<omethlng a minl•te.
werc luuking ot chilclren's socks ond all o( :1 suddcn the soothing response?
Lhis woman came up tu u• aml.,•id 'Do yon neecl helJ> D: Theré • whole system which we callthe stress A: OK, thauk yuu.
with anything?' and lthought 'Wc •re in a department rcspouse which is ;,hont [rjggcrjng off n response to C: !Jo you know, iL's your Jucky d:1y. Wc'vc had
store\ you ~now, 'Jooking at socks,> and it was just e1 stress that kind of e.o1ergíses :111<1 ~1cuscs an indívi<lual • <'3ncellotion <o thot\: not going to be a
t·eally t•andom son of cx¡>cricol·c where <he came up tn deol wirh • pmblem, oro threal', ora challe.o>ge of problcm tocby.
ond said 'Do yo1111eed help with ~uything?' hennse somc kim.l. Thi~ stress rcsl)Ofl.'iC worh hy 1'efel'!sing A: Greot.
thl·y nonnally woul<ln't do that. Col'lisol so that a chollengc can be mct. Ancl tl1cn in e, So wc wjJI sce }'nt1 OfiW ':lt fno•· o'dock.
8: 1 ha ve h:1d that· ex¡¡cticncc in mohile phone shops ín(ancy yon ocn•ally need parems Lo do the soothíng OK, yes, I think that s.huuiJ he all ríght.
A:.
hcfore. Yo\1 lireo·ally walk inside thc Jour and thcn yon :md tuput thinb"' right so that tl1c whole thing can
C: Will th~ t be eno\•gh time?
g~t fivc pcuplc come "1' to }'011 all ar once and ~·k du cometo a ki.nd of eondusiun omi tlll· C.urtisul can he
you need help. You ncc<.l • ch•ncc tn occually loo!: aL <lispersed, it is not needed anymore. Unforrunatcly. A: lVImm •.• lct\ go foJ· hmr o'clnck, yes.
the mobile phones to ascet'tlin if you w•nt tn lmy it or une uf tht· things that\ cmeo·gcrl from oll this sdemific e: OK.
not so ... t·esearclo of I'Cl'Cnt ycars is that if :1 yunng chil<l hos A: Ths~nks ver)' 111.\lch.
A: Yes, :md wh3t yuu'd likc. too much stress and therefore too much Curtisul, tl1is e: Wc'll •ce you thcn.
R: ... a bit roo intrusive 1 think, somcti1nc• they need ro C::ortisul hos • very roxic. eff~ct on all sorts o( other OK., l>ye.
A:
smncl llack and Jet yo11 decide on options ... systcms. lt alsu h;~s ;1 vcry toxic effcct on dle 1>re..
fron1:1l ~onex and so it actoally l.~m¡•c•~ ¡,'mwth uf thc C: Byo l>ye.
A: LeL you decide. rar hw•ys the•·e. A: s,,.h, ycs it .u went fine nctlJ>IJy. They SQW me" t
B: ... befoJ'e you want to bu)'. A' So what shuuld (lal'Ctll< du tu reguhtc rheil' baby~ four o'clork insteaJ ...
A: Wcll, exot·tly, ycs, oh<oltltely. su·ess or emot·ions? R: GreSlt.
:K: l think cettaiu iJtt.iu.'itrit:s are ffi(lrc int••ttsive •.. B: In very ~••·ly inmncy it's re:11ly gor a loLLo do with very A: ... onJ the unly thing is ... um ... I don't suppose
A, Ycs. basic nun-wrlr.•l thi"b"' Jike the woy. r••·ent holds you could possil>ly píck up thc prcscríption for
B: ... whl·n ym.1 go ínto ... the bal>y, it~ a lot todo with touch, tune uf vuice, cye me, it wasn't ready there and Lhen, but thcy ••icl it
ennmct, the sort of 111usicaliry of turn-Laking i>ctwccn would he rc:uly tomonow morníng. \.Vould th:l t
A: Yes,so ...
thc aJult on<l the chilcl. As the hahy ¡;crs bigger it be possil>le?
§2.52 sol't o( widens out imo hclping tloc Lahy du mure ancl R: Um ... yeah, oo wol'ries at· all. And they'rc h:op¡•y
more for himself, m· herself, and then hel¡ling the baby <lhout me pic.:king it up?
i\ = Lillimo; B • Du111inilm
w rc~ulate hiu1.~clf more ancl more. Ancl one of the A: Yeah. yeah. 1said thar you miglu h.: :ohle m clo rhor
Lillian (Kenya), Vominika (Polon<.l) rnain tools there is also, it's about putti11g teclin¡,"' inm so th'lt Vñl~ lin~ for them.
A' Wcll, um, Kenyans gene•·olly they ore known fur hcing wunls, ancl th~r~ • really importont tool to help your
hospitai>lc and l>eing niee w peoplc, lmt sadly this B: OKgrcat.
l>:ooy lu 1Uonagc fcclin¡,.,..
A: G,.e•t. thank }'OU.

Audioscript G
 4 n: l'vc ¡¡ut ~~~ :l¡>ology tn make. l'on S() sony. You \iVell, he ~aid aw•iu, tlll.d she s:ti<llr (0() ~·t thc Sf&me moment. going r01mcl, 1 hupe !'ve made enot•gh. \Vcll, •• yo u
k.Jtow l soicl J'cl¡>ick up tite pt-escription? Thcir voices soundccl lnml tngl·thet·. Hao·ley felt as if cnn scc on thc slicle, this is nm "'vcry usc1·-l'riendl}•
the whole ofK:.r:1karouk, behind its winclows, 11lt1St page. Just to elahm·•tc on tltat, yo u can see that the
A: Yes.
he '''att'hjug this event that tuut hurst iuto theh· silenr graphi"' ...
B: 1 clidn't.l completcly fm-gm.l'nt so sony.
;)fternoon: lWO boctie~ hitting· tt~gether, rwo llC(>plc \Vcll, 1'11 ski¡> this s(icle "' wc'rc ruuuin~ out of time.
1\: Oh no. Yes, Geoff is telling me it~ time Lo stop. So, jusr to
St.lncljng ':lllol~•gísing.
B: 1 ... el o youthink it wnttlcl he all right if 1 picked it oondndc, 1 hopc l've demonste·ntccl that cksig11ing a
up JateJ' this :1frcrnoon? .3.16-3.17 wchsitc is not rocker. sdcncc, amJ th3t actu:-.lly il C31\
A: Ves, l'm •u t-e tlt~t'll be Gne.l'll give ... l'll ¡,.;ve the l like rhc in<lustrial look.IL's sort of th•t kind of be quite ftm a< wcll. Wcll, th:\1~ it, ~nd thnnks for
hus¡lit>ll a call. insi<k- out, you kllOW, uni()\10 stylc. A.u<lllike it listening. Doc.'i ~myone have any 1¡nc.'itions?
B: Yeah. do rhot aml 1'11 pick it up this aftcmnon. I'm i>erause it's not like ony othcr b~ilding that l'vc cvcr
so sorry. seen. s,, jfsmnconc showed me n pit:turc ofit, or :'1 . . 3.19
A:. T1ntt~ OK. pmm:anl, 1 wou~d kno'"' exncrly wlu.:rc it W:lS ::md what lt~ a great ¡1leasurc w he hct·e tod;~y. "l"he to¡>ic of my
it rcpresenred. Ancll think hcc;\lose it's • building talk torlay is wchsitc design. and my aim is tu 1okc the
th:lt represen t-.. llliJdcn\ :lrt, }'O\\ kn1•w, th:tt ~c•rt o{ >n)'l<tcty out of designing a wchsitc. So, my presentotion
Unit8 inclustri<tl, vet·y son of ... ynu know, tllose brightly will be divided into thrcc pat·ts.l'm going to •rort hy
,-ololll-ed steel rt>hcs, ancl th<tt stecl ~nd gbss, it~ kind outlining the stcp• you need ro t~kc to .<et up • wcbsite.
.3.13 of mmtern, it's forw<H'd-thinking, ¡t's n .'iign of oul" limes 1'11 gutm tu mcmion some fcoturcs uf" good websire, and
Thc Idea of l'eriectiun you know, th{lt's why l H~e lt> hct"Jusc it remincls \\S of 1'11 illustrate thar with soone slides. And finollv, T'll focos
l>ouglas St(>C)(I at his bcdl'OOill window in rhc CaJcdtnlicl modem :u-t. on c•·ot•hlcshootin¡¡;. lf ;~nythiog ¡, nut ck-ar, l~·cl free to
J-lot<:l, K:tntbmok.loobng onr nt thc .<tnxt. Aftet· ~ long 2 VVelf, rhi.'i lmilding looks veJ)' rnoclern, mu, :~hhOSl inn:rrup[ nlc ~\S we go along, mhc.rwisc ;r you h:we an}'
¡>CI"iocl o( stillnes~ •n ulcl l>ruwn c:lr >1ppeared at th~ encl futuri.,k. lt~ like :1 giant dome whidt is ha![ ritani11111 <¡uestions, !'JI do my hest ro :111~wer them ot che en< l.
of the street, <"dtnc slowly along and parked tentativcly and h>1lf glass wir.h no .•traight lines, smoorh aliCI
alcm~'l<iclc the hotel. A woman gor cmt mcl stootl looking 11p
cu•ved. U10, it. nick.Jl:u\le is the egg. lt~ surrounded .3.21
:111cl down the st,.ect with hcr h:u1dS on her hips. She was :o hy this m>ln·u•ade lake so rhot thc light of the building A= Bcth; B = 'lím
big pbin rnw-honcd person, tall ~nd nnlikely, with :1 r>lggecl rellerts on the lake onclm•kcs it eveJl seem higgcr th:ln Ileth (Unitcd Smws), Ti m (Noo-thern lt·olancl)
h-:~in:ut ~mJ
c1 whire teesh¡1·t coming unstitchcd t\long the it is. lt'< surt uf silvcr Íll colour, bur that c•n change A: Hav..- you eveJ" been to thc States?
shoulder.lt w~~ a long t;mc silu.:e she'd been }'Olmg ancl clcpmcliug on whethe•· it's night or clay :ulClthe light
ir was nnlikcly th:tt she had ever been lovely. She w•s not B: 1hn.e.
eonditions. Um, it.'s o rcolly omníog building. 1 lovc it.
a<:cc.:s~oriscd. 'l'heJ'e was no collar, no st"arf, no beads, no 1\: Havc ycm? \-Vhue dicl you visir?
ennings. J-ler heacl ju.t c:nnc up stemly out of the tecshirt B: 1 vísitcd San ..-rnncisco, Lo• Angeles, Carmel. places
saying, hcrc 1••ll, :\1\d who do you rhink yuu :trcl
.3.18 like that. Tn f.,ct, Yosemite Narional Pork.
