Russian Edition
TONTENTS
in btue Er**n': skilts ar:dtask in the lessonsare higi'tliEhted Grammarfocus
(p.5) Warm-up (matching) Listening: PersonaLity Vocabulary:
1 Autobiography1p.ot1
2 WhoAreYou?1p.s-r;
3 Nationalldentity (p.10'11)
ReadingStrategies:Revision Vocabulary:WordbuiLding
Revisioo n f a l l t e n s e s( g a pf i t l i n q , n iq ) r u l t i r l e - c h o i c en, t a l : c h
ListeningStrategies:Revision Listening: (T/F,qap fittine) Vocabutary:lvlulti-partVerbs Function: Preferences
(p.14) LanguageAwareness1 Determiners
W a r m - u p( p . i 5 ) L i s t e n i n g(: m a t c h i n g ) Vocabu[ary:Laughter
5 A ComicNovel1p.lo'lz;
6 CrazyBut True(p.t8-1e)
7 What's So Funny? (p.20-21)
Fi*ai!i ng Strat*gier;: nt-i quesilcrs A.lsLoicring Vocabulary:CoLLocations
Pasttenses,PastPerfectContinuous ( m a t c h i n gg, a p f i l l i n q )
Verbs Multi-part Vocabutary: nl-c Ansrlering Strategies: Listening quesrioirs (n-c queslions) Listening: jokes TelLing Function:
Tenses(p.25) andSimple LanguageAwareness2 Continuous (p'28) 1 and2 (p.26-27)€ulture Corner1 TheHistoryof EngLish ReviewModuLes
Warm-up(p.29) L i s t e n i n g :( m a t c h i n g ) Reading: Vocabutary:0pi nion adjectives
(p.39) Warm-up categorising) Listening:(matching, Descri bing beautY Vocabulary:
9 Street Art 1p.so-st1
10 BodyLanguage(p.32-33)
11 Branded (p.ja-35)
i':,iai ; ;t,j 5xlia{.49i*5:
Retativeand particip[eclauses
L i s t e n i n g :( m a t c h i n gg, a pf i L l i n gT, / F ) Vocabulary:MuLti-partVerbs ! - i ; t e n i * 5: i # i : * t i r : E : 4 n t " s : . l n gT , / F quesrions F u n c t i o n :i l t s c i i b i n gp e c l l e
i I Il :''t.ti-:_l
I ;+..c: :tq,: a rrC p; i: g r.tp lt:
Vocabutary: moke, get, hove i)r'.)
13 Poetry@.
14 WrappedUp 1p.
ReadingStrategies:Reading Poetry rnatclring) ii';/F, ldiomatic[anguage Vocabutary:
The Passive (matching,sentence transformaiion)
15
[email protected]) ng Listen!*g Strategiesil',1atchi p e o p l ea n do p i ; r i o n s Listening:(matching) Vocabulary:MuLti-partVerbs Function:Aqreeingand Disaqrceing
3 and4 (p.50'51) (p.49) ReviewModuLes LanguageAwareness3 Pronouns (p.52) Federation oftheRuss'an CultureCorner2 Peoples
(p.53) Warm-up Listening:(matching) Science Vocabulary:
Warm-up(p.63) Listening:(matching) : Reading: Vocabulary:The body
17 Eureka! (p.5a-5s)
18 Futurology (p.56-s7)
19 Artifi ciat Intelligence 1p.la-14
r:g T/ F ill*frdi iiff Stsat*gi*s: trin:;weri t$eSlrcns Compoundwords Vocabu[ary:
Thefuture,FuturePerfect, Future Continuous (matching, gapfitting)
gapfilting questions, Listening:(answering Listeningstrategies:Multiplemaichlng Vocabulary:Mutti-parl Verbs l s l , ' r g0 u e r l i o r s F u n c t i o n L: l a r i f i / i . ga n c a
21 Life Savers 1p.ot'-os1
22 SuperAthletes (p.66-67) 23 Brain Power (p.68-6e)
ii,**ri!ng st,'at* -er*s:l ai.is \,'rlih t a i a . J r a i tgr i li t s Vocabulary:Synonyms
MixedConditionaLs ConditionaLs,
! - i s t e n i n gS t E a t e g i e s[:c r n p l e i i n ga text Listening:(gapfitling, matching) V o c a b u l a r y :M uL t i - p a r tV e r b s F u n c t i o n : G i v i n gal n d a s k i n gf o r a d v i c e
5 and6 (p.74-75) (p./3) ReviewModuLes LanguageAwareness4 ModaLity (p./6) the WorLd around CultureCorner3 EngLish
W a t m - u p( p . 7 7 ) L i s t e n i n g :( m a t c h i n g ) ng pLaces Vocabutary:Describi
25 0n the Road 1p.ts-to1
26 Migrating (p.80-81)
2 7 Trans-continental P.az-s.t;
'. t:lri'r;r lil;r::i*iii*:;: A:rs,,r,trI;ii
Verbpatterns;-ing form,infinitive
L i s t e n i n g S t r a t e g i e s :I d e n r i ' y i r g situationa sndpeople L i s t e n i n g :( n r - c ,g a p f i L L i n g ) V o c a b u l a r y :M u L t i - p a rVt e r b s S p e a k i n gS t r a t e g i e s :B e i n gP o l i t e F u n c t i o n : P o L : t er e q u e s i - s
V o c a b u t a rW y :o r d b u i L d i n g
'i,'i
'
Communication Workhops 4 Communication Workhops
Language Powerbook
( p . 1 2 -31)
Vocabulary:Persona[ity, wordbuilding Remember:ModaLverbs Grammar:Revisjonof tenses Function: Expressing preferencesMutti-part Verbs Writing: A letter Word Power LanguageAwareness
Writing: A forma/informaIletter Speaking:A short presentation SpeakingStrategies:Revision
E x a mP r a c t i c e1 : U s eo f E n g l i s hR ; e a d i n gW ; riting
8 Communication Workhops \p.22-24) Writing: A book revjelv Listening:A sketch(matching,m/c) S p e a k i n gA: t o p i c p r e s e n t a t i o n Speakin g Strategies: Preparat'io n
12 Communication Workhops 1p.36-38) Writing: A descriptionof a ptace L i s t e n i n gA : s o n g( g a pf i t l i n g ) S p e a k i n gD : i s c u s s i nagt o p i c ( p i c t u r e description) Speaking S t r a t e g i e sG : a i n i n gt i m e
16 Communication Workhops @.a6-a8) Writing: A fiLm review Iistening: A conversation(matching) Speaking:PLanning an event SpeakingStntegies: Takingturns in groupdiscussions
20 Communication Wbrkhops (p.60-62) Writing:A descriptionof an event Listening:A song (matching) Speaking:A presentation SpeakingStrategies:Giving presentations
24Communication Workhops (p.70-72) Writing: A discursiveessay(1) Listening:A TV programme(completing sentences) S p e a h n gA : discussion SpeakingStrategies:AvoidingprobLems
28Communication Workshops (p.84-86) Writing:A formalLetter Listening:A song S p e a k i n gA: t o p i c p r e s e n t a t i o n
Vocabulary:Laughter Remember:Pasttenses Grammar:PastPerfectContinuousFunction:Tetlinga joke Multi-part verbs writing: A book review word power LanguageAwareness check your Grammar
(p.z-15)
( p . 16 - 3 1 )
E x a mZ o n e( M o d u t e1s - 2 ) : S p e a k i n gL;i s t e n i n gR; e a d i n gU; s eo f F n g l i s hW ; riting
Vocabulary:0pinion adjectives RemembenComparison of adjectivesGrammar:Relativeand participleclauses Function: Describingpeople Mutti-part verbs writing: A descriptionof a place word power
(p3z-a5)
E x a mP r a c t i c e2 : U s eo f E n g l i s hR ; e a d i n gW ; riting
vocabulary:Opinionadjectives Remember:Active,passiveand causatjve Grammar:The passive Function:Agreeing,disagreeing, askingfor opinions Mutti-part Verbs Writing: A fiLm revjer,vWord power LanguageAwareness CheckYour Grammar
(p.46-63)
E x a mZ o n e( M o d u l e3s - 4 ) : S p e a k i n gL;i s t e n i n gR; e a d i n gU; s eo f E n g l i s h\;1 / r i t i n q
Vocabulary:Compoundwords Remember:wilt,going lo Grammar3FuturePerfect,FutureContinuous Function:ClarifuingMulti-part Verbs Writing: A descriptionof an event Word power
(p.64-75)
E x a mP r a c t i c e3 : U s eo f I l g l i s h ; R e a d i n g\ ;l . / r i t i n g
Vocabulary:Partsofthe body Remember:Conditiona[sGrammar:MixedConditiona[sFunction:Givingadvice Multi-part Verbs Writing: A discursiveessay Word Power LanguageAwareness Checkyour Gnmmar
(p.26-91)
E x a mZ o n e( M o d u L e5s 6 ) : S p e a k i n gL;i s t e n i n gR; e a d i n gU; s eo f E n g t i s hW ; riting
Vocabutary:WordbuiLdingRemember:-ing form, jnfinitive Grammar:Verbpatterns Function:Askingfor permissionMutti-part Verbs Writing: A fornrailetter Word power l x a m P r a c t i c e4 : U s eo f E n q l i s hR; e a d i n qI ;' V r i t i n g
\p.92-105)
CONTENTS
(p.87) Warm-up (matching) Listening: GlobaI issues Vocabularv:
29 Unnatural 30 Gtobat (p.88-8e)Warming Disasters (p.e0-et) ReadingStrategies: Completingtexts with sentencg eaps Vocabulary: Prefixes
Reporting,Reporting Verbs ( m a t c h i n gs, e n t e n c e transformation)
32 31 Richand Poor 1p.ez-os1 Communication Workhops Listening @.ea-e6) Strategies: Taking Lecturenotes Listening: (T/F) Vocabulary: MuLtipart Verbs Function: J us t i f y i n g ar gum e n t s
Listening:A radio interview(gap fitlinq) Writing: A Letterof n appLicatio Speaking:Discussing photosand texts SpeakingStrategies: Usingphotosand texts in discussions
(p.106-l Wordbuitding Vocabulary: Reporting Remember: verbs Reporting Grammar: justifuing Function:Givingopinions, Multi-partVerbs arguments Writing:A Letterof appLication Awareness WordPowerLanguage CheckYourGrammar
(p.88-89) reportstructures LanguageAwareness5 Impersonal (p.100) in Russia CuttureCorner4 Environmentaljssues 7 and8 (p.98-99) ReviewModules
33 GoldenAges 34 Consumer (p.102-1a3) Society W a r m - u p( p . 1 0 1 ) Listeningl (matching, tabtecompletion) Vocabutary:SociaIprobLems
W a r m - u(pp . 1 1 1 ) (matching) Listening: Conftict Vocabulary:
ReadingStrategies: Summarisinq Rich Vocabutary: [anguage
$.10a-L05) C o m p l e xs e n t e n c e s :
35 Utopia (p.106-107)
36 Communication Workhops
Listening (p.108-110) Strategies: W riting: A discursive nding Understa culturaIreferences e s s a yt 2 ) L i s t e n i n g :A s o n g Listening: ( m a t c hni g) (answeri ng questions, matching)Speaking Strategies: P r e p a r i n gf o r p r o b l e m Vocabulary: solving Mutti-partVerbs Speaking:Probtem Function:Making solving suggestions
37 War Memories
38 Neiqhbours 39 Conftict from H-ett Resolution
(p.112-11i)
(pJ1a-l15)
(p.116-117)
Reading Strategies: Questionswith more ihan one type of examinationtask Vocabulary: Word fa mi Lies
Complexsentences: e m p h a s i s( s e n t e n c e completion, sentence tra nsfornration)
MuttiVocabulary:
(p.118-120)
Listening Strategies: Identifyingmood Listening:(T/F, m-c) Function:Arguing
Writing: A letter of complaint Listening: A f i l m s c r i p t( m a t c h i n g ) Speaking: A formaI te[ephone conversation
6 Perfectiveverb forms(p.J21) Awareness Language 9 andL0 (p.122-123) ReviewModules LiteratureSpots1-5 (p.124-133)Writing Help (p.1.37-145) SummaryftJa6-150)Lexicon (p.151-176) Grammar
40 Communication Workshops
Vocabulary:SociaL (p.112-1. proDLems R e m e m b e r :E x p r e s sn rg' r e g r e t G r a m m a r :P e r s u a s i o n F u n c t i o n :S u g g e s t i o n s Multi-part Verbs W r i t i n g : A d i s c u r s i v ee s s a y Word Power ExamPractice5: Useof EngLish; R e a d i n gW ; riting
Vocabulary: @.132-1 C o n f l i c tw o r d s Remember: PresentPerfect G r a m m a r :E m p h a s i s F u n c t i o n :A r g u i n g Multi-part Verbs W r i t i n g : W r i t i n g u n d e rp r e s s u r e Word Power Language Aware C h e c kY o u r G r a m m a r E x a mZ o n e( M o d u L e7s- 1 0 ) : L i s t e n i n gR; e a d i n gU; s eo f E n g L i s h ; Writing
19 ) M i n i - G r a m m a r( p . 1 4 8 - 5
. . .
. .
talk about different kinds of identity and give a short presentation about yourself. listen to mono[ogues, a radio programme,an 'interviewand a presentation. read extractsfrom an autobiography,a diary and letters;use listeningand reading strategies. write a formaI or informal letter, revise the main tensesin Enql"ish.
KEY W 0 R D SP: e r s o * a t i t y ambitious,caretess,chatty, cheerfut,chil.dish, competitive,considerate. conventionat,easyg o i n g ,h a r d - w o r k i n gi d, e a [ i s t i ci,m p a t i e n t , individualistic,kind, l.ikeabte, moody,outgoing, popular,reckless,reUable,reserved,romantic, setfish,sensibte,sensitive,sentimentat,shy, sociab[e, sympathetic
I Aulobiogrophy Beforeyou slart 1 r n i n l a b o u t a n i m p o r t a n t s c e n ei n y o u r l i f e that you remembervery clearly. Tetl the class. Example A sceneI rememberverywelLis whenI won a competitionat primaryschool... h
l .
Ke0orng 2 neaa the Strategies. R e a d i n gS t r a t e g i e s :R e v i s i o n
Text 1
. B e f o r er e a d i n g ,l o o k a t t h e t i t l e , p i c t u r e s a n d t h e f i r s t c o u p t eo f [ i n e so f t h e t e x t . L o o kf o r c l u e st o h e l py o u p r e d i c tw h a t k i n d of text it is andwhatit is about. o Road the
tevt
to
net thp
npnpr:l
stge@{s'@@8*rte"t?:vtetr??4,lt,e*t4".::tt':'
idc:
I g n o r ew o r d sy o u d o n ' t k n o w . . R e a dt h e t e x t a g a i n .T r yt o w o r k o u t t h e m e a n j n go f i m p o r t a n tn e w w o r d s .U s ea d i c t i o n a r yi f y o u c a n ' t . . R e a da n y c o m p r e h e n s i oqnu e s t i o n sa n d t r y t o t h i n k o f p o s s i b t ea n s w e r sT. h e nf i n d a n s w e r st o t h e q u e s t i o n si n t h e t e x t .
Use the Strategiesto answer these questions about the texts.
TextI 1 W h a tt i m e o f y e a r d o y o u t h i n k i t i s ? W h y ? 2 W h od o y o u t h i n k P e t e ri s ? H o wd o y o u t h i n k t h e d i a r yw r i t e rf e e l sa b o u t h i m ? 3 H o wo l d d o y o u t h i n k t h e w r i t e r i s ? G i v ey o u r rea50ns. 4 W h a td o y o u t h i n k i s u n u s u aaI b o u tt h e w r i t e r ' ss i t u a t i o n ?
& .:: :,4
,3
Text2 1 H o ww a s t h e g i r [ d i f f e r e n tf r o m o t h e r children? 2 W h yw a s h e rt e a c h e rs o i m p o r t a n tf o r h e r ? 3 H o w d i d s h e l e a r n n e ww o r d s ? 4 W h yd i d s h ef e e I h a p p yw h e ns h e u n d e r s t o o d 'water'? t h e m e a n i n go f t h e w o r d
he weather's been wonderful since yesterdav and I,ve perked up quite a bit. My writing, the best thing I have, is coming along well. I go to the attic almost every morning to get the stale air out of my lungs. This morning when I went there, Peter was busy cleaning up. He finished quickly and came over to where I was sitting on my favourite spot on the floor. The two of us looked out at the blue skv,the bare chestnut tree glistening with dew, the seagulls and other birds glinting with silver as they swooped through the air, and we were so moved and entranced that we couldn,t speak. He stood with his head against a thick beam, while I sat. We breathed in the air, looked outside and both felt that the soell shouldn't be broken with words. We remained like this for a long while, and by the time he had to go to the loft to chop wood, I knew he was a good, decent boy. He climbed the l ladder to the loft and I followed: during the fifteen minutes he was chopping wood, we didn,t say a word either. I watched him from where I was standing and could see he was obviously doing his best to chop the right way and show off his strength. But I also looked out of the open window letting 2 my eyes roam over a large part of Amsterdam, over the rooftops and on to the horizon, a strip of blue so pale it was w almost invisible. As long as this exists,' I thought, ,this sunshine and this cloudless sky, and as long as I can enjoy it, how can I be sad?' )
'l&
'&
laterto the Whatdo youthink happened writersof the texts?Checkyour answerson p a g e1 3 5 .
Unless you write yourself, you can,t know how wonderful it is; I always used to bemoan the fact that I couldn,t draw, but now I'm overjoyed that at least I can write. And if I don't have the talent to write books or newspaper articles, I can always write for myself. But I want to achieve more than that. I can't ,/ imagine having to live like Mother, Mrs van Daan and all the women who go about their work and are then forgotten. I need to have something besides a husband and children to devote myself to! I don't want to have lived in vain like most people, even those I've never met. I wanr to go on living even after my deathl And that,s why I,m so grateful to God for having given me this gift, which I can use ro develop myself and to expressall that's inside mel
Cry %
&
ldenttfu Texl2
(Revision) Vocobulury:Wordbuilding @' Lexicon,page 157.
THE MOST IMPORTANT DAY I remember in all my life is the one on which my teacher, Anne Sullivan, came to me. It was three months before I was seven years old. On the afternoon of that day, I knew that something was happening. I went outside and waited on the steps of the house. I could feel the sun on my face and I could touch the leaves of the plants. Then I felt someone walking towards me. I thought it was my mother and she picked me up and held me close. This was my teacher who had come to teach all things to me and, above all, to love me.
5
-y, -ed,-ing,-fuL,-(i)ous,-ish,-(i/a)bl"e, -tess,-at,-(t)ic, -istic,-(e/a)nt,-ive l0
The next morning, the teacher took me into her room and gave me a doll. When I was playing ls with it, Miss Sullivan slowly spelled the word 'd-o-l-f into my hand. I was interested and I imitated the movements with my fingers. I learned a lot of words like this, but only after my teacher 20 had been with me for several weeks did I understand that everything has a name.
I i
r5 I
One day, I didn't understand the difference between'mug' and'water'. I became angry and threw the doll on the floor. In my quiet. dark 25 world I didn't feel sorry for doing it. Then my teacher took me out into the warm sunshine. We walked down to the well where someone was drawing water. My teacher put my hand under the water and spelled the word'w-a-t-e-r' 30 at the same time in my other hand. Suddenly, I felt an understanding. The mystery of language was revealed to me. I knew then that'w-a-t-e-r' was the wonderful cool something flowing over my hand. That living word awakened my soul, gave it light, hope,joy, set it free! 3b
qur@
3 Us" the endingsbelowto makeadjectivesfrom the groupof words(a-k). Somegroupscan havemorethan oneending.
a m o o d ,s t u f f , h a p p i n e s sc,l o u d g b hope,care,hetp h nature,logic c pract.ice. d i d e a t ,r e a [ ,i n d i v i d u a I i e decision.create,imagination f importance,tolerate,djfference j k
mystery,ambition, danger romance.sympathy, science Like,rely,sense interest.tire, bore s e t f .c h i t d
Makeadverbsfrom the adjectivesin a, b and c. Thentry to add moreadjectivesand adverbsto eachgroup. Checkspetlings. 4 took at the wordsin Exercise 3. In which of them is there a changein wordstress? Example idgal - ideallstic,Science- scienlific Q
listen and checkyouranswers.
5 put the underlinedwordsin the correctform. I h a v es o m ev e r y 1 p t e a s em e m o r i e o s f m y 2 c h i L d .W e 3 j n L j v e d a r o m a n c ec o t t a g ei n t h e c o u n t r yw i t h 4 l o v e v i e w so f L a k eW i n d e r m e r eW. e h a d a 5 w o n d e rg a r d e nw i t h lots of animats. However,] 6 11_g1uo_ry one year 7 extreme 8 wel"l". I was eight and one of my f1v,o11 animalswas a g o o s ec a l l e dM a b e l A . f t e r c o m i n gb a c kf r o m s c h o o [ I. u s e d t o 9 f o o d M a b e l "W . i t h m e ,s h e w a s 1 0 u s u a lv e r y q u i e ta n d 1 1 f r i e n d .W i t h e v e r y b o d ey l s et h o u g h ,M a b e w l a sv e r y n a s t ya n d 1 2 a q q r e s s i o nT.h a t w i n t e rw a sv e r y c o t d a n d t h e s n o ww a s n e a r l ya m e t r e1 3 d e p t h . 0 n C h r i s t m aD s a y ,w e h a d a 1 4 t r a d i t i o n[ u n c h- g o o s ea n d C h r i s t m apsu d d i n g I. w a s 1 5 c h e e ru n t i I I r e a l i s e dt h a t t h e q o o s ew a s . . . M a b e t l My 16 h-immediateLy disappeared-an I ds p e n tt h e r e s t o f t h e m e a Ii n t e a r s . 6 Choosea memory from your tife. Write notes about t h e s et h i n g s : y o u r a g e ,p l a c ea n d t i m e , w h o y o u w e r ew i t h , w h a t h a p p e n e dh, o wy o u f e [ t , w h a t h a p p e n e di n t h e e n d 7 Wort in pairs. Tetl your partner about your memory.
guoTn,.... u?wuoTn '%
loveon.s"lf is the be{innin{of a lifelon{ OscarVild.
fofhanCe.
2Who AreYou?
i,t,
Beforeyou starl 1 t o o k a t t h e p i c t u r e s .W h i c h o f t h e t h i n g s c a n t e l l u s a b o u t o u r s e l v e s ?W r i t e y o u r o p i n i o n so n a p i e c eo f p a p e r . Example I think that astrologyis interestingbut I don't believein horoscopes. Tel[ the class. 2 toot
c
HelShe
T su,ppt*-Tavn4w;n ^ 5W p-usonO X pb|toal)4 aurdbaalmi,nton yutu, a {rt. Cil T'mal.+otu,rffi,1uno, fhnl/qhT'motrlAno+ va14qnd at tt Un{fuwra;m.T ha,wh'+ gd uuhtimljo'pnhoe aq G) Tvu bui vua b1,4-.wfiltvugeya.n46. AMIrat4,wlun @ I-[@ZA"ri (s) T'vq Cntlxrp, than ,4@ {o do ay1tiltpxth,ueSLwturust tlw4'rebry ^ttu4gat ntg loul cl,tfu.
is alcn rrerri lonical
T h i sp e r s o ni s q u i t ec o n v e n t i o n -a L s o m e o n ew h o d o e s n ' t[ i k et o b e d i f f e r e n t . H e / S h ej s a t s o r a t h e rs h y b u t i s a g o o d o b s e r v eor f p e o p t e .