A; Geoft; B = Gw>t; C ~ Man; D =Woman
Dougl•s stood with the cnrtain in hi> h•Jld, warching her A: Oh th:.t~ benutiful.
acmss the road •• •he looked :\t l'omassus Roo el cx¡>nsct.l
ru Hight, .-ight. OK, sh•ll we stal"f? f'd likc to wdcome
our spcokrr toda y Grant Fishcr, who has very kindly 8: And 1 went rherc in 1995 for my honeyllloon.
un<lcr thc sky. A salt of the ea•·rh ty¡>c. Thc w<ty the woman
:~greecl ro come ond tolk to us :~l>o\11 how t<> dcsign A: OK. Wl1<1t clit! you think ofSon Froncisco?
stood with her hand• on hcr hips, looking clown the <trect
yonr own wch:o:itc, which 1 know mnny of you t'll'e B: Supet·b.l tho11ght thc peoplc werc very warm as well.
as if she ownc<l it, he rould imagine her life, • ¡>rupcr
lifc ancho>-cd solid to the gmun<l. Thcrc would be a i>ig cxtrcmcly keeJl ro do. Gront is lkad of IT at Ainsclolc The wholo city h<~d a Júce wnrm feeling ro ir. Vcty
d.eetful husbaml, uncomplil·~tct! childt·en, litt rerl-chcckc<l College, ond 1 know his t:llk is going to he vcry intct·csting ~lrchit'ecn•re in tel·ms t)f cartlu.Juflkes :lnd
g-rondchildrcn callíug he¡· Nann:\. He co\lld im•ginc the prnctical ancl u.,cful. So withont fill"thcr •do, 1'11 hand .,o forth. Apparontly, a lot uf the i>uildings 3re bnil t on
ovcr to Gl'·anf. huge b>ll hc;trin¡;s so th:uthey move ...
~itchen out on the farm, with thc radio goi1tg, and the
fddge door covored with magnets thot said things likc BJcss B: 'J'hanks Geuff, :tnd thanks for invíting meto come A: Rcally?
this J'vfe.s. Ile lct the euJ"Lain faJI aud stoppccl hal·k n"oll\ the nml t.tlk w yo u. 11.\.:t great ¡>lcasurt: w he hcrc mtln)'• B: ... the fotmclotions movo when theres an em~hquakc.
window. The.11 he stood in thc dim room wondering why ho 1\llnybc 1 coulcl .srnrr hy nsking if aJlYol' you ul<c.acly
A: lntercstin~··
had done that. havc l'""' own wcbmc? Coul\1ynu ruísc you•• han1l•?
O nc, t!I' O, tho·Cil of yuu. Wcll don~. Ami oow, how o~ Yt.:s, it is fascinating.
.3.14 lll<ln}' W0\1Jd like ro havc you1· own websi te, lmt don t
1
A: Was therc any building in parríc\llor th>t yuu cnjoycd?
1l:~rley had seen him luuking. Shc hocl seen him c:l•-or rhc have one simt•1y l>cet'luse }''OU haven't a duc how LO go R: Um, 1 think probably the Mu,cum uf Modern Art was
currnin ancl mow h:ll·k ft·om the window. She had fnrb'<>ttcn ahuut it? Could vou raise vour hantls? So th;~t's the a beautift>l, l>eout.iful Luilding.
huw cmpty a rommy town CO\>ld he, lww closed, how you lll>\jol"ity of yO\>.. . A: Whot clid yuu like ai>out it?
could feellookerl·ot an<l larg..·. Shc wnlked further dnwn V!ell, thc topic uf my t;~lk roday is wchsitc design, B: Wlnlt did llike •hcmt it? 1 likcd the openness of the
the streer :m1l [hc.tt, JlOt look.ing where she wa!< goingt shc :uuJ my :1im is to C'lke rhe mystt.:ry out of clesigning ':l inside, the whitcncss ofit, the Yoko Ono exhihitinn w>ls
walkecl >tn1ight into :1 man coming uurufthe dootway of website on¡l 1 hupe th<tt by the end ofit, yuu'll•ll go qnitc intcrcsting, and C"he ontsídc, [hcrc is t'l huge circle
the Caledonia. \:l.'hcn thl·y culJidecl, he slftggerec:l hach;.,·cls f!W:l)' ñrcd witl1 enthusiasm ro crcatc }'OUt' own site,
widt red bricks on thc oth<·r >íde like" u-iangle with
and nc.rly fdl. Shc grabi>ed :ll :1 handft•l of his furc:tnn, aml as you'll see. yon don't ncct.l to be aul'l' expcrt to a circle in thc miclclle. 1t is so long ago I con h•rclly
clut<:hing ot the labric and the orm hcncath, ~nd he Oailed dcsign a simpl• sítc. rememher, Lut 1 remembe•· heing impn:••ecl hy the
uulto stendy him•clf, hitting hct un the shoulder. Then So. rhcrc •re th1·ee pans to n>y rrcsentation. l'm going •ense of spnce. lt w:-os ahnust likc bcing ill the open air.
they werc huth >t:llltling in the beer-smelling cum:nt ol" w .,t:lt"< by outlining th" ""1" you neecl to takc ro sct A: Renlly?
cuol•ir li:om the doorwoy. orologising. up" website. Thcn l'llluok at some featurcs uf a b.-ood 8: Rec:a\ISL' it wos so, so ai•y ~ncl spartan, apart from the
The man h~c:l o look uf hystcl"i>l atound the co.-ne•~ of his webxitc, •ncil'IJ illust.rnte that wirh sume slides or
:lftworks. H;we you hecn tu York?
mourh. He wm>tcd to bl:une himself. guud :uul bad websi te de<ign. Ancl finaU)•, l'll focns un
croubleshooting, what to du whe.n problems on·ur, ;IS A: 1 have.
My fuult, he kept saying. Completcly my f;IU(t. Stupid.
thcy incvital>ly will. U ¡¡nything i• not dca•·, piense [eel 8: An<l sccn York Minster?
She h>\d a feeling it w<ts thc man who had watched her frum free to it1tenupc me ns '"'e gc) al~mg, otherwise lfyou A: T11~1's one of my f.tvuuritcs. Th:1t~ beautiful, and
rhe window, hut wíd1 h.is h:lt on ir v,.-as hsml to he ~urc. have ;my questions, 1'11 do 111y best ro answer thcm at outside i• jnst os pretty as iusid~ beClluse some uf the
Tt>tally stupid. Not rhinkíng ot all. theend. cnthcdrals, they are quite ... jnst hrick un d.e outside
So clnmsy, Harlcy saiti.J\1c, 1me:Hl. O K, so, lct's think abo\lt the ¡>roccss of setting ttp • :md tbere is 110t a lnt ... thc deeorotion is more il>sirle,
She die\ nut louk at him, but :ltthe gronncl, wherc thcir wcbsite, step hy <tcp. Any ideas abom the very first bul that one wos ... is both outside and in sirle >re
shucs were at·ranged on tho fontp•th likc b>lllroom-danci•lg thing you havc tu .Jo? Yes, the gentleman ot tbe backi jusr fnll uf scul¡>tm·es 3nd anglos •ncl on·hcs aml it's
11\Sti'Uclions. e~ Gt:t pcntússion. r<·ally preuy.
Di<l 1 hmt yuu? Ilitting you? 8: Get ¡>ermission. \l/cll, no not quite. Anyone clscr Yes, B: And whot'< thc nau1c of the window? ·rhere's • vcry
She lookcd at him, sur¡>risod. the lorly over therc. famm1s wimlow.I)m no(' golng t~• rcmcml>c.r the name
o~ Gct a mune.
ofit.
Hurt me'
A: 1 com)t rememhcr wh:u ít ís •.•
He pnintcJ, Lut Jíd not touch. 8: Get :1 na me. Ye<, )""· spot un. The ve1y fim thing you
1 hit you, he said, htunhly. Thcrc. nee<i tn dn is gct yourself a doma in nmnc. What do 8: Butit's ...
No, no, sh~ ~nid, c1lthou~h now he h::td menrione(l it, shc I mc;m by 'domain name'> Wdl, • domain name is A: 1 do know whs t yuu are talking obo~t.
cnnlcl fccl the ph1ce hnning. dte n:une given to your wcbsile, the one you pu[ into B: Yes, ir's oll smt uf greys and bines. lt~ not likc yuur
yo\ll' ~e~rch cngine when yo\l want to ~t:t:t:SS ~\ she. lior archctypil-al stained-gl••• multimlourcJ wit\clow.lt~
She looked at her own han el, l•r¡¡c ~ncl pl~in, that had
clt•tcherl" him, :md wonJered i[ she shottlcl>Sk whethel"
cxample, clesigners dot com, or crc:ttivedesign dor m·g. vcry, ver}' S\.lbrl~, vccy nicc.
Perhaps 1should point out tl\31 Lite uame ynu dwose A: Yes, the whuk ... actually rhe rown ofV.>rk, all the
shc h:od lturt hím.
should he ... hnildinb'S ot·e quite u ice. 1 thnught thot they wet·e aJI
\'1/ell, he said, and longhed • mc•ningless laugh. Right, so, turning now to thc fc:ttures of a good quite umq11e.
A momcnt cxtc11dCd itseJf in Lo awkwa•·cln~ss. website. lf yon'<llikc tu take :l look ot rhc .di.Je- can B: Yeah.
you allsec t11ere :ltthe back? Tf nut, there's :l hanc:lonr

G Audioscript
 nmltimsking, changi.-.g fl'olll um:. .u.-civity m anothcr :~s d1c
.3.77 •noud m.kcs d1em. 'Jn S\tch C\tlnlt"eS, it is nol ünporl311t co
.3.28
A • Si!Yia; D = Evgcnia be pui\Cluol, or tu mcct tk:MIIinc> and it is ~cceptable ro P..rt 1
Sthia (C~t.tloni~). E..genio (Bdoru•) inrem•r r someone who is bust. 1\:. So, Mrs Bb.ckburt1, th>nh vcry much fD< coming
A: 11 ¡, theAihamhNI in G~•nnda.l\nd )'tllh, forlikc torby. \Vnnlrl yon like ro JUSltoke ~sen?
}'OU ~aid, a~ you ~aid, it's nJ~o heCo1\1Se or
tbe a iJ' :\hd .3.7S B: 11nmk you.
tholight and the watel", th~>c clcmcn!X rhnt make ita A: Oh no, it's roliHi•~s· llf5<1in! Jf only 1 <lidn,t havc to A: And ... um ... }'es, perhops you l"ould stort hy saying
•p.c·ial place, Jike •mgic place. w~lk hmne. why }'Ou'rc intcrcstocl in the job?
.8: \.Vh~t o\bout water, huw it W(>rk~? B: l'm broing homc yun1· W:'l)'· VVonJcl }'Onlike meto ll: Wcll, 1 wontcd to t.i<> a juh which mcant being invoh•ctl
A: There are a lot of (ounlnitiS • ntl thc rcflccricm< of the give }'OU :l lift when l've finishct.J dtc~c cmails? wirh people, deoling wlth ¡>eoplc, tltcír prnhlems ...
.~un on thc water :mfl on the elles, beco\ use ic's vcry 2 A: Do yonmincl ifl $tnOke? A: Ycs.
specio l for the tíles, ,\1uuri•h •r:yle ... 8; 1\crually, I'cl r-.. tl•cr y()u dliln'r, íf }'0\1 don't mi1ul . s, ... responding ro pcoplc\o mxtls ond 1 rho\1ght this
n. Jcl; like ~ S\lllny place? fr's • non-smoking lwuscltold. job was really ideol, ond th>t, yoo kn<>w, l ,.,, ideally
A; Whartlu you mea o ... ? A: h's time yoo harl a hoircut. qoalificd for it rcally.
H: Ton~n. would you bavc • lut of <unthine rhere? 8: Honcstly! l'm uhl cnnugl1 U> decide fnr myself A: 1\nd whot prevíou.s c.q>ericncc do ro11 have of this l<lnJ
A: Yes, of cou rse. how 1have m¡• h•til·. 1 wish you wuuldu't spc·•k tu ofwork?
me as if 1 wcrc ll chHd! B: \\'cll, 1 havcn't :tctually 1lrme n receptionisl~ jol> l1cforc,
B: l!ec;tuse in Oxfonl it\i like mnst bttildings hel"e at·e
sn be~utiful, rhey are just llc•utiful, lmt when it~ a 4 A: 1 W;lS wonJcring jf you•d likc to go out tomorrnw blct ... um ...