C h e c ky o u r a n s w e r so n p a g e 1 3 5 .
' 7"7,' 7n, *T#Hf* *i8ffi LK# f: rrf,i
*
'v
m-z tt.z-
ttl4.* uLaJ t-tJQuJa4
m zk^:t)-|;;:13 ^s w,X l*r*;;#ffiW^y.. :::"ffi;+}i :;,:, i.,?^", ' " ;s.h|&k*.* y i:tr4#'i::'!i'i;;:ffi:::':':r: i ff*:,^y "r: urhen-"ii# W " U ; i - i u n i wtP pa*h $,#ff ff Ii,]j, -n';;i;" ii:::r: .r,"::
r'' ::l.r :.it:::: . .+rj:-,1
.:'i':, . ,
O* t h a . r - e r r s * e-xpctto,nre-6 4 eNnh--^, r/) y\n ((/7) naa^ Q oN \Ep Qxer e r th / .^Aan a ^ ^ r -ro -r t(r4nn'a
i"ir;':;tr"
. :
;tYi'7:"'J^;I! ::;: *"' '': r:,^i,"i,22',' .
'llrtf#f-^'-'i"^
t ,
'll .
$|;jr, and
vouwa^tPd
(''n)weYtLb45-
\.a-6l
1111n. T T
,.-t
,;___:_-".e wr uttz ntfi.t* beot2_6, T a gr-aJr\d uJa,4 , verA UJet. (/9) LDe.r'p n;^^ ,J W,
tu
a
\4v/,L t>(r,t^)a rurce-
,,.
i
+4,
3na_ua-
-ddrj
Revision: Tenses
Lo,,e'
:::.'
€m,-,a
€B,#ffi
'*{'$M*qa6'
6m+s*ud'-"''"'
${'FgolFds$f rllidii
4 tooL at the undertinedverbsin the three texts. Whattime (past/present/future) do they refer to?
-ti+--
3 Wortin pairs.Giveyourpartnerthe pieceof paper with yourhandwriting 1. Usethe on it from Exercise informationon page135 to'analyse'yourpartner's handwriting. Tetlyourpartneryouranalysis. Doesyour partneragreewith it? Let your partnertelt the ctass. Example PetersaysI'm veryambitious. I don't think thqt'strue!
5 M a t c ht h e e x a m p l e su n { q { i q q d i n t h e t e x t ( 1 - 2 0 ) w i t h t h e s e t e n s e sa n d v e r b f o r m s ( a - i ) . a b c d e f
g Past Perfect P r e s e nSt i m p L e h qoinq to P r e s e nC t ontinuous i" I wttL PresentPerfect t ontinuous P r e s e nP t e r f e cC P a s tS i m p t e P a s tC o n t i n u o u s
i{
t .1, ,t ,*" 6 u"t.tt the tensesand verbtormEirom Exercise 5 with the uses(1-9). 7 activitiesgoing on at the time of speaking/personal 2 3 4 5 6 7 8 9
E4
arrangements for the future/temporaryroutinesor habits activitiesthat are repeatedregutarty/futurefucts intentionsfor the future a c t ' i o ntsh a t h a p p e n e da t a s p e c i f i ct i m e i n t h e p a s t a c t i v i t i e st h a t f o r m a b a c k q r o u ntdo e v e n t si n t h e past eventsthat happenedbeforeother past events a c t i v i t i e si n t h e p a s t w h e r et h e t i m e i s n o t i m p o r t a n t / s t a t e st h a t s t a r t e di n t h e p a s t a n d a r e s t i [ [ t r u e a c t i v i t i e st h a t s t a r t e di n t h e p a s t a n d c o n t i n u eu p t o n0w p r e d i c t i o nbs a s e do n o p i n i o n ,b e t i e fo r k n o w t e d g e / d e c i s i o nas b o u t t h e f u t u r et a k e n a t t h e m o m e n to f s p e ak in g GrammarSummary 1, poge 146.
Proctice 7 Undertinethe contractionsin these sentences. What auxiliary verbs do they stand for? a b c d e f g
He'sbeen studyinga [ot recently. W ed i d n ' t d o i t o n p u r p o s e . I've had probtemswith my computerlatety. W e ' r eg o i n go u t t o n i g h t . I ' l " it e L ty o u a s s o o n a s I f i n d o u t . S h e ' sp t a n n i n gt o s t u d yp h y s i c s . We'dseenthe fitm before.
Listento the sentences and write O 8 pronunciation you hear. downthe contractions Exampte t --'s (has) 9 U a t c t tt h e s e n t e n c e s( 1 - 7 ) w i t h t h e s i t u a t i o n s
(a-s). 1 2 3 4 5 6 7
H a v ey o u b e e n p L a y i n gf o o t b a l li n t h e r a i n a g a i n ? I ptay footbatl everyday. I ' m p l a y i n ga f o o t b a [ [g a m eo n t h e c o m p u t e r . I ' m p t a y i n gi n a f o o t b a t lm a t c ha t 1 0 o ' c t o c k . I ' v e a t r e a d yp t a y e da n d w o n 2 0 g a m e s . I was playing footba[[when ] fel.tbadLy. I h a d p i a y e d4 0 g a m e sw h e nI w a si n j u r e df o r the first time.
a a p r o f e s s i o n af oI o t b a [ [ etra t k i n ga b o u t h i sj o b b a p a t i e n tt a t k i n gt o t h e d o c t o r c s o m e o n eg i v i n ga n e x c u s ew h y t h e y c a n ' t h e [ p someonn eow d s o m e o n es a y i n gh o w g o o dt h e y a r e e s o m e o n ee x p t a i n i n gw h y t h e y c a n ' t g o s h o p p i n gt h e n e x td a y f a r e t i r e df o o t b a t t e lro o k i n gb a c ko n h i s c a r e e r g a m o t h e rt o a b o y w h o s ec t o t h e sa r e m u d d y
,";ffffHffi5tffiffTiffi
the verbsin brackets.
I s u p p o s et h a t , i n m a n yw a y s ,t t h w e b e * n ( b e ) L u c k y s i n c et h e d a y I w a s b o r n . I w a s b o r n t w o m o n t h s premature a n d I w a sv e r y i [ [ b u t s o m e h o wI 2( s u r v i v e )T. h e n ,w h e nI w a st h r e e ,I 3( f u L t i)n t o a p o n d o n a f a r m I 4 (stay) at. My mum 5 (go) into hospitalfor an o p e r a t i o na n d s o m ef r i e n d s6 ( t o o ka f t e r ) m e at the time. Luckity,a man 7 (work) nearthe p o n da n d h e 8 ( p u t t )m e o u t ! N o wI ' m i n m y l a s t y e a r a t s c h o o Ia n d a t [ m y f r i e n d s 9(think) I'm very lucky.For exampte,I 10 (win) moneyon the lottery four or five ( b e a t )e v e r y b o day t t i m e s a n d I u s u a t l y1 1 caros. I c a n ' t s a yI ' m v e r y h a r d - w o r k i n bg u t I 1 2 (do) wel.L a t e x a m s- t h e r i g h t q u e s t i o n sa [ w a y sc o m eu p . I ' m a l s o t u c k yi n l o v e a n d ] 1 3 (go out) with a n a m a z i n gg i r [ f o r t h e l a s t s i x m o n t h s .I h o p em y l u c k t4 ( c o n t i n u e i)n t h e f u t u r e . (take) my universityentranceexamsin I 15 t h e s u m m ear n d a s s o o na s I 1 6 (finish) them, I 17 ( t r a v e Lf)o r a c o u p t eo f m o n t h s . Then, hopefutLy, I 18 (study)architectureat university. I 1 l o o t a t t h e q u e s t i o n s .I n w h a t s i t u a t i o n s c o u l d t h e y b e a s k e d ?W h o c o u t d b e t a t k i n g ? Example 1.people who meetfor the first tine 1 2 3 4 5 6
W h a td o y o u d o ? W h a th a v ey o u b e e nd o i n gr e c e n t l y ? W h a ta r e y o u d o i n gt o n i g h t ? W h a ta r e y o u g o i n gt o d o w h e ny o u f i n i s h s c h o o [ ? W h a tw e r ey o u d o i n go n S u n d a ye v e n i n g ? W h a t h a v ey o u d o n et o d a y ?
In pairs, ask and answer the questions. t2 Tat
ldenti 3 Nolionol
youstort 1 put the words below into the correct categoriesin the Key Wordsbox. a n i m a [l o v e r s a . d v a n c e dd, e m o c r a t i c , emotiona[.friendty,[iberat,modern,noisy, naturelovers,outgoing,powerfut,violent
K E YW 0 R D S :h i x * i * r : a l 5 * * n t i t y { * e . : 1 3 t r yd: e v e t o p e dd, e v e [ o p i n gh, i s t o r i c , innovative,multicultura[,wealthy, wet[-organised * s * + l * : c t a s s - c o n s c i o ucso,m m u n i c a t i v e , conservative. excitabte,fumily-oriented, [aw-abiding,natjona[istjc,po[ite, proud, retigious,reserved,serious,traditiona[. toterant,suspiciousof foreigners 2 loot< at the photos of Britain. Choose eight adjectivesor expressionsfrom Exercise1 that reflect your view of Britain and the British. Te[l the class. Example To me the British seem to be auite traditionql.
[islening 3 neaOthe Strategies. Listening Strategies: Revision . Beforelistening, look at the task. Tryto guessanswersto the o uestions. . T h ef i r s t t i m e y o u t i s t e n ,a n s w e ra s m a n yq u e s t i o n sa s y o u c a n . . T h e s e c o n dt i m e , a n s w e rt h e q u e s t i o n ys o u m i s s e d . . Do not worry if you don't understandeveryword.
Q
t-istento a radiophone-inprogramme. Usethe Strategiesto decideif thesestatementsare true (T) or fatse (F). Thentisten againand checkyour answers. 1 I
Enqtand, GreatBritainis madeup of fourdifferentnations: Northern Ire[and. Scotland andWa[es.
2 Z i n a p o t t , B r i t i s hp e o p t ed e s c r i b e tdh e m s e t v eass a n i m a l 3 I
'fi,
4 5 6 7 8
T T I T T
9 10
T T
l o v e r sa n d t o [ e r a n tb u t s u s p i c i o uos f f o r e i g n e ras n d r e s e r v e d . E i g h t y - s e v epne r c e n to f B r i t i s hp e o p [ et h o u g h tt h a t t h e B r i t i s hw e r ec L a s s - c o n s c i o u s . T h ef i r s t c a t l e rt h i n k s B r i t a j ni s a n ' i n n o v a t i v ep [ a c e . S h ed e s c r i b ehs e r s e [ af s E n g [ i s hr a t h e rt h a n B r i t j s h . T h es e c o n dc a [ [ e rf e e t sE u r o p e a n . T h et h i r d c a t l e ri s o f I n d i a n o r i g i n . S h et h i n k s B r i t a i ni s m u l t i c u t t u r abI u t t h e r ei s a n i n t o l e r a n t minority. T h e [ a s t c a t l e rt h i n k s B r i t a i ni s a m o d e r nc o u n t r y . H e i s a S c o t t i s hn a t i o n a t i sat n d d o e s n ' tf e e I B r i t i s h .
ldentrftl
Speok 7 Uat
O 4 lirt"n to an interviewwith Ctaire.Whatdoesshe like and distikeabout Britain?Wherewouldshe [ike to live for sometime? Q 5 I-istenagainand completethe FunctionFilewith thesewords: 'd rather, woutdn't mind. can't stand,'d prefer.[ove, hate,don't think I'd want, reattyinto, reatlytike, don't Like.reattykeenon, just [ove, not keen on myself, 'd [ove,prefer
?' -, . ''
N o w i n p a i r s ,a s k a n d a n s w e rt h e q u e s t i o n s below. Use the expressionsfrom the Function File. Example 1, I'm really into clubbing. 1 W h a t k j n d o f t h i n g s d o y o u [ i k ea b o u t t i v i n gi n . . . ? 2 W h a ts o r t o f t h i n g s d o y o u d i s t i k ea b o u t l " i v i nign . . . ? 3 W h e r ee l s ew o u l dy o u [ i k et o [ i v e ?W h y ? Te[[ the class.
Vocobulory: Multi-port Verbs url
Preferen ces: C o l l o q u iIaE x p r e s s i o n s zl 1 youknow. ctubbing, o l I'm -
*l rJl
zl fl
t!l
12 -doing that,too. Imean,I3-thevariety. I'm 4 l i s t e n i n gt o h o u s ea n d g a r a g e . I5-rockctimbing. I 6atl the traffic we've got. I7 s i t t i n gi n t r a f f i cj a m s ! Anotherthing I'm 8 is footbal.l. I 9a [ [ t h e v i o t e n c ea r o u n di t . I 10 watchingtennis myself. I 11 tiving in Australia,for a while at least. go out there. I t2 - to B u tI 1 3 to live there for ever. 174 to go just for a few months. go in theirsummer. A n dI l s
Whatis the difference in meaning between 'I love ...' and'I'd love to ...','I prefer...'and 'I'd prefer to ...'? Makea tist of the expressionsthat are foltowed by the '-ing'form. 6 Wtite your answersto these questions. 1 2 3 4 5 6
W h a ta r e y o u i n t o d o i n ga t w e e k e n d s ? W h a tw o u t dy o u t i k et o d o t h i s w e e k e n d ? W h a ts p o r t sa r e y o u k e e no n w a t c h i n g ? W h a ts p o r t ss t a r w o u l dy o u l o v et o m e e t ? W h a ta r e t h e t h i n g sy o u c a n ' t s t a n dd o i n g ? W h a tt h i n g w o u t dy o u p r e f e rn o t t o d o t o m o r r o w ?
Workin pairs. Ask and answer the questions above.
EF
Lexicon,pages170-176.
8 Comptete the description with theseverbsin the correctform. get at, ring up. getto, takeoff, get by,put up with, get on with, lookforward to, checkin WhenI am abroad,I atways7 /.oobforwaroLtogetting back h o m e .I s t a r t f e e [ i n gh o m e s i c ak s s o o na s t h e p t a n e 2 ----=- . when I 3 a new place.the first thing I do after I have4 at the hotet, is to 5 m y f a m i L ya n d h a v ea c h a t w i t h t h e m . U n f o r t u n a t e l yI ,h a v et o t r a v e Ia l o t o n b u s i n e s a s nd I often go to the States.I 6 t h e A m e r i c a nvse r y w e [ [ - t h e y a r e a l w a y sv e r y f r i e n d [ yI. s p e a kg o o d E n g l i s h too, so I can7 i n t h e S t a t e sw i t h o u t a n y p r o b [ e m sI .' m n o t v e r y k e e no n A m e r i c a nf o o d b u t I c a n 8 --i t . T h ep r o b t e mj s t h a t I ' m a s t a y - a t - h o m e . M y s i s t e ra l w a y s9 m e - s h es a y sI ' m b o r i n g a n d u n a d v e n t u r o uB s .u t , a s t h e s a y i n gg o e s .' h o m es w e e t home'.
honpwtug hn(trues Howwouldyou describeyour countryor region and the peoplefrom it?
puoTn....uNBuoTE is neverhappyrrnlessheis An Dn4lishn'an is neverat hornebut when rnisertle; a 9cotsyr,an heis abroad.' Anonynous,tSth century
\
. - ' - ' -rt ' \l'r^'b , ,,'*
,, --":-'i."
4 Com municolion Wotsfrops
'v'
.
F'
Dearv HawT
Writing youstsrt Before 1 Readthe two lettersand the email.Choosethe correcttinking wordsundertinedin the letters. 2 Wtrlctrof the texts (1-3) is format? Find formal and informa[ examplesof t h e s et h i n g s : greeting. requests. punctuation . g r a m m a .r v o c a b u l a r .y l i n k i n gw o r d s . endingthe letter . signing off C h e c ky o u r a n s w e r si n W r i t i n g H e l p 1 , p a g e1 3 7 .
MqYPhy attA l've jtasf r "yselP' }ny vratuaeis Patfvick Lef rrae i\tyo/urce oQ Yours! €oqnt/ oqf l'w, ^ cot^sih patwrily (l) so/\>eca^se irn the hisfovy os oqr iy\fevestea r,wrkinA oQ uay l've *oqhA ouf fhatf ioirtg sor^ae"eseawch' l've sfawte/ lf30s iv\ the fo flmericat qvar\A€4fhe v, fiAa'm, c^v e oveY wats fhe brofhev oP yorav He lvelarrr'A' leatvurg |z;;A14** gvavrAaA (sarwr)' l'loites' i,1 Des l"toilres' . ', - ^---^ i\€o :.'-D^atborat ^'\^arrt-rT uee' I live irr vJell/However, vle'e's sov're 66666) giua 19' aVeve aurA two kill. {Part 18 ar\A lowar, wifh ray wi€e fCi"'y9 gictq"e oQ sowre oQ e' he'et'Hsve's at ii"g"tn arve atbora! €iQ+^7oe * vighf' ti" tlne o\e o\-the €aw us atf at vece\! weAAirrg' Ao Ae l5arll yora thart?)' carur yor^ i* 6Q tnr adaiHo'r/A\yw;"tot^sin.(caur gveatf be lt'A 'n"ar thoto oP yor"v Patr"rily? at Patvov? Catt yora '"ni lolLs you" harve atbor'rf '"'^^ ^" atrry inlo yor'r Asad vora cor^lA 6 cor'uttvY" batck irr the'ol/ soo\' I hoPe to hearv €vowr Yol^ Yoi YS/ Parf*ick MuvghY idi@Wsffi
Hi there Anna, D o n ' t k n o wi f y o u g o t m y f i r s t m e s s a g e .I ' v e b e e n h a v i n g p r o b l e m sw j t h m y c o m p u t e r s o a m s e n d i n g i t a g a in . Look forward to hearing all about you. What kind o f m u s i c a r e y o u i n t o ? l ^ J h a st o r t o f t h i n g s d o y o u d o i n y o u r f r e e t i m e ? W h a ta b o u t s p o r t ? I ' m a footbalI fanatic myself! Get in touch soon! All the best, Mark
A Letter Write a reply to one of the letters. Fotlowthe stages below. H.
Writing lletp x, page 137.
StageI Write notes about what information you need to include. Example FamiLy- Mum, Dad,Anna and me
3 DearMsNovak, Thankyoufor yourenquiryaboutoursummer courses at Exmoor English College. I enclose a brochure withinformation aboutthe W courses weoffer(6)pluslako theaccommodation weprovide, (7)aswellaslsuch It liststhetripsandactivities weorganise, as canoeing andhorseriding. ExmoorEnglish is a smallschool.(81Alt[touqhlHowever, we havean excellent teaching staffandgoodfacilities . (9)Becauselln case of thesmallnumbers of students, thereis a friendlyatmosphere at theschool. (10)lnadditionlAnUwaU, I enclose a brochure withlocaltourist (lll BecauselAlthough information. Dulverton is a smalltown,there areplentyof thingsto do here.(12)Despitel|s wellasbeing situatedin the nationalparkof Exmoor, thetownis neara beautiful, wildpartof thecoast. (13)lffl,lhen youarestillinterested in thecourse,I wouldbe gratefulif youcouldwriteusa letteraboutyourself(14)becauselso t f t aw t ec a nj u d g ey o u rl e v e l o f E n g l i s h . I look forwardto hearinqfromvou.
ili rl
$li'
Yours jncerely, A n n eD u t t o n
lf, !1i
2 Stage your letter and ptanparagraphs. Organise
Stage 3 Useyour plan to write the letter.
Stoge 4 Checkyour letter.
Talkbock Workin pairs.Readyourpartner'sletter and makesuggestions for improving it.
N
'
I
..t-
r
ldentffil
'ffi
d* * ghat'rnn
Speoking
Linking 3 Classifythe sentencesbelow (1-7) into the following categories: a startingthe tatk b introducingtopics c a d d i n gi n f o r m a t i o n d e n d i n gt h e t a l k 1 I'm also a keenbasketbat[ptayer. 2 So, to finish off, my ambitionsand plansfor the future. 3 0K, now something else about me. 4 l've been asked to te[[ you at[ about mysetf. 5 Another thing I'm realtyinterestedin is music. 6 Wett,that's it. Thanksfor listeningto me. 7 First, something about my interestsand [ifestyte.
you start Before
o
A ShortPresenlation presentationand answerthese 1 Listento Richard's questions: 1 WhatareRichard's interests andhobbies? 2 Whydoeshe remember the singingcompetition sowet[? 3 Whatkindof job wouldhe tiketo do? Wasthe presentation formaIor informat?
Give a short presentation about yourself. Foltowthe stages below.
StageI M a k en o t e s a b o u t t h e s e t h i n g s : . . . o
famity your tifestyl"e(interests,hobbiesetc.) o n e o f t h e m o s ti m p o r t a n te x p e r i e n c ei ns y o u r l i f e l o u r a m b i t i o n sp, t a n sf o r t h e f u t u r e
Think of one or two false things to add.
VagueLanguage with O 2 lirr"n again.Completethe sentences
Stage2 Readthe Strategies.
these words. somekind, fortyish or so, that sort of, w h a t ' si t s n a m e ?s o m e t h i n gt i k e ,s o r t o f , a b o u t
6.30. S o m e t i m eIs g e t u p a t 1 NextSaturday,we're playingat a club 2 at Echoes,that's it. of T h e c o m p e t i t i o nw a s h e t di n 3 sportscentre. a n d h a d a v e r y k i n d face. S h ew a s 4 w o o o. . . It was madeof 5 retaxedbut excitedat the I fett 6 s a m et i m e . I t h i n k I ' d L i k et o b e 7 - t h e m a n a g e r of a sportscentre.
SpeakingStrategies:Revision . Whenyoudon'tknowa wordor expression, try not to stopcomptetely. . Use'vague[anguage'to moreor less exptain whatyou wantto say,e.g.it's a sortof ... . Describe things,e.g.ft'sa thingyou useto ... Workin groups.Useyour notesand the Strategies to givea short presentationaboutyourself.
Talkhack Tryto guessthe falseinformationin the presentation. Example I don'tthinkit's truethat ...