•unny day, which is llOt that vety often, cspcciolly in night - birtbdoy tre"\. A: Righr.
wintettinte, ít:• jusc gurgeon•. And it~ like sunlight, B: Snuncls grcat. Whnt rlirl ynn llave inmind? B-. ... 1\•c t.Jonc sil\lilat•lcincJs of johs, J mean, 1 \ISCd CU
jnsr, you kno~>.·, mokes ... 5 A: ls C~roline COIIÚilg? ten eh octuolly befol'e l gor mnrricd ...
A: It m•ltt• a difference, veah, ond 1 thínk tha t is alsu B: No, Stnort told me she wem swimming A: Aho.
wh)• 1 Uke d~ssic.Jl.Ju¡'Jdin~ lleClltm they r~lly tool< on Tucstla}'s. B: ... and tl\en, you lotow, l ..-.ntcd m get back tniOa íub
intn •eeoont the light :rnd dte air lJc<.-.use there wasn \ 11 A: Would you mlud workin¡¡ a wuplc of houn !hat m~nt J. would be, yot~ know, ~ling with p«t]>le,
VClttilarion or artiijd•llighnng so it \r.IS ... tftcy m:ulc cxrra tnmormw? lmt 1 just fclt I tlitln't Wllnr to ~cn>a!ly llave tu b"' haclc
rhe most of these elcmcnt<. Sn, ¡-e•h. B: Aclulllly, 1 w;>s hoping I cnul<i takc tmnonnw off, into the cl•ssroom, 1 wann:tl to he ju.r 11sing my peoplc
Tts my daughl'er's school phlv :md 1 re;tlly wontctl skills in a different contexl'.
Unit9 wscck · A: Ri6ht, wcll, in thot co<o oon yon ¡>cl'itaps tell me ;>l.Juut
7 A: 1 wish 1 hadn't :>grcc<.l tu work ovcrtimc. Evic will n problem you sol ved, (11', or somcthing )'011 ochieved in
.3.73 he sn disappointed. )'0111' lnst juh, wlten )1<)11 were leachiug?
"Vhcn as q child, Tlanghed and wept, B: ""1•y
don't yun phonu in siclc? Yonneed to be • bic B: Well, I ... you'd uftcn h:.vc to he very tAclful with
the parenls, yo11 kt1ow, yo u lllil{ht be tclling them
Tlme crept. more asseJ'live, you kl•ow.
\.\'hen as ~ youth. 1 dre:tmt an.J toll<crl, somcthing thot tney clnn~ reolly w"m to hcor. I ditl o
lime walkcd. .3.26 lot of dtot •nd dten uhviously, ynu knnw, wben you'rc
l'art 1 a rmun, you kt10w, )':IU hove ro ~lso, you koow, jnggle o
Wben 1 became a full-¡;ro1nt ntAn, lnt of thinb"'• ym• hove re> he good ar p•ying ;~tccntion m
TjmaJ"An. Honeyhee cl•ncing is one of rhe most intriguinR aspects of luts of diflúem tltings going on at thc ••me time and
Whett ol~er .<till 1 d•ily g•.,w, l>ees' biology. Thc d•ncc• ore pcrfrll'mecl by a worker bec people oll hoving demands to Jl\;\ke at d1c same r:ime
rhat has rerurned to the honcycumb with J"'llcn or ncctor. :~nd ~oon ...
Time Aew. [n <Sscnce, the dances constirute ~ langnage that'lells' other
Soon I shall find when travelling 011 - worker.s whcn: thc fi>ml sourcc is. 1\,Yes, so mtchit•sking bosl~lly.
'llmegone. ~•en a bee rerurns to the colony with ncct<u ur pullm th•t R: Mnltit.sking, hnt olsn ynn know poying llttcntion rn
sc\'C.C~ll diffcrcJ\t pctJplc sim\llr:tncon,;ly ...
i~ e.ufficicndy nutd[ious to "'"rranc a rerurn lO the SOlll"C<: •
• 3.24 she performs a dant"C on thc •UTf:tcc of the hnneycomh, The 1\, Vecy good.
W!tot i~ time? Docs it move fon•ard in~ line from thc rlltncer 'spells ont' two ilems of in fomution - distant-e ont.l D: ... withnut aUcnoting nnyhndy ...
past to the future, or docs it ¡;o muncl end round in endless dircction - m thc rargct fnnd snttr~. Ocher workers then A: Ohright.
cycle.l Ancl hnw con we bre<tk it up into diffL-rcnt f"''""' leove the hive to find thc ucct:~r or pollcn. R: ... and mAking them feel rhnt )'OU ore actu>lly
or unit:s? Dilfcrcnt sot"ict:ics h~ve alw~ys provideJ varying TC~l)OJltiÍng to thc:ir 1\CCtiS .
answers ro rhese fundamemo1t¡uo•tinns of life. • 3.27 A: Well, 1h~l •tll sounds vel'y good, multitasking o11d
In thc Wcst, time is c:ypically concelved uf .. linear, moving P:J.rt 2 cliplomacy ond rncr. \:Vhat other qu~lities do you think
forword relentlessly. Evcnr. ue<.•u· and <'tlnnoc be repcotct.l. V\lhen Afood sout-.:e is very clo~c to thc ltivc, • h<c you t'<lll bring· to thi"' l•usi[(()ll~
This view of time is associatetl with idens of progn:ss ond pcrform• o rnund dance. S he cloes this by lirst running
cvolutinn, a n~l in fuct it is the dominant paról<.Jib'lll in rimes B: Well, 1 have quite good IT skil!s. I umkrstond there's
~U"'ul)t.l Í11 na.rrow cirdcs anclthcn "ucldenly revel'sing
o( ecottOUtic pnl6pcrity •mlnstiona l con!idence. Mot.lcrn
• hír ofTT work. Ynu hove to enrer lhinp;s un tho
direccion lO her originlll cuur.c. S he may rc¡x'>t thc round cmnputcr, k>Ok 1ocuplc\o r<:<'Clrcls np ~nd so on ...
Westem time has also bcelt d=rihecl •~ 'monochronic' <ior><:c uve,..J times t t the stme localion 0< she m~ y move
time. Jn 2 monochrorUc view, time is t¡uantifiah)c. This lO onothcr location on the hnneycnmh to repeat it. After k Yes.
is dtc rime of scht:dulcs, clocks Jnd org•mis:tliOJIS- .somc thc dance she often disb'ibutcs food ro thc hct"S following D: ... a.n<1 T'm '1uite gorlllot rhat, f, you know, s¡x:ur Y'"'''S
have e~~lled it 'm•le' or 'puhlic' time. lt is divided imo lixed hct·.A ronnd dance. thec·efore, co.nmunkates c/istr/Jlt'r ('clo>C tluing frce1ance work invulving thnse skills so I Lhought
clen\ent.~: seconds, rninutes, hout·s, d.:t.ys. '\\'CCb, anrlgo on- tO thc hive in chis cx:un¡1le), hut not dirt,·süm. rharwould be inleresting too, you kn<>w, mix the two
in uthcr v..-ord.~. in[o hlucks of time th3t c:1n be org¡iniscd am1 The waggle dance is ¡>et·funuctl hy hccs which ore fora¡¡ing [híngs tngether ,.,
t.imetabled. And it is oJtly l'""''ihle rn 'do one thing ~~ '' time', ot foocl.•nnrces that Are mOI'C thnn 150 mett-es from tite A: Um, Jet me scc. Cuult.l ynu rc•·hnrs tellme obout yuur
•• time itself Aows swiftly past. Peo¡>lc whn operate with this hlve. This dance, unlike tho Ml111cl nanee, oommunicAtes su-engths and weokctesses, os a persun?
vicw of time lnvc tu plan in detail, m11ke IL~ts, kccp tmck of both dislnnce 1/11d direction. A hcc pcrfonning • ...-.ggle D: f .et~ <ee, well, Tthink l've akeady described my
their act.ivitie.;, and org:tuis< thci•· rime ínro a daily routiuc. clonce rnns straight ohe3d for a short dist"Jncc, retunts in s[rotgths, yuu luww, I'm <.JUi[c goO(J st muhituslcinJ;r
l'llnCI\laliry and time managentem ore impml';lnt. Switching "scmi-drdc to the mrting poinr snd runs again through and l'm good ~~ dealing with peo¡úc.
b•ck orul forth fmm one acrivity l"O ~nothcr i• n()( unly the st..,ight coursc. TllCII thc wog¡:lc d•ncer mak.,. R
W"Asteful1nd diS<D<:tiug, it is Alto \11\COOlÍO!UbJe. A: Of <-mu-se, ycs.
seJni-eircle in the opposite directiou to <'Ofllplctc • fuU B: M y wcalm=cs, wn, 1 6nd ir a little hit diflicult 1
Tn rradiriontl agriculrural socictics, nn the ndler hsnd, figure uf cight circnit. The bee~ OOdy, especi.1lly tite
time j, n~n experienced as C}'C)jettl, or spirnl, slnw!y
sup¡>ose ifpeople get very :tg!S'·tssivc ...
~bdoJnett. wags viguruu.-.ly frmn ~idf! tn sirte during the
advanciug in <lll endlcss cycle of birrh, death and rcbirth. sn11ight-line coUI-se of 1he dance. 'I1tis víhratiun uf thc A: Undermn<iahly.
And we can see this rellectc.l in thc nnrldhist and Hindu hudy prmlnct:.< o toil-wogging molion, and al the same l:ÍJtlC, B: Yc.:s. :m ... um ... .'fU yt:s. 1 ohvionsJy, rhat miglu, dt:tt
cunt.-ept of reincnrnarion. '1 'his view uf time h:~s h~~n lhe bee CJnits a huu.ing S()lln(J. could be a J>l'oblem lf 1 h:td tu dc"l with • very diflicult
callcJ 'polychronic' arul is cummon in m;tny Jl<lrts of dtc Alrho11gh the repl"esettL1tiou of 1lirtrma iu thc wagglc dan<-e patient who was ... who was violent ...
non·Westel11 world. Time is cx¡>cri<'tlced os continuous, ;, rd•tively otraightforward, rhe merhod of conununic~úng A: Ami just tn fini•h uff with, whor are your c~recr ¡¡nal•, I
with no p:tró<..·u l~r struct\1re.1t is li ke a ncvc,...cndjng rive1·, tlirct fiun ís more cumpl.icatccl. The nrlenu éon of the mean, where do you see yourself guing?
fiowing frout tbc inJinitc P"'t, through the preseut, intu d>c cl•ncing bee during the slnught portiun uf hcr 1vogg1c B: "Vell, I'cllike ro get into hUJII'~n resonree utam¡;ement
infinite furure. Polychrooic rime h•• ol.so been described :15 d•ncc i• signifiomt because it represen!S the angle of the ultinutdy a<"tUaJly,l>ut J ju.« think thar a job like d1i.<
mure 'pti,.,tc' nr 'female'. Tbe p<tC:C of lifc in polychrnmic Sun. 11\ls indidtt:s tu thc other i>Ct'S where rhe fond source woukl ... um ... hone my .slu1ls a bit, you know, be"
socleties is t)'¡>ically b" fl'cnecic and more rebxed. Ta,;b i•, rel•rive to the Sun. gomlrloce to '"''~·
nre completed only 'when the time i< right' >'llther rhon
ncL·unling en o KtrÍc-[ ngenda, tnd peoplc m:'ly c.:ng-o~gc in

Audioscript O
 A: Why <lid you w•nt ro leave your presenr job? standa•·ds uf living •o el ~ct more control over cheir
-.:¡,3.29 B: Well, 1 jmt clnn't l'ecllike iL was ... l rhínk it was livcs. Th"t:, wh:lllthink. f've alwnys thought thot an<l
Pan2 constrictíug me, holding me hack l'cou1 what 1could tiHll\ why 1 never hny chc•l·c•hll'C oa· coffee, b{}OC\Il:lS,
A: Right, wcll, thallk you very mnch Mrs Bhtekhum.l\rc rc:lllv ~chieve soto come hcre 1 feel woulcl jnst gíve me anychin¡; thnt clucsn't Jispby a l'!lir'li'tldt logo. l.ook,
there :llly qt•«rion• yon'cllike tu nsk me? thac ~xt"' ¡>ush. thc Pnit Trmft: Íl enables pro(lnccrs to invc.::ra in mun·
K: Um) yes, \vcll, wl1:n's the n.ext: stage ln th~ proccss? 1
C.OIViro.nmenc f•·icnclly pn<·ti,·cs mJ imp1'0ve theirlives
A: Gootl. rutel do yo11 have any partieul••· career goals, like
mean, willl gel feedback from you, will 1 hc"r n'olll c:-.n 1 ask yon whcrc yuu sce youl'self in ten )''Car:o:' time? so 1 wont m be a ¡>Ut of thar.
you quite sooni 11: rclon't rcally think th•r r••. alon¡; ... aftcr fivc 01' six .3.39
A: \J.J'ell, we're goiog to, u m, make O\ll' decision hy the )'1:ars I'u1 s11re 1'11 srnrt w think abouL the ne~t scep, lmt Fuotb:tll isn'c only the worlcJ's 111ost popubr sport, l>\11' íc\;
cntl of tod:ty, basiCl'lly, oncl we'JI he b~VÍIIJl' you a other chan rhat l'm onore thall happy coming inw this also prohably the mo<•t posilive symbol of gluh~lis•tiun in the
cal) tomot·row mc1rning t1.1 Jet yoo know ifyo\l,ve joh he!'<!. 21 • cenrury. :-\eve.t· before has • ,,ingle activity <'>J)tured the
hecn ~ut•t:cs~ful. A: Wdl, thank you very much an<l Jo you have any hcm~ and minds of so mony 1•cople. '1 'he Sonth Africon 201 O
B: Oh that~ wonderft•l, yes. OK, antl if 1 were to getthe questions Forme? Worlc:l Cnplin•ltlrcw an estim:lted television amlicncc uf
job, is chere ony kind ol' mcntoring Lo sort of see me R: Ves. 1 wa~ just wondel·ing, whnr~ thc ncxt .'mlge in 1his ovcr hall' • l>illion people across thc en tire planct.
intod"U.;joiJ? proeess? Willl receive fec<fltock front this inteoview This evem,ltel<lovcry four ycns, is a celebratiou. A
A: Yes, well, OUI' cunen«: reccptioni!it ísn't: going to be l've jnsc done? celel>rarion uf a ),.¡>picr ~Job•lisacion chan thc une we •ll
leoving fm a nwnth ... A: Ves. \:Vcll, wc have severa) mm·e pcol'lc tu imetview knuw. lt's " time when rhe ronntrics of thc wotld corne
B: Oh d~at:• wondetful. and we wíll definirely ¡;ct hack in touch with yon togethet· for a h••lthy cnntcst bctween neighbouts in rhe
A: Yes, so ic would he very helpful if yo u could come in eicher l>y email ur lettct·. There m•y be~ secontl global vilhgc, wid1n0 si11gle rotion in charge. Nut Í<>r
anO work with hcr, slHldow her, (ora week. intcrvicw if wc dedde fhar w~ nrc intcn·stcd jn wha( nuthing is ít c>lled the 'be~ntiful !."'me'.
B: Ríght, yes. t\.nd in ... in, whor would you expcct of me you h~ve 10 offer. Eve.t\ the former •eerc~•ry uf tlte United N9tions, Kofi
jo the job, }'0\1 lmow, in [he first six months or so, what ll: And when 1 first ,,t~rt will 1 be given • mentor Annan, .oíd tl1e \.Votld Cup m9de tho UN 'g•·cen wíth
wonld you he w:lntillg me LO do? t(~ ovcrsoc Ut}' development? cnvy'. In Kofi Annan~ worcls succer 'is <lllC of the few
A: Wcll, ol>vionsly yot•'llo·eceive • full job tlesctiption A: Yes, delinicely, rhot usually hap\)ens for che fio·sr phenomena ~s tmivet~al as tl•e UN. You could say it'• even
so ... bttt we wnuldn't throw you completely in 9t rhe siKmonth~. more universal.'
dcep encl, ... we'd like you ro become fumiliar with dte B: An<l in terms of the fi•~t •ix muntltS, l'or those six Fuuth:lll shows in~ vety rnngihle w:ly thc benelits of
n•ain c:tsks •nd du1ies •ncl thcn we'll huiltl it up from monLhs toa ycor, ís therc >nything s¡>ecific rhot willl>c cross-pollinoc.ion hctwee11 peoples 9nd councries. lt ís
chere. Therc'll he sume •tltlitional duües afrer che ñrst expectcd uf 111C? lncont·cival,)c tll~t: Br:lz.ilian, c~merocmian ()f .Jap:t)lCSe
inicial, lct's say, fii'Sll\\'0 or three months ... A: Just to continue with rhe ,,muntllt'unningof the doctors, cotn))\lt'er sclentisc.;, fuc.:tc•ry workers or Leachers
B: RiglnOK. establishment •ncl tu mnke sm·e that staff >nd could move from onc counuy to another <l:S fha1.aian.
A; ... we'Jl jm:rc<l~c t.hc cunount o( work that }'0\1 CIIStOI\lCni lll'C h;~,ppy.
Comcruoni:ln or Jap:tnese foochnll players do. Thc rich
foutball clubs, usttally F.urupeon, wíll scorch the world
h>ve todo. ovet· for rhe hcst players. Teams such as Jo~nglnnd~ Chclsu
B: Grear, OK. Unit 10 m· Arsenol, Spnin's Barcelona m· Rc•l Madrid m Iwly~
A: Rm: wc won't go O\•e1· yonr 37.5 hottrs, wc prc•mísc. Juvemus OJ' AC Milan hove tl1e top pl~yers in Lile world •ncl
B: Ríght, so, yes, yes ... 03.34-3.38 ir mean• thc c1u•lity of tite game inc•·eases.
Ycah, ít a>n be a bít. of • h:ossle, cating, just l>ecat~sc of Nuw, une could Lalk al>o11C this os a tlr-•in on thc t>leor •nd
03.30 my schedule with lc<·tut·es, university ancl sruff, hut 1do
t'esources of rhc notiuns that hnve lost Lhese players to tl1c
Pcrhaps you cotJ!cl starc hy -.ying why you :tre a hig slmp"' the supermarket once" weck. Swck up on richesr dulos. But ill f>cL, rootl>all shuws '" tl••t UllS is not
imerestecl in thc joh? C3SY sLuff really, •·ea<ly meals ancJ processed mocl, ynu ncccs..-.clrily the case for tw() rc~sons.
~now, pi1.1.a, las:~¡:nc :tnd sLuff. Slick it in the freeze~·.l
2 Wh:tt l'rcvious cxpe1·ience do yot> havo nf this ti(• b'l.:tsottle fruiL, you know, jtlst t() 11i1Jble on between Fim, free movcmcnt has meant thsr good playcrs frum
kind of work? lecLOJ*eS, but Pm oftcn on thc nlo"e, moving frmn
smnll Jcagucs ÍliiJ>rove much more tn•n th<-; wuul<lltad
3 Can yon rcrh\l[IS tcllmc •bout. problem you solv•cl, lecC'm'C to tutorinl, so 1'11 eat 011 che movc antl just gmb they stayed at home. A guocl Austn1lia11 or Serbi•n pl9yer
or, or somctlúog yo11 :tchieved in yonr hst juh? whatcver 1 c:m reslly. 1 menn, 1 woul<llike LO eat more improves much f.1ster if he joins Manches ter Unitecl or
4 What other qllaliries cln you think ~·u ca11l>ring to Rnrcc((ma. Sucondl}', thar impl'C)VCincnt rcrums to tlctliOn{ll
healthily, l>nt just c:m't be bothered really somctiones.
this pflsití(m? tC•lllS thanks lO the Íntern•tional redet'Otion o( footbaJI
2 J rcncl m huy my food from limnet·.<' markets :lll<l local I'IFA's o·t~le o·equiring pl•yers LO pl~y only fol' thcír national
5 Coultl you perh•ps tell me obuut ynur ,,trcugd•s >nd ,,ho¡>s. 1like 1'0 buy lot..l •ncl urg-•nic seosoual food ten m ín intcrmltiona1 comperitions. Thc Canlcroouicltl
we:tknesses> as j\ person? (ro m the "'"'" whcre 1lívc. This Cllll of Co\lrsc crcate pl3ycr ELo'o can pJ.y for any Sponish, ltalian or English
6 Are thcre aoy c¡ucstions you'd like to ask me? [n·••l•lcms sc>JttCtinles becott•se there'" ncvcr cnough dub, bttr in thc natiunal competitions, h~ c9n (lhy only
tl"t:t to octuolly tell yon wherc the food was sour,e<l for C.amenmu. In oLher WOI'cls, FIFA hos intnJduced :lll
03.31 from and olso sometime• it c:tn l>e difficnlt tu stíck w iustittoLional nJ!e rhM ollows small cotJt\tries {in the foothafl
Well, 1 hove a clnse grou¡> nf l!iends and we play golf yonr priocipJcs, you know, when ycm'rc tnwclling, (or
sense) to c•r"'•·c sume of the l>enetics of todoy'• híghcr-
on th<· weekend and llike 1'0 go swimmíng c-very inst:mce, 1 was on a b11•íness tri¡> rc,·cntly and 1 hocl ro, t¡n•lity g-•onc.
tllomíng l>efore 1ooone into work •ntl seci11g :ts this jol> 1h:td to ot•y ... wcll, 1<li<ln't ho•e 10, buc Tclicl, 1 huught
a c'Offee ITom a dt:tin coffee shop ancl 1 h•tl absolutely ltt addition, more anO more m1tiott~ll te:.lms now weJcome
starrs in the ,f..,rnuon 1 think thac's ... it's perfect for coaches fi'Om other countríes. These bring new ways uf
me thcrc. nu d1oíce really in 1he mmer ohuut where the coffee
h•d come from •ncl it h:~tl dc:ll·ly travelled holfw•y chinking antlplaying toche gnone. Not only <lo thcse players
2 Well, 1 just don't feellikc ít wns ... 1 think it wns amJ ut:tnagers help brin¡; skills and knowledge :tcquired
al'Qtmcl thc worlJ.
oonscricring me, holtling me l>ack from wh•t 1 conlcl 3broad bock ro th<!ir country, they also become herues in
reolly •chievc so to come het·e 1feel wonld Í"·'' give me l'm not ¡>:ll'ticulnrl)' J•ícky ulocntLfoml. Jmcnn, l cae theír adoptc<l countries, helping, os Kofi Aunan •:~i<l 'to
tl••• extra push. mosL Lhings, yoo1 kn<'>W, likc clniry 11nd meat, hm "l'e" hcar1s and minds'.
de~nitely no off:d. J 1lo11'L likcofful. And •ll vcgci'lll>les
3 1 don't really thínk thot fur along ... >ftet· five or sí~ In shon, everybocly henefits and stundatd~ ríse.