;.+€:=
"* ,:i=;-CF
* ':ti€!l:;-
,"F
=;m* ==k ;i:'
{$!il-14
1 ReaUthe first part of a ShertockHotmesstory.Whatdo you think happensnext?
i
10
'Wher-r I called on Sherlock Holmes on thc st'conclnrorninq after Christmas, he was lying on the sofa next to sol-ne ne\vspapers. On a chair, there -uvasa very dirry old hat and a niaenifiring glass. 'l suppose,'I said,'th:rt therc is a story about that hat which will help you solve :rnorhcr n l \ \ t c r i ( ) u sc ' r ' i n r c . ' 'There's no crinre,' said Sherlock Flolmes laughing.'Just a stran€lelittle incident. Peterson,the door attendant, found the hat.At about four o'clock in the morning, he was coming back from a parry when he saw a tall rnan carrying a goosc. Sr-rddenl_v, two thugs appeared. One pushed the rnan and thc orhcl thus rried to take the goose. Peterson went to protect the m:rn but seeing someone in uniform, he 1rc dropped uroPPcLr the Lrrc goose:rrl0 goose and ran ran away.ml away.All the lne attackers attacKers disappeared clsappearecl so Peterson was so l-eterson was left IeIt with
both
the goose and the old hat.There
was a card with
the goose saying'For
Mrs Henr:y Baker'and
the
initials'H.ll.'inside the hat, but there are a 1ot of Henry Bakers in London. Peterson did not know what to do rvith either the hat or the goose so he broueht both to n1e o1r Christm:rs mornins. I kept the hat and Peterson l5 had the goose for his Christnras dinner.' 'So can you find any clues abor-rtthc r-nan liom this old hat?' 'What c:rn you see,Watson?' 'Well, it is atr orditrary black hat.The lining is made of recl silk and there is no elastic.There is some dr,rston it and sevcralspots.Someonc has tried to cover all of the spots with ink. But I can't sec any c1ues.' 20 'Well,Watson, the hat tel1sus a lot about the hat'.sowner. He used to be quite rich br-rtson'rctl-ringmusr have hrppcncd ro hinr, 1'robirbly problems r,vith drink. His wife no longer loves hint. He is rniddle-aged rvith grey hair - rvhich he has had cut receutly. He doesn't do much exerciseand hc hasn't got gas in his house.' 'You nrust be joking Hohlcs. How do you knorv all tlrat information?' 'Elementarl', r'r'rydear'Watson...'
F i n d o u t w h a t h a p p e n sn e x t i n t h e s t o r y and check your guessesto Exercise1 on p a g e1 3 4 .
(l ): Determiners Reference tr
paEe14g. 6rsffintsrSurnrnurtrt,
2 Transtate the expressions in redin the text into your language.
4 Ansret thesequestions. 1 Why doesthe text say the sofa buta chair in the description o f H o l m e s 'rso o m ?( [ i n e 2 ) 2 C o u l "w d e u s eo i n s t e a do f t h e i n t h i s c o n t e x t ?H o ww o u t dt h e m e a n i n gc h a n g e ? 3 The text first mentionsa mqn and o goose (tine 8) and later t h e m s n ( L i n e9 ) a n d t h e g o o s e( [ i n e 1 0 ) . C a ny o u e x p t a i nw h y ? 5 C r o s so u t t h e e x a m p t e si n t h e t a b l e w h i c h a r e i n c o r r e c t . U s e t h e e x a m p l e si n t h e t e x t t o h e t p y o u . S r n e u m nc o U N T A B LUEl r c o u H t n s L r
(1-3) with the 3 tqatchthe determiners situations(a-c). 7 thesecond
2 snother
3 the other
a thereis a choiceof ontytwo peop[eor thinqs b i t d o e s n ' tm a t t e rh o w m a n yp e o p t eo r t h i n g s t h e r ea r e c t h e t h i n g so r p e o p [ e a r e c l e a r t yo r d e r e d
NOUNS
a/
a, k^qt
PtunnluouHs
NOUNS
M
ffi+&ttr
toule
sow*. hnt
sotuo dttxt
torr4.&tu.enl
aly
any hat
ory d^ot
aNyc/ue,s
ftD
no hat
se*,era/, seue*a./, spot u&"clt mar./o spot a, bt of a, lot of spat ^A (rf) ^lL (tf) ilz rpot
n^oe/a,stic
r,tDu4-e,n,
se.uen/,fu.ut tuuh oxercae,
seuera.Lspots wtzlu spats
a,/"ot of oxe*u,re, o /"ot of spots alL (of) that ^/L (tf) th^ospats cnforwntiott,
@ . M o r e p r a c t i c e ,L a n g u a g eP o w e r b o o kp a g e 1 2 .
read extractsfrom Lr'terature and newspaper articLes; use readingstrategiesfor answering q uestions. muLtipLe-choice t a l k a b o u t h u m o u ra n d t e [ [ j o k e s a n d a n e c d o t e s l i s t e n t o a T V p r o g r a m m ej o, k e s ,f u n n y s t o r i e s a n d a s k e t c h ;u s e l i s t e n i n gs t r a t e g i e fso r answerinm g u L t i p L e - c h oqi cuee s t i o n s . revise past tensesand learn about the Past PerfectContinuous. write a book review.
Worm-up 1 took at the photos(A-D) and quotes (1-3).Whichis the funniest?Teltthe class. Q 2 f-ootat the KeyWords.Listenand identify the typesof taughter.Sayin what situation youmightheareachone. K E YW O R D S : b u r sot u tL a u g h i ncga, c k l ec,h u c k l e , f a LaLb o u Lt a u g h i nggi,g g L e Example 1" Someonemight burst out laughing whenthey understanda joke, Q 3 c n e c t y o u u n d e r s t a n dt h e w o r d sa n d e x p r e s s i o n(sa - d ) . T h e n l i s t e n t o f o u r extracts.In which is someone: a b c d
t e l t i n ga j o k e ? p u l t i n gs o m e o n e 'lse g ? b e i n gs a r c a s t i c ? d e s c r i b i na g n i r o n i cs i t u a t j o n ?
4 w o r k i n p a i r s . A s k a n d a n s w e rt h e questionsbetow. Exampte 1 I remembergigglingin a maths exqm.I was thinking about ... 1 H a v ey o u e v e rg i g g t e dw h e ne v e r y b o d ey l s e w a ss e r i o u sW ? hen? 2 D o a n y o f y o u r f r i e n d sm a k ey o u l a u g ha [ o t ?
whv? 3 H a sa n y o n ee v e rp u t l e dy o u r [ e g ?W h a t h a p p e n e dH ? o wd i d y o u f e e [ ? 4 D o y o u k n o wa n y o n ew h o j s o f t e n s a r c a s t i c ? =jiil
F"i=
:,. -l:ilr1'lJ .,..ir:
Beloreyou stort I Wtrlctr of the Key Words are related to thesethings? h a v i n gp r o b l e m sb, e i n gc o m f o r t e d , f e e t i n gd i s a p p o i n t e d KEY WORDS : : , t o b e p r o n et o s o m e t h i n g , t o b u c ks o m e o n eu p . t o d o s o m e o n eg o o o , t o f e e l b a d a b o u ts o m e t h i n g , t o g i v e s o m e o n ea h a r dt i m e , ( s o m e o n e ' sh)e a r ts i n k s ,t o t a t k s e n s e , t o t a k e s o m e o n e 'm s indoff things, t o w a [ ko u t o n s o m e o n e setf-pity.sitent misery, t e r r i b [ ei r o n y
2 Wort in pairs. Look at the photo of Rob. U s e t h e K e y W o r d st o t a l k a b o u t t h e y o u n g m a n i n t h e p h o t o s .W h a t s o r t o f p e r s o nd o you think he is? Howdo you think he's feeting?
Reoding undlistening O
S Readand listen to the extract from High Fidelity by Nick Hornby. Checkyour guesses from Exercise2. 4 Readthe Strategies.
Reading Strategies: A n s w e r i n gm u t t ip t e - c h o i c eq u e s t i o n s . Readthe text to get the generaIidea. T h e nr e a dt h e q u e s t i o n sa n d o p t i o n s . . Findparts of the text that are relevantto the questionsand readthem carefutly. L o o kf o r s y n o n y m o s f w o r d si n t h e q uestions. Be carefu[- the answermay not be stated expticitlyin the text. . Choose a n o p t i o n a n d m a k es u r ey o u c a n e [ i m i n a t et h e o t h e r s .
Rob is 35 years old. He used to uork as a DJ; nou be ouns a record shop. But business is bad ancl ltis long-time partneli Laura, bas just walked out on bim. AII my life I've hated Sundays ... but this Sunday is a corker. I get back to the flat at one; by two, things have got so bad that I decide to go home - bome home, Mum and Dad home. It was 'waking up in the middle of the night and wondering where I belonged that did ir: I don't belong at home, and I don't want to belong at home, but at least home is a somewhere I know.
I I
. . . My parents are OK, if you like that sort of thing, which I don't. My dad is a bit dim but something of a know-all,which is a pretty fatal combination;you can tell from his silly, fussy beard that he's going to be the sort who doesn't talk much sense and won,t listen to any reason. My mum is iust a mum, which is an unforgivable thing to say in any circumstances except this one. l ) She worries, she gives me a hard time about the shop, she gives me a hard time about my childlessness. I wish I wanted to see them more but I don't,and when I've got nothing else to feel bad about, I feel bad about that. They'll be pleased to see me, although my heart sinks when I see that Geneuieue is onTV this 20 afternoon. ... V{hen I get there, the joke's on me: they're not in. I,ve come a million stops on the Metropolitan Line on a Sunday afternoon, I've waited eight years for a bus, Geneuieue is on the television and theyte not here.They didn't even call to let me know they )\ wouldn't be here, not that I called to let them know I was coming. If I was at all prone to self-pity, which I am, I would feel bad about the terrible irony of finding your parenrs our when, finally,you need them.
\ t
( t
,
'l
v I
T
'l
n .\
But just as I'm abour to head back to the bus stop, my mum 30 f '( opens the window of the house opposite and yells at me. l 'Rob! Robert! Come in!' f( '( I've never met the people over the road, but it soon becomes obvious that I'm in a minority of one: the house is packed. h 'What's the occasion?' ......,,..,.+r,r+:i-;i;ill+:=i*es:dir . I 3j
s ') tt
.I .I
yr T
IT A $
Y o
/aryhter
5 Use the Strategiesto choosethe best answer, a,b,cord.
'NotDad's home-made?' 'No.Properwine.This afternoon it'sAustralian.W"e all chip in anda man comes and explains it all.' 'l didn't know you were interested in wine.' 'Oh,yes. And your dad loves it.' ... The room is full of people I don't recognise. I wasn't expecting this. I came for an afternoon of silent misery, not wild partying; the one thing I wanted from the afternoon wasincontrovertible proof that my life may be grim and empty, but not as grim and empty as life in Watford. Wrong again!...Life in Watford is grim, yes;but grim and full.!7'hat right do parents have to go to parties on Sunday afternoons for no reasonat all? 'Geneuieueis on the tellv this afternoon. Mum.' 'l know.Ve're taping it.' 'Vrhendid you get a video?' 'Monthsago.' 'Younever told me.' 'Younever asked.' 'ls that what I'm supposed to do every week?Ask you whether you'vebought any consumer durables?'