~nd frui.t, well. mosr (r.uits, but llOt SU"'lWbc:I'I"ÍCS l.:x;(aose
yeat·s l'm sure 1'11 stort to think 3l>ouc the next stc¡>, hut '1 1•e som<! pmccss could l>e appliecl to other activitics.
od1cr th:m LhaL l'm more ch•n hop¡>y cmning into this l've got nn allergy to rhem. 1 usual!y get a rash if 1<'at
them and •ymptmns similar Lo a cold so likc w•tcry Free movemetlt of skilled hl•our coultl he acooutp:tníed
job here. l"Y~s and n runuy nose.! mean, wo~t t•CJsc st:e.l\ario by huem3tioJ•al re<JnÍremcnts th:tL migt'ants from 1>oor
4 Well, we h•ve scvm<l 11\ore people to interview ancl likc my throar swells up if it~ n:•lly bad ~nd 1 hav• countries should ~¡•cm:J, s~y. one ye~l' in five workin¡; in
wc will <lcfinitely geL back in ronch wíth yuu cither by troul>le broothing. thcir cuuntrics of origin. They would hring honle ski lis,
Clllaíl or lecter. There m•y he a sewntl Í11te1view if we tcchnology and connecticms dtat are as valuable as the
4 1hovcn't caten meat Ol' lish for over 20 y.:ars now
decide chat we ore inten:.,tc.:l in wh~L you have to offer. skills ¡hor F.tu'o, Essien or Messi hríng baclc ro Comcmcm,
on<l 1 )ove cooking. Thcre~ so onuch to choose from
5 Ves, tlelinitely, that usu~lly hapr~ns for rhe first wíth vegernhlc• nncl¡>ulscs. Not eatíng meot isn't • Ghana m Argentina. Job placement wuulcl rema in n
six momhs. prohlcm cxcc1•t whcn l'm cravelling ancl 1 have to (>roblem, bm the principie is suu11d: the worlcl shoulcl l•orn
6 just co cnntinue with dte stnooth t·uoníng of che go..,t. soutethillg quickly, Th•t smnetimes can l>e a bit from Ü$ mosr po¡>ular s¡>ol't.
estahlishmcoH >lid Lo moke snre 1hot stnff ancl prol>lematíc. Tclicl cons.idt·r beooming a vcg:m., onc T.et Jnc now move on LO the beneñts in tcrms of inve~tment
customet·s ue happy. poiot, hnr that wouiU have mea o t nor cating eh cese, in .. counuy thac has hostecl the \.Vo..td Ctrp. Looking or the
milk, huttet or any dairy oncl 1 clicln't tloínk 1OOilld go bsc five natton.... that havc ...
03.32 that fm·ro be quite hone>t. l, at one poinc, toye<l with
A: So tcllme a little bit ~bo11C what you Jíkc to <lo outside the ideo of not we;lfillg any 3llimol rroduel!<, like wool 03.41
o( work. VVhar ;lre y1mr out~id.c intercsts? frmn shCe[l fot' clothes, Ol' lcather ltn' ShOeS. 1even R>rely clo we tind out Jtow decisions are made hy FIFA.
11: Wefl, 1 have • close group of friends anc:l we ploy golf un
thc weekend and llike ro go swimming cvery momíng
conside!'ed not cating ""Y honcy, but chac 1thinlc ¡, •
li ctle extreme so l'm qttice happy ns 1 a m.
2 Only rc<-cntly have Asion countrics joinctl d1e top
tenms of loorball. \
l>efore 1come into wnrloand seeíng as tllis job starts in 5 Al.soluLely, lmean, 1•grcc that producers shot~ld gct 3 No sooner h•d thc 2010 World Cllt' finishccl when
the aftcrnoon 1thínk th:tt~ ... it~ ¡>el'fect for me there. :l better lieal) he paid a I:-eír price, to inc•·easc thcir prcp:.r:ltioJlS Sl~rted fol' thc nc.:xt ont:.

G Audioscrípt
4 Only hy paying ltuge omounts uf moncy en F1FA, can a C: Wdl, yc•, I'll cer(llinly help org:mise ... A.r. that time thcrc rnns a feny, A very, very eh cap fcrry.
country hnst che World Ct~p. A: And 1 know peoplc whu would holp. When 1 remember ir. Thc fcrry w~s vc•y old styled aud ir
S Never ~gllin shoold wc ollow "'untrie< ro spend so 8: GreR ha' this fmnt of rhe boar Jike tOI•Ily e.poscd to rhe we:~th.:r.
tnudt mnney on a spol1Íil8 evenr. But at tite front of tite lw>at rhcre i< rhis, u m, it's likc a
~: llmow M•rtin woukl <k> it fnr snre. round structure, 1 would d1ink that'• almosr like a part uf
6 ~ot ouly L< winning thc V.'orld Cup good ror a D; M~rtin~ brilliant, yeah. d1c engine., hnr jt's covered, rotaJI}' covereJ) so jt t::drnoS[
c<"mnlly~ self-esteen\ it óll)o hon"t'< irK economy.
1
0: Ycah, he:, vcry goocl, m;tke ~ pcrfi:ct sittin¡; •udaco. Sn what 1 remeutber ... what
my futher would do, is he wouló put me cm top of that
03.42 Rt Very good ...
strncrure, which was abour three or fol\1' foot coll. Se> whe.ot
A: ... cypic;tl, that~ thc lost thing 1 nee<l ... B: Sn al'e we in agreement on this tbcn? Ycoh ...
nly f.l thcr put anc.; on that, and when r w:.& silting thcrc,
D: OK, thonkyott, thanks ror thí~ l>itof hu<h, thnnks, All• Ycah ... "" filr? ... 1 thinlc '"· my f~rher W3S jUSl ~bJe tO &tonJ bcsidc me, i>ut bis head, !
thonks cvcrynnc fnr coming today.l apprecia tc you A: Good. Wdl, could wc pcrhap< nmvc on to item 2 nn rcmemhet·, i< •t my eye leve! so we could continue tlllking,
being here. Now !'ve c•lkd thi< meeting to discuss thc tite •gendl. Nigel? tny li1thcr 2nd I would ridc l~d< and forth on thc ••me
lnc:ol governmenr spending cut>, l>ut in particnlor what B: .. OK, so !'m sorry m wnp rhis u p. Any O!ber bustness ferry, so we don\ need to pay lor thc: multiple trips, but we
they are .<ug¡,'t:Sting now is rhet they el ose our loc-al from anybody bec:~usc th'-rc:< ~notlter group waiting 10 ger rn enjoy rhe view of the river, ond al so tite an:hir~CIUre,
swnnnung pool ... so¡..,. cvcryone gor ~ copy the or l'Omc in? the f:mbstie an:hib.ttul'l; on rhe warerli'Ont s.iclc, ycah. So
ogcnda hy rhe way? C: Con ,•.,.e just sct a meeting .. . that ... because 1 guess it co.<t >O littlc, hu e ir gave me Su<·h
Al!: ... )'e•h ... yeob ... dicln't. ger one ... mokes frightcning 0; 1 think we should seta d•tc ... isnmcn<e h•ppiness os a httle child, it becocncs • ve1y fond
•·eoding .. . JnCJlloty uf mine. Dccau"e nnWAdf'ys TAm su re Shangh:1i,
B: Very gnncl ideo. Jike other p~ots of tlte wotiJ, oc otltcr pan< of China,
B: OK, wcll, l~t~ ... ler's witholll furt.hcr •do, lct~ get
s\llrted. So movin¡; tu irecn l of rhe ~gen da, enn, whot Ct ... next TuesJ"y evcryonc? hec:m•e nf the economic development, peot•k olso got
pc·nposols c:~n we give to thc clouncil rn counrer what E: 1 wonlcllike to propose th:lt we 11\CC< up ... lliOl'C 11UJtcrialisccl.
sec¡ns likc a fait •oeompli thal doey do•c tite pool? D: Ne.t T u<.sday ...
1\nybody wam to st>.rt '" off on rhar? E' ... on Wednesday ... • 3.47-3.48
e, w.u. we could demoostr:w: ... 8: y.,., hc<':>use Tom't do '1\tesd'y either. IlliTshula, Sri Lanb
B: Yes ... Wel~ the tOWJ• cenorc, 1 havc n<Miccd that it hastt't dt:~ng<;<l
C: OK.
A: 1 mink th:tt's a gooJ itlca ... very mnch compared Lo other cicles in thc country bec;¡use
A; \'l'ednesday al' six o'clock? ¡>olit:icolly thc town, •nd R~tn~¡lttta 3S a distrkt, ,.,.,
D: Yc.<, • reolly good idea, )'OU know, let them know how B: Six u'do<k w~clne.<<lay. neglected dueto liOt '"""Y
pnlitidan• coming up frucn
we feel about ... C:: Same phce. rhe ot-eo. And eveu when they did come up to the nationAI
C: Tt.~ easy ro organise on thc interne< ... A: Fine. level, thcy wcre more im•nlvecl in nacional leveiJ>olitic•
D: Absolutcly. l): llrillimr. than the loC<ll politics so 1 wuuld rcally .ay rhat Rat:lt3¡>u•a
C1 ... everyone~ emails ... a. a di•tricr andas • major town in Sl'i Lanka h•• heen
C: Thanks Nigel.
D: ... ycah yes h yea h ... vety importo n t fnr the kicls ... ncglected fur rwu, thrcc clc""'de•.
B: Supcrh. OK, well, rhot wraps tt up for tod~y and see
C: ... ldds involvul ... commurury ... ye~h ... daytimc you all again 011 \i\1cdnc,cl•y ot .ix. j iowei, Chim
demonstratioos ... prele... bly • Sa~mday morning ... E: E<ccllenr. A loe of tltingx hove changed, like last year whcn I wa>< l>ack
...-c;ll,l ... m C1lina they baJ tlli> Slwnghai Ex¡>o, hut me thing i> tltcy
0: Th1nkyou. ch~rge aclmission fee, ri¡¡hc, and so it becomc• o little bit
A: involve thc schoul• ... A: Vl'ell, rhar seemed to ¡¡o ... diffcrcnt, it l~cl·omc!llike o c:nmmercial, ir no JoJib,'Cr ..• T
D; Twnnld jt•sr tllke issue witll that from • sofery poiut dtink previously all the Jightlng, all tite ferry boat in sume
C: Yeoh ...
of view. Ifyou're getting childt·en involvcd nn w..y it feel<likc • pt•blic good, you know, yuu conlci enjO)'
demonstt·ations thinb" L'•n ... F.t Anyone want a líft?
it bcc.:~usc it~ almust free, hut now líke everythi.ng· :-~ccms
E: Con 1jnst clariry something here? 1 mcon, dtey',.e •sking
us to supply d1em wich • p•·oposal, so sotncthing concrete,
03.44 ro have a pl'ice Lng associaceJ witlt it. Ycs, like China is
~'Tnwin¡; • lor, hur 1 rhin k in sorne my it lost thot kin<l of
somedting realistic,so 1ve nccd '" reolly rhink about wlut Evgeni•, Belarus
símple.otcss tltat w,.prcvimody ossoci•ted with the ciry in,
tite optioos are. Tn terms or the Ul1~1K'Íols, right? 1 a m >nrcy, 1 a m laughing b«'use whcn ynu srort to tt le.osr locals' mind. Y~h. Of coursc, thc greorer econonoic
Il: That~ a goo<l idca,Jcan. Y., ...
le-•rn English lila; in Belaro\S rhere are like tapies yoo are cleYClopmenr, rltat is for ewrybody l'O see, ycah.
leuning, Ot lextS y<>u tn: mcmnri•ing, and one of me COpies
A; Yeoh, bur 1 would like to t-•kc h•uc witlt what Nigel is-, Jikc. 'my nlil:tive town• tnd you :\lso havc to preparo it
ju~t ~:~id ahout the lclds not getdng iHvolvcd) not ín
for •n exam. And itl< like, you io1ow, rhis Lexl tlt:tt you
protesting and, you knuw, riotio1g, rhrowi11g rocb and remember and write Jown, onJ it tnnk nges and then le•rn
sn•fl', hur, you know, getting in touch with rheir friends •nd titen t•epeatand ( even suspcct 1 h•tl it in on =m
un, you knmv, the social ne!\vOI'ks 3nJ thoc:• ... tho t's bec:tuse wbcn you asked th•r rhe ñrsr rhing w:ts Jike U1is,
the way to sprcoJ tite wurcl. rhere~ rhe begi1Uling of tl•i• text, likc Vitehsk is fotmd on
n, 1 dnn'r think we should get [(.)(.) •idctracked by the th<: h•nk.< of rhree rivers and ít ls just likc, you know, therc,
whulc decnonstrnrion thin¡¡, altho11gh Ido takc like a learncd tlting. 1 am feeling like 13m back Lo school.