1 I I I | | I I I I I I I I I I
4>
go home and watch the rest of Geneuieue. ... \\\\\7e My dad comes back maybe an hour later. 'We'reall going to the pictures,'he says. 60 This is too much. 'You don't approve of the pictures, Dad.' 'I don't approve of the rubbish you go to watch. I approve of nice well-made films. British films.' 'What'son?'my mum asks him. 'Howard's End.lt's the follow-up to A Room uitb a Viewl 'Oh,lovely, my mum says.'Is anyone else going from across the rcad?' 'OnlyYvonne and Brian. But get a move on. It starts in half an hour.' 'l'd better be going back,'I say.I have exchanged hardly a word with either of them all afternoon. 'You'regoing nowhere,'my dad says.'You're coming with us. My treat.' 'tt'snot the money, Dad. It's the time. I'm working tomorrow.' 75 'Don'tbe so feeble, man.You'll still be in bed by eleven.It'll do youSood.Buck you up. Take your mind off things.' Thisis the first reference to the fact that I have things off which mymind needs taking. endary-way,he's wrong. Going to the pictures aged thirty-five withyour mum and dad and their insane friends does not take lour minO off things, I discover. lt uery much puts your mind o nt h i n S s . . . adapted lrom Higtt Fictetityby Nick Hornby
+F"*
1 R o bd e c i d e st o v i s i t h i s p a r e n t sb e c a u s e a h e e n j o y ss p e n d i n gS u n d a y tsh e r e . b h e h a s n ' tg o t a n y t h i n ge l s et o d o . c h e w a n t st o g o b a c ka n d l i v e w i t h t h e m . d e v e r y t h i n gi s f a m j l i a ri n t h e j r h o m e . 2 W h i c hs e n t e n c ea b o u t R o b ' sp a r e n t si s N O Tt r u e ? a S o m e t h i n ga b o u t h i s f a t h e r ' s[ o o k ss u g g e s t s w h a t k i n d o f p e r s o nh e i s . b H i s m o t h e ri s r a t h e ro r d i n a r y . c H e w o r r i e sb e c a u s eh i s p a r e n t sm i s sh i m . d His parentslike to watchtheir frvourite fitms on TV. 3 H o w d o e sR o bf e e l w h e n h e f i n d s o u t h i s o a r e n t s are not at home? a f u r i o u s b a m u s e d c l e t d o w n d v e r ys a d ' as 4 R o b ' sr e a Ii n t e n t i o ni n c o m i n qt o h i s p a r e n t sw t o m a k es u r et h a t a h e w a s m o r em i s e r a b [ teh a n t h e m . b t h e i r s o c i a Ll i f e w a s n o t a s w i [ d a s h i s . c t h e y w e r ea s s o c i a b Laes b e f o r e . d t h e i r l i f e w a s e v e nw o r s et h a n h i s . 5 W h i c ho f t h e s es t a t e m e n t as b o u t R o b ' sD a r e n t si s N O Tt r u e ? a T h e ye n j o yt h e m s e l v eosn S u n d a ya f t e r n o o n s . b T h e yn o [ o n g e rc a r ea b o u tt h e i r f u v o u r i t ef i t m s . c T h e yh a v eb o u g h ta v i d e op l a y e r . d T h e yh a v ec h a n g e d t h e i r o p i n i o na b o u tg o i n gt o the cinema. l r
I
I
r
l l
V o c o b u l o rI yo:l l o c o t i o n s
E-
poges160-161. Lexicon,
6 Uatcttthe wordsfrom the text that go together. 1 tatk 2 head 3 emptv 4 hard 5 feel a time b sense c back d tife e bad Ctassifythe collocationsaboveinto the following categories: a v e r b+ a d v e r b b a d j e c t i v e+ n o u n
c verb + adjective d v e r b+ n o u n
7 W.it" six sentencesusing these coltocations. g e t b a c k .h i t b a c k ,m o v ei n . c t e a no u t , t h r o w o u t . e x p r e s tsh a n k s ,e x p r e s a s n o p i n i o n .e x p r e s sh o r r o r , r a i n h e a v i t ys, L e e ph e a v i t ye, m p t ys p a c e , e m p t ys t r e e t s e , m p t yg e s t u r eh, a r dt i m e t
l
.
)pe0Krng 8 W o r t i n p a i r s . A s k a n d a n s w e rt h e s e q u e s t i o n s . .
H a v ey o u e v e r b e e ni n a s i t u a t j o nl i k e R o bw h e n y o u e x p e c t e do n e t h i n g t o h a p p e n ,b u t i n s t e a d . s o m e t hni g c o m p t e t e t dy j f f e r e n th a p p e n e d ? . W h a th a p p e n eadn d h o w d i d y o u f e e L ?
ffi# w,g ,r ii{ ,$H, -',ili* -ifhiti
fir lt {:, {i yji
BulTrue! 6 Crozy youstort Before I matchthe headtineswith the pictures(1-3) andthe newspaper extracts(A-C).
Pie llrrnrble Eating --,-.,
-'''"
""'iii#-Sf'
"
Out to Grass rica Glendale, at 2Oyears old, is one of the oldest cows in Britain. Erica has delivered 238,000 pints of milk in her 'She won prizes life and used to be a champion dairy cow. every year when she was in her prime and we would always celebrate together,' said farmer Bob Maxwell. Erica has retired from competitions but last week, after he had finished work, Bob took Erica for a birthday treat to the Red Lion Inn for a slice 'If you work with an animal for 20 years, of cake and a drink. 'All you get pretty attached to it,' said Bob. the regulars love 'But I think the Red Lion ought to Erica,' said one customer. think about getting a new carpet.'
2 Headtinesin British newspapersoften 'ptay'with words. Match the headtineswith these references (a-c). a a n e x p r e s s i om n e a n i n gt o b e i n a d a n g e r o upso s i t i o n y o u b saying a r e s o r r yo r w r o n g c an expressionmeaningto be retired
Revision: Post Tenses 3 ReaUsentences1-5 from extracts A and B. Match the tenses and verb forms with their uses (a-e). Wewoutd atwayscelebratetogether. S h eu s e dt o b e a c h a m p i o n . He took Ericafor a birthdaytreat. Peop[ewere waving at her. S h eh a d t a k e n a w r o n gt u r n .
a a s i t u a t i o nt h a t c o n t i n u e df o r s o m et i m e i n t h e n a s t b u t i s n o [ o n g e rt r u e b a r e g u l a r t yr e p e a t e da c t i o ni n t h e p a s t c an eventthat occurredbeforeother past events d a s i n g t ee v e n ti n t h e p a s t e a l o n g e ra c t i v i t ya r o u n da n e v e n ti n t h e p a s t
;ili;
;;;t;";
rt". "u' in chester'when as were waving at herpeoPle
she.started to set the ;;;;;JJiv' was ***^l'^ i""iirrg that something turn anct wrong a *^"iirt" had taken she canal! on a frozen *l; ;;;c just car the of -.".g"a tJ get out the ice' f"f"t" lt ,"t'k thtoogh
Mrs Merrick, 70, had just come back from Bodmin, where she had been shopping, when she was attacked by Billy, a runaway bull. When Mrs Merrick bravely tried to defend herself, Billy lcrocked her over and started eating the contents of her shopping bag. The pensioner was finally rescued by a man who had been working in a nearby garage. 'The farmer sent her a lovely steak and kidney pie,' said one neighbour. ,But he didn't say whether Billy was in it.'
Which of the stories did you like most? Why?
1 2 3 4 5
of Wrexham' had Mrs Janet Williams' she was shock last weekend' ;;;Y she
4 put theseeventsfrom extractB in the orderin whichthey actuallyhappened. Someeventsmay have happened at the sametime. a b c d e f g
J a n e tg o t o u t o f t h e c a r . P e o p l ew a v e da t J a n e t . J a n e tt o o k a w r o n gt u r n . J a n e t n o t i c e dt h e p e o p L e . T h ec a r s a n k . J a n e td r o v eo n a f r o z e nc a n a [ . J a n e tf e l t s o m e t h i n gw a s w r o n g .
[aryhtu Presentolion: Post Perfect Continuous9
put the verbs in bracketsin the Past Perfector the past Perfect Continuous.
5 ReaUthe sentence below from extract C.
i
MrsMerrick,70, hadjust come backfrom Bodmin, whereshe hSd h99!L!9ppi!5, when she was attacked by BilLy.
I
Doesthe underlinedverb form describe:
I
a an eventbeforeother eventsin the past? b a [ o n g e ra c t i v i t yt h a t h a p p e n e db e f o r et h e m a i ne v e n t ?
?')
6 M a t c ht h e s e n t e n c e s( r - 2 ) w i t h t h e t i m e t i n e s (A-B).
1 W ec o u l d n ' to p e nt h e d o o r b e c a u s iet _ - (snow) heavilyal.Lnight. 2 S h el o o k e ds h o c k e da n d s h e s a i ds h e ( s e e )a U F O . 3 B i l " t yh a d a b l a c ke y e a n d J o e ' sl i p w a s c u t - t h e y (fisht). Johndecjdedtocomp[ainashisneighbours-(have) partieseveryday for two weeks. JiLl.Lookedgreat - she___ (l.ose)a few poundsand ( p u t o n ) a s m a r te v e n i n gd r e s s . Shei[a'seyesWereredandswo[[enasifshe-(cry) a L tn i q h t .
10 Completethe text with appropriate pasttensesof the verbsin brackets.
Past Past
B
t' *.e
Ken Coates7 waseniovinq(enjoy) his 52nd birthday at the K i n g ' sA r m sj n A s t o n .H e 2 _ _ _ ( p t a y )i n a [ o c a [p o o l c h a m p i o n s h iipn a r o o ma t t h e b a c ko f t h e p u b . K e n 3 --( p t a y )w e l . t f o rh a t f a n h o u r a n d 4 (win)threeofthefirstfivegames.He5-(put)down t h e g l a s sh e 6 _ ( d r i n k )f r o m a n d 7 _ (Set) r e a d yt o p o t t h e b l a c kt o w i n t h e f i n a [ g a m ew h e n h j s f u l s e teeth 8 (drop out). Unfortunately,insteadof potting the bat[, he 9 ---(pot) his own fatseteeth! Ken'swjfe, ALice,who 10 _ (watch)the gameatl n i g h t ,i m m e d i a t e t 1 y1 ( r u s h )t o h e t ph e r h u s b a n d . S h e1 2 ( p u t ) h e r h a n di n t h e p o c k e t o f i s h o u t t h e fa[seteethwhendisaster13-(strike).A[ice,shand gotstuckinthepocketandshe|4-(cannot)getit o u t a g a i n .F i n a t t ya, f t e r K e n1 5 _ ( m a k e )a n emergencyphonecat[.thefireofficers16-(arrive) o n t h e s c e n eW . i t h t h e h e l " po f a p o w e rs a wa n d s o m ew a s h i n g u p L i q u i dt.h e y 1 7 ( f r e e )A L i c e 'hs a n d . ' P o o rK e n ,h e 18 ---( t r y ) t o w i n t h e c h a m p i o n s h ifpo r y e a r s is a i da friend. 'In the reptay,Ken 19 (pLay)terribl.y.I think he 20 -_-(worry)about his teeth again.'
1 A f t e rh e h a d f i n i s h e d w o r k , B o bt o o k E r i c a for a birthdaytreat. 2 T h ep e n s i o n ewr a s r e s c u e db y a m a n w h o h a d b e e n w o r k i n g i n a n e a r b yg a r a g e . EU
GrammorSummary 2, page 146.
Proctice 7 Usethe cuesin bracketsand the PastPerfect Continuous to explainthe situations. Exampte1" Hisarmsweresunburntbecause hehadbeensitting in the sun aLLday. 1 H j sa r m sw e r es u n b u r n t .( s i t i n t h e s u n a t t d a y ) 2 S h ew a sv e r y t i r e d . ( w o r kf o r h o u r sw i t h o u t a break) 3 Theirclotheswere muddy.(ptay footbatl") 4 S h ew a sf i r e d . ( n o t c o m et o w o r k o n t i m e ) 5 Shewas very angry.(wait for her boyfriendfor h a t fa n h o u r ) 6 H j se a r a c h e d .( t a l " ko n t h e p h o n ef o r h o u r s ) 7 H ew a sc o v e r e di n o i t . ( r e p a i rh i s c a r a t t d a y ) 8 Shewas scaredstiff. (watch a thri[[er on TV)
1 1 Wort in pairs. Use the cues and the past tenses to write about a disastrousday trip. .
8 Write two explanationsfor each situation ( 1 - 5 ) , o n e i n t h e P a s tP e r f e c t ,a n d o n e i n t h e PastPerfectContinuous.
.
Example I Shehad beeneating too manysweets. Shehad droppedher keep-fitcLqsses.
.
1 2 3 4 5
S h a r o np u t o n f i v e p o u n d s . Stevewas feeting down. J a c k ' ss h i r t w a st o r n . A n n f a i t e dh e r f i n a I e x a m . EmiLyand Tessawerevery excjted.
. .
M r a n d M r sS m i t h n e v e r( b e ) a b r o a ds o ( d e c i d e )t o g o o n a ' n o passport'day trip to France t h e y ( g o ) t h r o u g ht h e C h a n n eTI u n n eal n d ( a r r i v e )i n B o u l o g n ef i r s t ( g o ) s h o p p i n gt h e n s i g h t s e e i n -g i n t h e a f t e r n o o nt h e y ( d e c i d e )t o v i s i t s o m ef r i e n d si n L i t t e- t h e y ( g o ) t o t h e s t a t i o n ( n o t l e a r n )F r e n c ha t s c h o o Is o ( n o t u n d e r s t a n dt )h e a n n o u n c e m e nat st t h e s t a t i o n- ( S e t ) o n t h e w r o n gt r a i n w h i [ et h e y ( h a v e )a n a p o n t h e t r a i n , i t ( c r o s s )t h e b o r d e rw i t h Germany G e r m a np o t i c e( a s k )f o r t h e i r p a s s p o r t -s t h e y ( s a y )t h e y ( t e a v e ) t h e m a t h o m e- t h e p o l i c e( p u t ) t h e m o n a t r a j n b a c kt o Boutoqne
7Whott SoFunny? Beforeyou start
Vocohulury: Multi-port Verbs Lexicon,pages17T-tr76.
ffi
1 look at the quiz. Tryto w o r k o u t t h e m e a n i n go f t h e u n d e r l i n e { v e r b s .T h e n a n s w e rt h e q u i z . W o r ki n p a i r s a n d c o m p a r e your answers.
{
,
I
i t , r :I
t l
t l : _i i ,#
!
\
#
ffan you tk'ink of a-camsd'ia,n wh{) 4;"e-goes in for imitating famous people? +! puts on different voices? ',fiif gets into trouble and then gets out of it? t t makes out that he/she is not very bright? :!#
dresses up as different people?
l+.'-.{makes up good original sketches
# &,:
andjokes? ',,fi.F got has on becausehe/she is so witty? ''F-e really cracks you up? .! really turns you aff? !,F-you used to like but you?vegone off him/her?
o o
u lr z
F
z lr
[islening 2 Reaathe Strategies. ListeningStrategies: questions Answeri ng multiple-choice . B e f o r ey o u l i s t e n ,r e a dt h e q u e s t i o n sa n d o ptions. . U s ey o u r o w n k n o w l e d g teo p r e d i c tt h e m o s t l i k e L ya n s w e r s . . L o o ka t t h e o p t i o n sa n d t h i n k o f p o s s i b [ e s y n o n y m se, . g . [ o u d= n o i s y ;i n w o r k s j t u a t j o n s= a t w o r k/ w h e nw o r k i n g . . T h ef i r s t t i m e y o u l i s t e n ,t r y t o g e t t h e g e n e r a I i d e a a n d c i r c L ep o s s i b l eo p t i o n s . . T h es e c o n dt i m e y o u l i s t e n ,t r y t o a n s w e ra [ [ fhp
nrrpctinnc
. E v e ni f y o u d o n ' t k n o wa n a n s w e ra, l w a y sg u e s s l
O
g Listen to a TV programme.Use the Strategiesto choose the correct answersaccordingto the presenter: a, b or c. 1 H o w d o m a n yf o r e i g n e rs e e B r i t i s hp e o p t e ? a l o u d b q u i e t c b a d [ yb e h a v e d 2 F o r e i g n e rm s i g h t f i n d i t s t r a n g et h a t B r i t i s hp e o p L e u s en u m o u r a i n s i L l ,syi t u a t i o n s .b j n w o r k s i t u a t j o n s . c i n i n f o r m asl i t u a t i o n s . M a n y j o k e isn E n g L i sahr e h a r dt o u n d e r s t a nbde c a u s e a t h e y c o n t a i nc u l t u r a Ir e f e r e n c e s . b t h e y a r e p o l i t i c a [ .c t h e y a r ea b o u th i s t o r y . J o k e sj n E n g L i sohf t e nd e p e n do n a knowledgo e f g r a m m a r .b b e i n gd i f f i c u t tf o r f o r e i g n e r s . c w o r d sw i t h d o u b t em e a n i n g s . P e o p LLei k eC h a r t i C e h a p t i na n d M r B e a nh a v eb e e n s u c c e s s f ui nI t e r n a t j o n a Lbt ye c a u s e a t h e yh a v ef u n n ye x p r e s s i o n s . b t h e j r h u m o u irs v j s u a l . c t h e y a r e f a m o u s .
I (
C
Pronunciotion
4 Wort in pairs. Look at the drawings above and d e c i d ew h a t t h e j o k e i s a b o u t . T e [ [a n o t h e r p a i r . Example Wethink the parentsgo awayfor the weekendand ... \ / ) Listen to the joke and compareit with your version.
O
Z Listen to the sentences.Write down the words which are emphasisedto make the story more interesting. Then listen again and repeat the sentences. Example1, promise/ not
O 6 l i t t " n t o t h e j o k e a g a i n a n d c o m p l e t et h e F u n c t i o n Fitewith these words. A n dt h e n , g u e s sw h a t , t h e r ea r e , j u s t c a n ' t , just before. Haveyou heardthe one about. LuckiLy, right, or somewhereLikethat, So, eventualtv,Wett
5 l r e l t i n gJ o k e s
a
l
.
)pe0Ktng 8 W o r t i n p a i r s .S t u d e n t A t u r n s t o p a g e 1 3 4 a n d S t u d e n t B t o p a g e 1 3 6 . P r a c t i s et e [ [ i n g t h e j o k e t o yourself. Add words (e.9. articles and pronouns) and expressionsfrom the Function File. You can add more information to make it more interesting.
ttl
hl
q
1the two brothersandtheir dad'scar? 2 Wett, thesetwo brothers. 3l passed 0ne'sjust his drivingtest andthe other'sa (El Jl 2 tl
lr
,il
? b i t v o u n q e rr, A n d o n e w e e k e n dt.h e i r p a r e n t sd e c i d et o g o a w a y to London, 5 , t h e p a r e n t sg o o f f t o t h e a i r p o r t . . . 6 they meet somefriendsand go out -, to a ctub. W h e nt h e y g e t b a c kh o m ei t ' s a b o u t f i v e i n t h e m o r n i n g7. - . . . W h e nt h e y g e t u p , t h e y g o t o t h e g a r a g e a, n d 8
9
garage. H e1 o 1l
. ;-r tz
o n e o f t h e i r f r i e n d sw o r k si n a comesand doesthe car, t h e i r p a r e n t sc o m eb a c kh o m e . believeit!
W h a tt e n s e s d o w e u s e t o t e t l j o k e s ? W h a t i s t h e differencebetween the meaning of just in numbers t 7 a n dt 2 ?
9 farc turns to te[[ your joke to your partner. Listen to your partner'sjoke actively. Example A ThisoLdcouplego into a cafe, rightT They sit down near the windowand quesswho wall
honpurng hntnres Work in pairs. Discussthese questions. 1 D o R u s s i ajno k e s s o m e t i m e'sp t a yw i t h w o r d s ' ?C a n you think of an exampte? I n w h a t s i t u a t i o n sd o p e o p t eu s e h u m o u ri n y o u r c o u n t r y ?A r e t h e y t h e s a m ea s i n B r i t a i n ?
3 Do you have simitarexpress'ions for tettingjokes? p e o p l e 4 W h a td o t e t l j o k e sa b o u t ? 5 D o p e o p t ew h e r ey o u l i v e t e l t j o k e s a b o u to t h e r nationatitiesor regions?Why?Is it fair?
Workshops I Communicolion I
#
Writing Beloreyou slarl 1 Readthe text and match the h e a d i n g s( 1 - 8 ) w i t h t h e paragraphs(A-D). There are two headingsfor each paragraph. s u m m a r yo f t h e p l " o t r e c o m m e n d a t i oonf t h e b o o k reasonwhy the reviewiswritten p r e s e n t a t i oonf t h e m a i n character(s) 5 a n s w e rt o t h e r e a s o nw h y t h e reviewis written 6 presentationof the book's disadvantages 7 b a s i ci n f o r m a t i o na b o u t t h e b o ok 8 d i s c u s s i o on f t h e b o o k ' s strong points
1 2 3 4
Reuieu) 1 the fl witt itr the genre of the -, 2 a young person in storyline often search of his or her identity and place in the adult world. One of the best examples of this is the novel Billy Liar by Keith in Waterhouse. Having been first 3 1959, the book has been recently 4 This raises the question if a text written almost half a century ago still has today's reader. something to 5 of the story. rne 6 of the book, Billy Fisher, is also tt'e 7 [l He's a rebellious youth who lives with his parents in Stradhoughton, a small town in Yorkshire, and works in a funeral parlour. However, Billy lives much of his life through his imagination: he invents identities and experiences for himself in order to make up for the monotony of his real life. Billy is engagedto two girls at the same time and wants to escape. After meeting another girl, calted Liz, he decides to go to London with her and become a scriptwriter. However, having got on the London train, he changes his mind and gets off again. He slowly walks back home - he is happier in his dreams. are its humour and the personality of its fftu book's greatest 8 [l narrator. Billy's adventures and mishaps are hilarious. And although he rebels against the England of the late 1950s, the reasons for his rebellion are relevant Billy lies and misleads people today. The book has a strong 9 -message: but his lies are exposed and in the end, he learns to respect the values of his community. To a contemporary reader, this might be the book's 10 -, as nowadays many readers don't enjoy novels with such strong moral'lessons'. I believe Billy Fisher gains aU in all, Bitly Liar is certainly still 11 I makes today's readers' sympathy and understanding, and the book's 12 it one of my favourite comic novels. &,'-@&,9tc?-,r...,.s,,$ry
2 Comptetethe text with the words below. narrator,strengths,comic nove[,worth reading,humour, pub[ished,mora[,re-issued,offer,features,hero,weakness
"'u' ..-,.,,,rr,,,,-,,"t'*..' *..;e&'.
-...aEYt', *91&zlt*,*t*
4 R e a dt h e s e n t e n c e s( 1 - 2 ) . T h e n f i n d e x a m p l e si n the text with these structures. 1 After getting off the train 2 Having got off the train,
3 finA words and expressionsin the text which mean the same as the words below. ParagraphA: looking for, an understandingof who you are P a r a g r a p hB : m a k e su p , s o t h a t i t ' s p o s s i b [ et o , c o m o e n s a tfeo r ParagraphC: untuckyevents,modern ParagraphD: definitely,gets
.*,,&/,{'
I bought a newspaper'
Use the structures to link these sentences. 1 f i n i s h m y E n g t i s hh o m e w o r k- w a t kt o t h e p o s t o f f i c e to post a letter 2 post the letter - meet a friend in the street and go for a coffee 3 have coffee- go to the cinematogether 4 w a t c ha r e a t l yb a d f i t m - g o t o o u r c l u b t o p l a y t a b l e t e nn i s 5 l o s et h r e e g a m e s- I g o b a c kh o m ea g a i n
-
/atghtu A Book Review
[islening
Write a book review. Follow the stages.
Before youstort
S
Writinghelp 2, page 138
Stoge I Decidewhat book you are going to write about. Here are some suggestions. 1 a b o o ko r i g i n a l t yw r j t t e ni n y o u r [ a n g u a gteh a t y o u w o u t dL i k et o r e c o m m e nt do a n E n g t i s hr e a d e r 2 a b o o kt h a t y o u n gp e o p [ es h o u t d rea0 3 a b o o kt h a t h a si n f l u e n c e dy o u r l i f e 4 a b o o kt h a t c a n t e a c ht h e r e a d e r i m p o r t a nitn f o r m a t i o n Thinkabout the book's strong and weak points.Is it educational,entertaining, motivating?Is it sometimes slow or f) difficutt to understand?
Stage 2 Usethe headingsin Exercise1 on page22 to makenotesaboutthe book.