.Kate's point that wc shoulclxhnw rh•t we mea11
husi•leSS here, but ... 03.45-3.46
C: ll.<'lll>lly, I woulcllike 10 endorse what Ni¡;cl has ju."' l lar<hula, Sri Lanka
satd about health wd safuty a• well. Shnilarly, when I grL'W up, when 1 was growing up, 1 sl::lrred
A: Ve.•, we have to kee¡> it within tite ... schooling in the ca pi col Cnlocnhu, hnt whenever 1 had
B: OK, •o what othcr p•'Oposals could we makc hulic.J.y.• I used ro visir Ratn:tpum because tlt•r ..,.,. whcrc
to the rouncil? 1 use<.! to ~el thc proper l>reak and lo·emembec whe.1e"er
E• Well, it mighr be nn ide:~, ul\1, tu reduce srafTlevels? my parents asked whcrc, whot I wanrecl ro do during rhe
D: Ycah, mayhe. •ummer vacation or holid~ys lalw-o1ys uscd tosay I w:mt w
}<;: '1hen ag-.tin cltat~ ltcalth ancl safel}' issues come
go to my cousin:, place in Ratnapu ra because that's wt.ere
1 re¡u'll!nate and wherc I fi:cllike r ~111 living life beca use
rn rhe fore ...
thot ~s rhe proper break for me witlt rhc '"" csur..,
C: Whu ahnnt la< hours? d1c t.irJs, tite people, and even todoy when 1111ll berc in
B: l'ewer hours? Oxford studying for my M.- ter< ilt 1.aw there ~re so m~ny
C: Perh9ps only opening three doY" o wook? npporn1nities forme to stay !,ack horc ond wnt•k fo•· •
E: So opcn for schools on 111aybe two days uf thc wcek Lunclon low 6m1, but 1 have declded ve•y sttonf:ly w go
and ope11 weelwnds for thc pllhlic? l>nek home. n ••, i.• l>ccau•e of the experience 1 got from
111}' home rown 1su¡>¡>ose, witlt thc do•e, closeness 1have
0: nur Tagree that weekends are ttaromcmnr. We all want
wlth my penple, rhe villagers, and the fact tltat I fi:cl tltnt
to makc ...;tire that it's open as oftt.~l ilS it wa~ hcfc)re on
1should do soonctlting for the communicy. So tbat's a vety
the weekends, hur mayhc we c•n reduce hours ...
strong feeling.
E: 1n tite week ...
Jiawci, C'..hina
JI: ... somc: wcc:kdl)' moming:s. M y childhooc.l memory is,., 1 mentioned earlier, my
2: Yes, delinitely. fomily used to live in, OJt dtc eamm siclc of tite ,;ver,
C: \'Vhat ahnut, j\lst thinking •bottl sorr of income, whkh Ís L'Olle<l Purlong these days. So I remcml>et ... >o
¡>erh•ps wc could hove likc o limd>'lliser? when we were living on thc ""'""" side, which is the nol
D; Ye•h ... who would be willing b> volunteer for rhe "' cleveloped part, so my linher :t lway• cake me bl visit rho
funtlraisc•·· 1 mean. can we ha ve 3 show uf hcmcJ.~? westcrn sidc likc the cenrrlll Shonghai orea on weekeuJs.

Audioscript G
 Irregular verbs

lnfinitive Post simple Post participle lnfinitive Post simple Past porticiple
be was/were been líe lay la in
beat beat beaten light lit lit
become beca me become lose lost lose
hegin beg:m begun make made made
bend bent hent mean meant /ment/ meant /ment/
bee bet het meet met met
bite bit hitten must had to (had to)
blow blew blown pay paid paid
break broke broken put put put
bring brought tbro:tl brought lbfo:t/ read read /redl read /red/
build lb!ld/ built lbdt/ built Jb¡Jtf ride rode ridden
burn burntlburned burntlburned ring rang rung
burst burst burst rise rose nsen
huy lba1/ bought /b:>:tl bought lb:>:t/ run ran ron
can could lkodl (been able) say said /sed/ said /sed/
catch caught /b:tl caught/bt/ se e saw /so:/ seen
choose ehose ehosen sell so id sold
come ca me come send sent sent
cost cost cost set set set
cut cuc cut shake shook shaken
deal/di:ll dealt /del ti dcalt /delt/ shine shone shone
dig dug dug shoot shot shot
do did done show showed shown
draw drew drawn shrink sbrank shrunk
dream drearntldrea01ed drea01tldreamed shut shut shut
drink drank drunk sing sang sung
drive drove driven sin k san k sunk
eat ate eaten sit sat sat
fall fell fallen sleep slept slept
feed fed fed slide slid slid
fe el felt felt smell smelt/smellcd smelt/smelled
fight fought /fo:tl fought /fo:t/ speak spoke spoken
find found found spell spelt/spelled spelt/spelled
fly flew flown spend spent spent
forget forgot forgottcn spill spilt/spilled spiltlspilled
forgíve forgave forgiven split split split
freeze froze frozen spoil spoiltlspoiled spoílt/spoiled
get got got spread spread spread
give gave given stand stood stood
go went gonelbeen steal stole stolen
grow grew grown srick stuck stuck
hang hunglhanged hunglhanged swear swore sworn
have had had sweU swelled swollen/swelled
hear heardlh3:dl heard /h3!d/ swim swam swum
hide hid hidden take took/tuk/ taken
hit hit hit teaeh taught /b:tl taught /t'J:tl
hold held held tear tore torn
hurtlhs:t/ hure lh3:tl hurt lh3:tJ tell told told
keep kept kept think thought /fu:tl thought /9o:tl
kneel kneltlkneeled kneltlkneeled throw threw thrown
know knew /nju:/ known underst:and understood undersrood
!ay la id la id wake woke woken
lead led led wear wore/wo:/ wom
learn learnt!leamed leamtllearned win won/wlúl! won /wADI
le ave left left write wrote written
lend lent lent
let Jet let

Irregular verbs
 Mac11olll1n Ecluenion (F.C ).L SnglllllO, Valcncin, Spain); Bun·u ' lb.can Ún:ol (Bilgl Un ivco·sily, l~t.mhoJ,
Ucnvccn liiWoiS Rn,od, Oxliml OX-I J PP 1urkcy); Dr. E llke lluyukclumun (07.)'cgin Univcr>ny, btnnhui,1Ílrkcy); Sar:oh
¡\ 1livi•;oup n( ¡\\acmolhm J>ubl"h~rs Linmcd Sh.ow (llw Brlti'h Conncil, Chinng Muo, Thalland); AtoiJiboon Uunnphnktlcc,
1 N~rrincc J<hucnnsri (Pny.rp Univcrsil)'• Chiang Mni, Thn il:r nd); Clnuclill J¡;dwnrds
Cornpunlc.~tuul I'<'JII'C<vno~dv<.!' l'hmughnutohc world (Lundcon Schoul 11f IIugii,Jo, l.undun, UK); S:1lly Jnncs (Rcgcnr Oxford. Chford,
UK); Kathcrinc Coig¡.os (Cmnmunny l·nglish Sch(tOl <hfortll.hirc Adult Lcaming,
I.SBN 97K-0-130-0.1J27..(, <hfnnl, UK).

Tcx1 © Linds~y ClnncHicld & 1\mand~ Jeffries 2012 Thc ;outlollrs nnd thc publishcrs wonld hkc ro tlonnk tbc fulluwing for pcroni.o;sion
Addiüoomlmarcrialloy Rcl"><:~:~.·a Rohb Bennc and Michacl Vincc to use chcrr wroucnmatcri3l: llildc Fnhcr, ·taru Kivílahri, M:trína Jimcncz
Design ~ nd illustra uon © Maconillan Pu~li~hcrs Limite<! 2012 Morg:tdo, 'v\'c:nchn11 Li, J o~c t\'h1nuel RHcloc,i\lex Kom, Chonm Letizio, \u 'lño,
Duviclc Volpi.
First pnhlishcd 201 2
A >pcci:rl Lhank ruu to (hfurcl Univc~ity Langu:rgc Centre :ond toche folluwing
t\11 r•¡;lu~ rcsen'e•l; nn pan of thi~ Jlloblit"<~ tinn may he r·cprotluccd, sror"cl in a for 1hcor help with Glohnl Voie<.-s: Cnrulonc Picrrcy, Giacm nn Pct'lllllnni, E\•¡;,rcnitl
rerncvnl 1sys1cm, tmnsmitterl ir¡ nny fomo, ur hy any menns, electrnnic, mechauicn l, lvnllllvn, Silvin Xicttla 'lioiJIIS, jiawci Wu, 1lnrslruln Scn cvinlln~, Dominikn
ph\llocn\oylng, n:cordlng, or ollocrwisc, without thc prior writte11 pcrtnission oF Kul!lc7.-Mncuu luy, Lillian Nrlimb, Klltsn~ Nnguchi. Carolina Rc•,.uvnJ. Jl~wr
tlo" puhlishcrs. ¡\olnmmadnv, ¡\ •h¡.'locl Fcmamlcs Pcrdrn, ltotl Rcmlocn•bmhy:o; and also 111 Suc
llalcllutn, Bcn Unrcman, Lcllni~: Caldccutr nuci Sa lly \;l,{¡,mcr fcor thcir hcl1• wilh
Origino! dcsign hy Mncmilhon l'uhlislm-s Limitetl Fu ooclhlll Gluh;ollyre•·mdin¡.'l>.
Page mhkc-up u¡• cMC 1)._-sign Ltd
lllustmtcd lo¡ Jnn~than Hurtnn pp15, 31J, 63, 79, !!7, 11 1; Pe ter CornwcU p9S; The :lltthor and publishers would like tn 1hank the folluwiug for permi~ion to
Celia ll~n Pt>51J, Mi, 11!1, 11-1, 116 ami Picrs Snnfoo·d ¡;p30, RO. reproduce their photowaphs:
Ccwcr Jicsign by Mncmi.llnu l'uhlishcrs Lim itcd AFI' I·'Jl37(br}, ·~7(llr), 54(cl), 56(ul), 1J9(tr), 11 9(1Jr); Alamy/llcm AJIIIelll pll6,
Cover phocograph useu by pcrmission of the Museum nf the History ofScicnce, Alnony/i\rcaitllonn¡;c.~ 11110, Alamy/AnrorJ Phntrls p46(hr). i\hunylllccjay
Univet¡hlty uf Oxford!Keilco Tlccuchi lno:1¡,rcs p72(d), t\l.uny/Cosnw Condona Conccp•~ pH{br), t\lnmy/dbimagcs p36,
Pichttf re<:c~rch by Snl ly Cole/Pcrsevermw~ Works Ltd i\lnmy/l.J);Igna ll r'>4(1JI). Alnmy/D.Ddimont pli(d), AlJi ouy/R.lLrnl pi U)(br),
Al:tonyffio·csh Suu·l lmngcs p42 (!JI). i\lnmy/Luuk Die llildngonru rdcr Lluwgo~ofc,,
Autho~$' ~cknowlcd~ements Gmh ll ¡>S(c), 1\lamy/j .SultOII Llibbcrt pll(b), 1\lnnoyrf.ll ytlc p94(hc), 1\lnnoy/
i\onancl~ wnuld likc ltllhank allohc re;tm 21 Macnoillan nnd hcr dcdic:ucd co- JCP pll7(cr). 1\bmy/N.Kccvil ptí9(tl), t\bmy/O.Mnh)~ncnko 111 Z1(t i), Alamy/
au thut s fior chcir ha••<l wmk nncl coonmi1 nocn1 ro ryu;olily. ¡\ spcCJal1hnnk yuu nJsn Mvntlhon rd p21\, ¡\lam¡,/ Wmltlspcc/NASA p 12(c:l), Alnouy/Oxford ~:vcnts
b'fl<l~ w h~o· fnonily, fricnds ami collcagucs fill' rhcir cncoumgcmc.lt nml ~upporc. i>Jmougrnploy ¡oll ,) (br), Aluony/M.Ropcr p21 (hr), 1\bllly/P.Scnli:~ pp 114(d},
Finnlly, shc would likc to thank Jnhn Eckcrslcy IÍ>r givíng h<!r her li!l>t teachin¡¡ 122, Al:uny/SLc)Ck lmngcs pN(cl}, Alnnoy/C.Thcgc 1> 1O, Alnmy/Art Dm.-ctors
jcth, ami fnr !irse ldndllng Iocr inccrest in ndl';lllce<l En¡.¡fish. & Trip 1>120(cl), i\lamy/0. Whotc p71(hr), 1\lamy/j. Woodwnrth pl 15(c);
A•-cltive J>horus pB5(tt); lln nnnasc.ock p1 6¡ Michacl B.:o rkun p97(br); John
Lindsa)' would like 10 1h~nk all his co-anthurs on 1.hc G lohol ¡>roject, 011 the 1) Unrrow/M.Aicx.mder p1)0(1or); Jllund Imng~ p IU.I(tno); ll nuod X pp•IO(cr),
Cnorscbooks, Tc•cher's hooks nn<l cWorkhnoks as wcl l as all thc othc:r v~dous 52(hl), Sl(tr); Uoirish Libr-.ory Imagcsfl 'he BnLish Lil.or:ory Bo.ord p 12U(l.or);
componcuts. ltk l>ccn a long, hard road uut wc have allnoade it int.lct at thc nther FeJidry lll')'l'I0/1\Icx Ram>:l) 1>115(bm)¡ llridgc.mnn Art Líbntry/Chi l1lr~n
cntl! l'm pmud to he ¡.>:ort ofsuch a good writing tea m. nml Uniccorn, ZOOJ (oil un<~.onvnq), Knrsnklll'n, lrinn (h. 1960) (C<)ntcmpMn•y
1\nl~t}/Po·i\Ul~ Collccdo¡n/€> Puo'loll Pninrcrs pl)(lll'), Bridgconan Arr LiiJrnry/
'l'he :llllit<trs otnd puhlishcrs \1ould likc lO thnnk all úoc tcnchcrs antl co•L•uhnnt~ l'hcn SchchCr\17nclc bcg-:111 h!!r story, from 'Thc Amhian Niglu~·. 19W (''Oiour
who ha1·e pilotcd and rcvicwcd 1hc mn1crial. P:onicular thanks go w thc foJiowonll' cngrnving),llrotlcrs, Ro¡:cr (188l- l9H)I Prívate Collcruon/~ DACS/RcoKcr
¡1coplc: Anclr<!ll Cúnluv:o, Su.;on~ Flores (Anl{IO Mnltunctlln Schoul u(English, Porrln p ll (tT), llridgcmun An Libmry/1-Vcmmn J lnlding u Bnlnncc, c. 16M (nil un
Ha(}do, l!ucnus 1\ircs, l\r¡,>cntinn); MJJ. Cristiun Mnggi, Mn. Cristlnn flucm de cnnvns),Vcrnoccr,Jnn( I632-75)/Nntlunnl (;QJit ry ufl\n, Wn~hingcon DC, USA
Chinron (Fricnds' Schnol of E.nglish, Ael rugué, Uucno~ 1\ires. /\r¡:cmina); t'<lo rm p lll(c), llridgcmnn Art Lrhmry/UI)Il>SC., nml his cnmpnnion~ gouging our thc cye
Z:tmpiní, 1\ldnnn ¡\nchurenn, Elir.~llCLh lbinicri, Ala. Snlctlad D. MangiaroiLi, uf1hc Crclops Pul¡rphcnm~. illustr:nion fi'(Jm an antiquc Grcck vnsc, JKR7 (colnur
Pnmela S11hnna l'ecorclli (mC:I, J l:1cdu, Bueno~ 1\ irc.,, 1\r¡.:cntinn); i\lejandr1' lh hu), l~rcndo Schuol, ( I'Joh ccntury)/ IJihliothc<¡uc IIC!l i\J'1s DcL~lrn l i f~, l'uris,
J•~r·gc Lisrrnni (Cultu••n l lofglcs:11lc Palenno, Ciutbd Auc6numn de Uucnos Aires, Ft'illiCclt\!'chivcs Charmc1 p54(111'), Dridgcm:tn Ao-r Lil>rnry/l'he ll cnn, fi1csionilc
1\rgcncin:o): T.ili~n ll7.i"ovitch Lcvcnrhnl (Potcnrinl/Culcgiu I.L.Pcrc11, Sao uf ohe Wimbur hntrk (pcn nml ink cm p~pcr). Vlnct, Lcnnordo da (1452- ISI'J)
l'nuln, llm:r.ol); Ann Morin Mu"..mln (Culturn Inglesa Rihcido Pr-ctu, Rihcir:1n (uf~er)/llihlomhcquc de<> Ans IJe<.'<>nrli[•, Pnris, Ft'llncciA>·chiws Chnrmut p78(cl),
l'rcw, llrn7.il): Mngnll ele M·~,.,ocs t\olcnu (I.J\CCKI' - l·:~coln Municip:ol Lntll'<i Britlgcmnu 1\n l.ihrnry/VílíJi inrn Shuk~NIH:mrc ( ISM- 161 (,) c.l 610.(ol l ou t•nowas),
Rctdrigucs, l't)r·m Alcfl'ro, llrn7.il); Simonc Snroncn1n (PUC RS, l'llrlil Alegre, ' lhylur,Jolm (d.l65 1) (nur. w)/Nntion:~l l'or·tmtl Gn llcry, Loullun, UK pSI(cr).
Brn,JI); Lnttrn Lec l.doto (Cultttrn Inglesa, Funalc::r..r, Brnil); Vlvi:onc Cristinc Bndgcman 1\rt L•hmry/julict (oil <lLI cmwn~), \Vnlcrhou.c,Jcohn Wtlli~m (1!!49-
Sih':l Gro>s.,Jdnu~~. Analice Snmlnveni (Cuhurn !ngle~l .f untliai, Ju ndi:tí, llrnzil); 1917)/Piivmc O.ollcclion/By t•ourl t:ll)' uf]uli1on ll nrmoll pS 1(ti), Britlgcm:on
Celia A!lniar de i\ loncicin Custn (C:ttlrum Inglesa tlc.J ui7. de lhorn, llrn>.il); Coríttn i\r< l.ii.JI'ilry/l?ortrnh nf ( :coffrcy Ch:ouccr· (c.l3<10· 1400) c. l600, Engllsh
Celia Nl:oclondo Coo·r•cn (t\ssoci:o~'iln 1\lumul - Siíu P:tuln, Bm7.il); J nnc Gnciwi11, School, ( 161h ccmury)/Prh~uc Cnllccuun/l'huto €1 l'ltilip Nluuld Lo el, l.onclton
(Tht· Fnur, Silo Carhr.., llrn1.il); C3rtllinc 'Jouhi:t ( lnc 1lnl)' Famil)' Sdoool. p 121 (hr), Brid¡;cman Art l.ibrnry/Liverpnol IJock.~ from Wap¡ling, c.lll70, (oil
Jesnitc, l~¡,rypr); Amnny Sh:~wkcy, llc!tli OmMn (M:ll'llull.m l'uhlblwrs Lttl, E¡¡ypt) nnl~lll\'11s), Grimslouw,j ohn t\tkinsun (1R)6-9J)/l'rivn•c Coll~cl iun/Ph<ll u 0
Cnrolinc Fr•torl~, D:1m1J ulillk<JVII (M \fllS Mucnch ncr Volk.~lux:hs<'hulc, Munich, Chdsdl!'s luong~:.~ pl l 6; Chl'istiAn Scicncc Monit·o•·IM(ul)¡ Cc>rbis/A II nnoidc.
Gc.ruonn¡•); lrCJlc RHdriguc:r., llaydcc (~uticrr<::r. L'n blox, l\m111oÍ1o Mono les 1lc ¡,, Pho•orl"oil·el pH(:o), Corhivl'~.tcc/Amanaimngcs ¡NI, Corbis/Ucnmnnn ppl l(hr),
lhrrcrn, jn\·icr Rumos de 1Joyos (Jloc Anglu Mcsic:m Fuunclalion, Mcxico Cuy, 41J(tr), 7?(hl), Corl.ois/J.C:older p 117(tl), Curbis/R.tlc Chowdhuoi/Rcutcn. p5(t(d),
Mcxico); Vivía na C:mo'((t ele C:uniu~ (frccbncc nuohor nnt.l consuh:onl, Mcxico Corlns/tloc-, tuck pf!3(tr), ( :ol'itis/R.Ynng.ritlc1ln pll2, Corhos/C.Felvcr plS(rc),
City, Mcxic:u)¡ En111111 Drlmin¡,po(:7. (1\<:ndGmic Snrdocs Munngc.r, T hc 1\nglo Curlois/K.J !uckcnbcrg p34(hnt), Cc¡rlois/lonngc Clo inn ¡>32(br), Corl.tis/lnulgc
M c.~icn n l.'nund:nion, Mc.x.ico City, Mc.xil'u); K1n:mr.yna Rn¡;.o linsk:t -C:Ioj~w~k.o Sourcc pp34{c), 74, Corl.tis/W.Krccichwost pU(lr), C'.oruis/K.Sundclin/Phoronhu
(1\rdul.tald, W~rsaw, Pnland); !\lalgon.:tu Wninink, Dnmcn Pachwoccwicz, pl'l, Corl.ois/D.Z:onnnit Lupi/Rcuters ll%(bl), Corhis/K.Momh~shi/Afln \telax
Ál(llic.•t.kn Kibnows~,, (Ccmmmj.,..t.ykowc ' l•:urocluh', Cdnlisk, Polnnd)¡ F:t loiola 1111)(1) 1 Curhis/Jl.MJtctlinrmid/Reui OI'S I'Jl 3(tr), lll(Lr), Cmbi~/I).Mucn~h p32(cl),
Gcoryinnto1losu (1.-iulc 1.undun Schnnl nllll Nni'Scry Sdmol, Dim i1ric Cnntcm ir Curhis/Occnn p6(A), Cmlois/M.Pulc p i OR(cl), Ctll'hi:;/Scicncc Faction pjl6,
UnivCJ·•ily, Bttcllnrc,c, Ro)tnnniu); Lydi:o 11. l<unJu~w (Diplumntic 1\mdcrny, J2(cr), Corbis/Sygm:o p34(bl), Corhivj:i:lrloell p611(cl), Cmhis/D.Nunuk!Vismols
MOM:ow, Ru~ia); Ludmila A. PoL:rovsk:l)\1 (Rus.~ian Al~dcmy nf Fnreign 'Jnulc, Unlinoitcd p 1!(hl), Corbis/Ynnhnp Ncws ¡\ gency ll47(cr); Dl:ologuc iu thc f)arlú
Moscow, Russi:~); Olg;1 S.l'ctrischcvll (Moscnw St'\ltc Un ivcrsi i1' "f lntcrnaliunnl Musen del l' :ol:odn ,Jc llcllas 1\rte<i in Mc\iCO Cil)• :111ol wl1lo thc Fonclo de Cnh;ur:o
Rchltion~, Moscow, Rus:~ia); All1illrl Vuli~vio ('l'he imcmuriolln.l l.nn¡,'luogc School l•:cunómil~l iu1hc Fcdcr.oiDislricl nf J\!lcxico (2()()4) p22(hl}¡ FLPA/E Nicklln/
'I)CJüs Schuol', Moseow, Russoa): K:1re11 Oycr, Cnthy ll :r rris, Frnnk lltwlgl.on~ ¡\linden Picour·c.' p78(hr); Flick.r/ 1-l.Dcsplcchtn plJ(tc), Flickr/I~Sltnrp pf/J(tr),
(lntcrnnuon:lll lou><;, Madrid, Spam); üorlu~ ' lhiCba (F..O. l. ViiJJ1 crdc, Mndrid, Flocl:r/D. ~1'11cy p<J2; l•'lickr Sclccc/S.C:rin¡,'llu'l.c pRS(cm); Fuodpix p31 (hr); Gallo
Sp:oin); Patricia !'I n~•• i\rrCJ:lui, (Jo:. O. l. Muln¡.,r:~ , Spai11); Mnri:r Esther Álvarcz Rico lonngcs piJ3(tl); Hnrpcr Coll ins/1lnrpcr Pcrcnninl; Ncw J•:d cditiOil (5 Moy l OIJ.I)
May 20114) pJ7(rr); Gcr ry/Al~S. NY ~ncl l)i\CS, I..mulun2011pi2'J, Ccuy/ J>ermio;."un; Thc Gunnlian fi,r C\'trncls ahrodgcd front " l'm more nfrnid nf pimcy
8/cm/ITJiflges p'IH(ul), Gcuy~f. IJinir pll (br), Getty/Y.Lcvy pM(B), C:cuy/S~ccnc~ 1hnn {'ydnncs" hy l lclcn.t Smill1, Thr t.mmliflll ll/11/ZOOil; nncl "\M• connidcr
Fuction.fcwds pp.l(ll), p24; Cetty RF pR!I; Gcny Jnu1gcs EntcrtaimHcnr uur~clvcs hcro~: n Snmali l)inll.: Sp~nks" hy Xnn l~lc1: 1111!1 Ahdiqnn i lln•'t"'• 'fYJ<'
pp69(b), l O!i(tr); Cctt)' lmngcs Ncws p59(u-); Hocldtll' & Stoughlon, llntltlcr r.'111mlin11, 121 111200!:1. C:upyriglu O C unrd inn Ncw> & Medi:l Lrrl .100:-l;
Fnith, l lc;1tllinc Puhlishing Grn~'l' & j uhn Murray (Publishcrs) pft'J(tr); H ulton l'\lr;lct fmm 'QED' lty Rohcrt.\lnuhcws t'tiJI)'Ti¡:'ht €> 'Ii!lcgrnph (:rnup Limttcd
Archive pp i <J(cr), 25(hr), 4l, 4+, 73(hr), 130: ltnngc Bnnk Jll13(c), 38, 50(ti), 1JK, 2004, first rnblishcd lll The Daily .ICICbl'l'.lJlh 06.01 .04, I'Cprin red by J)(;nnis>ion
104, 105(h); Kob:tl/l)n nl\h foilm lnsrinnc/D R/Zcntrop~ p12!l, Kouni/Ni111hu~ of rh<; pHhlisher; llc<1tlt ine l'ublidcing Group 1.imírc:d ami Pcnguin Group
Fill no; 1 ~15(tl); LQndy l'lnnctlmugcs/I IJunc_~ p7 1{tT); i\lhry Ev:ms Pictu•·c C~nncla fo r an cxt•·nct l'rotn '!'be Lml!f Song hy i\ndrca Lcvy, pp.'J2 -95, copyright
Libnuy pp SS{Iu~. S!l(c); N~1tionnl Gcogrnpuic/Wi nlicltf Ptll'l;s ¡172(1•1); Nordic © 20 JU Antl c·e~ J.cvy. R~prnclucctl hy pcrmlssinn nf l le>~d ll nc JluhliNhing Cruup
Pl1oros pi 05(bcr); Pnnos !lkt ures/C.M.B.Akash plliVPnnus l'icurrev(j. Limitc1l nntl Pcngui n Cmup (C~n:~cln), a Divisionnf l'c~rson C:cn11olll , lnc.;
Shcn 11S?; Pcnguiu Bnoks {6 Aug 20UIJ) 1' 107{tl), 107(tT)¡ l'hotoalro p7tí; F••~'Ydctp.•cdi:r llri!.rnnic.l, lnc. fnr an cx1rncl adnjl!cd frmn •Jiangnlurc' lrotn
Photot,or.lphers Choice p·l2; I!bowlibrnrylll.Uirt7.éll pl0~(1r), I'hc;¡tulihl'l1ry/C. lit~rydopctfill /JntnmiiC•I 1007 Ulthlllllf Rrfrmu~ Sllllt. i\tlapu:d wiLh pcrrno'<~i<ln
lJI'IW11lM1 r 1(16(br), ¡>hnt olihr.lryll.l.flrcnnnn p78(dnrn), Pluanlihrary/Corhis fmtl t Encyclupncchn llri 1nnni~:a , © 1007 l¡y Entyclupncdo:~ Briunnit'n, J.u:.;
pp33, ')J(t·), Pl\owlihrnry/R.F..rwin p20(1!),1'hutulitll·nry/Futos~"ll rd1 p¡170(hl), l·~xrrncr l'rc¡111'Thc Ncw Cuiden J\1:!.:' l mcrvicw~ h¡• Yl1scnin Alll•hai· llr• own,
109(rl), J>horulilm•c·y/ll. llrhh Colltction pSI!(c•l), Pho•ol ihmry/ l', (hcrris pl O(d), eopyrighr © Thc l~~tlr.pcntlent 2010, lim puhlisllcd irc T he Indepcmlcnl. 19.05.10,
Photolilu~lry/M.Runl<cl ll ulgcr p20(cr), Photolihmry/W.K1!11t pll2. Phutul ihr:~ry/ reprintcd hy permissi11n of th., puhli~her;James Peto for an o:xtract from '':Th.,
Geophow/i\.Ku7.in pJ 7(c), Plwwlihr.1ry/lmngcbroker I~F p84(cl), l'hotolibrnry/ Bcating He:m" by Tcd Bi~nco in T/~e /lrm't by Jame~ l'eto 2007, pp.J 81-lill,
Lmu¡:¡cstntc plíl, Phowlihr.1ry/lngnun Puhli, hing pi()IJ(unl),l'h"wlíbrnry/C rcpmrluced with pcrm ission; Oxfonl tr1indfnlness Centre, University of Üi<fortf
J<obc::r p 100, l' homllhr.11'y/\f.ll•tcCormick pi 09(tc nr), Phmolihrnry/L.MmlltHI Dcpt. of Psychi<ltl')' (o'vlBCD for an extmct [mm 'o\1indfulncss hase<l cc¡gnrtive
pl:!3(c), l'humlíbrnryii.Palacin~ pp6fí(C), i>hcnolihnuy/i\. Pcnkcti'l p2 1(tr), thcncpy' )oJip://mbq.couk/ahour-n\W, reproduccd with pemlission ofPrafessor
Photollhr.rryn·he J>rint Culll!ctor p3 1(e•·), Phwolibrnry/Rmlius lrnílgcs Mark Williams; 'Exto·:cct from ''l >uning the mon~cy mind' by Kathy Pl.illi¡)~,
p!OJ{II), L'hotoJjhmryiJ. Rotman p-l8(cl), Phorolibr~ry/C.S~nd1cz p71j(,hrcw), e<Jpyc·ight ©'lelc{..'l'l!Jlh G roup 1.imirecl, fir:.t publi.~hed in ' l'hc Snnday lclc~•ph,
Phorolihmry/G.Zwcrgcr-Sd10n1!r pl.l(hr), Phuwlihrnry~.S\\ceJIC)' 116/i(E). rcpd nted by pcnnio:sion of thc publishcr; Snc Gerhnr dr fc,r in terview material,
Photoliluwyni\O hnngcs l.tcl 94(br), l'hlllulib~ry/R.Ynrvm ¡19<í(cl), Phowlihrnry/ t·cprotlu<;cd with perrnission; The H;on dom House G•·o up Ltd and WVlNqrtón
Z()CIIl:ll' RF p35; Photonic:l (ll)22(cl), IJ.l (tc), 1lJ6(d); Profilc llonks, c:i1¡.~1111CSh, & Cocllp;cny, In c. for ;cn extraer froon Onc 1bmthwl F.r.rentit1/ Thiug:< Ynu Duht¡r
Ncw Englísh Version hy S1cphcn Mit chcll (6 Oct 2005) p55(tl); Rruulom Km•lv: Mnths Explllilll' )•om· Wodd hy Juhn lJ. 13arrow, publishcd hy Bodley 1l cncl,
Housc Publishcrs/ Binck Swan (26 Fch 2009) piiS(tr); Rcpmtagc pi!O(cl): pp. l ll-19, 200B. Rc¡ll'inted by pcrmission ofThe Randomllouse Group Ltb ancl
ReY F~tun:s/U.RI~i r pl 19(tl), Rcx Fc.uurts/Fox Sc:rrch!Everett ptnll(hl), Rex WW. Nonon & Comp•ny, Tnc.; lbrbar~ Mohhs Lir.:rary Agency for an cTct
Fcaruresllm01gc Source p28, Rtx Fc:amrcs/ITV p30(hc), 30(bl), Re> Fcarures/A. frmn "Thc idea of p~rfcction" hy Kate G•·envillc, pp.Z-9, 1999. Rcpmduccd•with
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