Stoge 3 Writeyourreviewin four paragraphs, tikethe text about Billy Liar,
Stoge 4 Check yourreviewfor mistakes.
lolkhock In groups,readeachothers'reviews. Choose the mostinterestingone and te[[the class.
1 Match the words (1-6) 7 2 3 4 5 6
sh e L L tick manual screwdriver coin wire
with their meanings (a-f).
a a b o o ko f i n s t r u c t i o n s b a b o m bo r e x p t o s i v e c a t o o l u s e dt o p u t i n o r t a k e o u t s c r e w s d metal cable usedfor electricaIconnections e t o m a k ea n o i s el i k e a w a t c ho r c t o c k f a pieceof moneymadeof metal
2 Wtri.ttwordcanatsomean'the hardcoveringof a seaanimal,- the sort of thing you find on the beach?
An American Conedisn Listento a comedysketchand answerthe questions. ltsten and choosethe best answerfor the questions,a, b or c. w h e n p o t i c eo f f i c e rw i t t a r dt e t e p h o n etso s a yt h a t h e h a sf o u n da b o m o , the lieutenant a i s f r i g h t e n e d .b m i s u n d e r s t a n dhsi m . c i g n o r e sh i m . Whenthe lieutenanttetl"sWitl"ard the bomb is ,[ive,.WiLtard a h a n g su p . b p a n i c s . c l a u g h s . W h e nW i l t a r da s k st h e l i e u t e n a ntto c o m ed o w n ,t h e l i e u t e n a n t
a makesan excusenot to leavethe office. b offersto bringthe manualdown. l= c asksWitlardto bringthe bombto the office l=l W i L l . a rodp e n st h e b o m b w i t h a a screwdriver.b a p[ate. c a coin. W h e nW i [ [ a r dt u r n s t h e w h e e l ,t h e b o m b a ticks morestowly. b stops ticking. c ticks faster. T h e l i e u t e n a nct a n ' t s p e a kt o t h e s m a t t boy because a t h e b o m b e x p t o d e s .b t h e b o y r u n sa w a y . c it's too noisy. T h e l i e u t e n a nits r e t i e v e di n t h e e n d b e c a u s et h e b o m b a was only a toy. b e x p t o d e dw i t h o u t c a u s i n gd a m a g e . c is the coastguard's responsibil.ity.
Workshops Communiculion
q
Speoking
j
you stort Before
F
1 Wort in pairsand tatk aboutthe photos.What do you know films? aboutthe actors/characters/ O
2 lirt"n to the presentationabout comedyfilms and choosethe right answer,a, b or c. Do you agreewith the speake/sopinions?
SngeI
1 T h es p e a k etrh i n k s a n a l y s i n gw h a t m a k e sa f i [ m f u n n yi s r i s k yb e c a u s e a p e o p t et h i n k i t i s v e r y b o r i n g . b e a c hc o m e d yi s d i f f e r e n t . c i t m a y n o l o n g e rb e f u n n y . The speakerbetievesthat a audiencesthese daysdon't enjoy slapstickcomedy. b stapstickcomedyhas neverbeen popular. c stapstickcomedyis funnier than situationaIcomedy. Accordingto the speaker,what makesIootsfedifferentfrom a slapstick comedy? a t h e t y p e o f h u m o u r b a l o g i c a lp l o t c a h a p p ye n d i n g is NOTmentionedby the speaker? Whichfeatureof comedyfi[m characters a h a v i n ga c o m p t i c a t e d l o v e L i f e b s h o w i n gh u m a nw e a k n e s s c havingunexpectedadventures
Readthe Strategies.
,ffiffi *rt.afwtn
SpeakingStrategies:Preparation Beforea speakingactivity,think a b o u t w h a t y o u a r e g o i n gt o s a y . Write notes but do not write out w h a t y o u a r e g o i n gt o s a yi n f u t t . Usethe KeyWordsfrom the m o d u t ea n d t h e L e x i c o nt o h e t o you. Look at the FunctionFiteand Chatroomsectionsfrom the modute for usefuIexpressions. PractisesayingusefuIexpressions o n y o u ro w n .
Makinga formal presentationand giving opinions
Stage2
from the the sentencesbelowwith theseexpressions 3 Comptete presentationin Exercise2.
Decideon your favourite comedy actor or actress.Think of 3-4 reasons why you like him/her.
the sameis truefor,basedon, the firstis, on the onehand, persona[ty, on, bothin... andin, the to my mind,depends second, on the otherhand,asin, I wonder 1 TVsoapsare-
the experiences of typicalfumitytife but I
don't find them interestinqto watch. viewerscomptainabout Let'sfirst considerthis paradox. viewingfigures the lack of quaLitytelevisionprogrammes; 'reatity for shows'tike Big Brotherare the higheston TV! situationalcomedy; Stapstickcomedyhas a [ot of fans, and h a sa m o r e but f u n n yi n a s i m p l ew a y ,a n d sophisticatedstructure. D o y o u r e a L t tyh i n k t h a t a s e n s eo f h u m o u ri s i n b o r n ?I ' m s u r ei t the abiLityto laugh at developsin our lifetime becauseit -_yoursetf. YevgenyLeonovis, -, a great comicactor. He is funtastic Ta Kill the Dragon. Gentlemenof Fortune if critics betieveDustin Hoffman'sperformances these days fiLmsLikeTootsie. are as impressive_
Exampte RobinWitl.iams . appearedin manydifferentfi[ms, not ontycomedies . u s u a l t yp t a y sw a r m ,s e n s i t i v ep e o p t e . is handsome
Stoge3 Prepareyour presentation. Decide how you'regoingto beginand end it. from the Usethe expressions Chatroom.
Stage4 Workin pairs.Giveyour presentations to eachother.
Tolkhack Whichpresentationdid you find most Teltthe ctassand give convincing? your reasons.
I*f nfrf#,4warfft### 'r=+a;'rl'
-fhis
I R e a at h e s t o r y a n d a n s w e r t h e s eq u e s t i o n s . 1 W h a tk j n d o f p r o b L e m s h a dt h e m a nb e e nh a v i n g ? 2 H o wh a d h e b e e n feeting? 3 W h a tp h y s i c apt r o b l e m s d i d t h e m a nh a v e ? 4 W h yw a s t h e doctor's
story is about a middle-aged man who was feeling very down. trverything had been going wrong for him. He had had problems at work and his wife had left him to go off with a lion tamer. He had been feeling depressed for over a month, so he decided to go to the doctor. He had to wait for what seemed ages in the doctor's surgery. The man next to him was looking at his walch nervously, a woman was coughing badly and a baby was screaming. Finally, after he had been waiting for about half an hour, he was called in. The doctor was writing a note at her desk when he came in. Just a moment, I'm just finishing something. I'm afraid we've been very busy this morning.' 'So She then turned to the man. what's the problern?'
'Well, I'veleen havingabit.ofa crisis..Youknow,lots of problems,'replied lhe rnan."l-henranager hasn'lbeenpayingme.' 'Mmm, you're looking very pale.'The doctor startedto examinehim. 'Well,
suggestion not .i,ir,*$,,.\ u.iu t1.,..totrll / ;r"'!i 'il6l::v' -\ ."'- \ / .'@', Yff
#l
,\]or.s'*-*-
,
'
,*-\j:'
.rt\ r^*
';;1 .iA
' '.''1, "
'
u
"-\"F-'
'You eveq4hing is working OK,' she announced afterwards. have slightly high blood pressure and you are breathing quite heavily, but other-wise
everyrhing'stine.' :il#:'JiliTol'u.t"a 'I'mgoln{J '5o what can I doi' askedthe goingon man.'I'm ona trip trlp soon. soon.I'm l'm working worklng the man. in the Statesfor three months.This time next week, I'll be arriving in Ncw York.' 'fhe doctor thought for a while. 'I think what you need is a good fff laugh.That would do you a lot of good.A circus is per-formingin / F.***t>, go alongto it? I_hearthere'san town this week.\44-ry._don'tyou tl:':@)',' R #, Y,$li I '/b
ff,rg"u
,W- t ''r"r7 'l) ,,,:\ ,,,, \ " r
[ o n l i n u O uO S n dS i m p l eT e n s e S
amazing clown, who'll really make you laugh. His name's
Grock.. 'l arn(irot'k,'replied themansadly.
5 w t r i c ts' e n t e n ci ne e a c hp a i rb e l o w describe a sp r o t o n g e od r repeatedactivity and which describesa singte event?
#
.itdff, $rrrmn"r+r $nrzurrru:r"5,i ,r-:mgr
a The man next to hjm was looking at his watch nervously. b T h e m a n n e x tt o h i m t o o k e d a t h i s w a t c h n e r v o u s l y .
2 f i n a a t t t h e e x a m p l e so f c o n t i n u o u st e n s e s in the text. Identify the tenses.
a T h e m a n a g ehr a s n ' t b e e n p a y i n gm e . b T h e m a n a g ehr a s n ' t p a i d m e .
3 W t t i c t ts e n t e n c ei n e a c h p a i r b e t o w d e s c r i b e sa f i n i s h e d a c t i o n a n d w h i c h d e s c r i b e sa n u n f i n i s h e da c t i o n ?
6 U u t . t t t h e a c t i v i t i e s ( a - f ) w i t h t h e c o r r e c tt e n s e t y p e : c o n t i n u o u s( C ) o r s i m p l e ( S ) .
a T h e d o c t o rw a s w r i t i n g a n o t e a t h e r d e s k . b T h e d o c t o rw r o t e a n o t e a t h e r d e s k . a I ' v e b e e n h a v i n ga b i t o f a c r i s j s . b I,ve had a bit of a crjsjs.
a t e m p o r a r ya c t i v i t y d u n f i n i s h e da c t i v i t y b p e r m a n e nat c t i v i t y e s i n g l ee v e n t f r e p e a t e do r p r o l o n g e de v e n t c f i n i s h e da c t i v i t y 7 n e a dt h e t w o s e n t e n c e sC . a ny o u c h a n g et h e v e r b si n b o t d i n t o c o n t i n u o u sf o r m s ?
4 W n i c ns e n t e n c ei n e a c hp a i r b e t o w s u g g e s t ss o m e t h i n gp e r m a n e n ta n d w h i c h s u g g e s t ss o m e t h n i g temporary?
I t h i n k w h a ty o u n e e di s a g o o dl a u g h . I h e a r t h e r e ' sa n a m a z i n gc t o w ni n t o w n .
a y o u a r e b r e a t h i n gq u i t e h e a v i L y . b y o u b r e a t h eq u i t e h e a v i L y
B w t r i c t ro f t h e v e r b s b e l o w c a n n o t b e u s e d i n c o n t i n u o u s e n s e sa n d w h i c h c a n ' b u t w i t h a d i f f e r e n t m e a n i n g ?
is workins0K. a Evervthing g orks0K. b E v e r y t h i nw
'"., see.understand, thinr<, berons, resembre, [T.:",::*]1?"f ;L-,"'More practice, LanguagePowerbook,page 26.
Review Grommor 6 -r.
1 C o m p t e t et h e p r o f i t e o f R o w a n A t k i n s o n w i t h t h e v e r b si n b r a c k e t si n t h e correct past tense.
KOWan
t u.redto be (be) rritha shi,
rubbery face, just like the one he has now' sayshis former 'The headmaster. other boy-t 2 (make) him pull funny faces. I'm sure tirey 3 -_.---*.(be) lmitations of me and my colleagues,'adds headmaster Grove.
i
Rowan was born in 1955, the youngest of three sons. By the time he was thirteen, h" 4 (win) a scholarship to a privateschoo1.Afterhe5-(study)thereforawhiie, he got involved in acting. By tire time he was seventeen, he u-(aireadyact)inap1ayattheEdinburghFestivai. His teachers (predict) a furure in acting, but despite this, Rowan still 8 (not plan) a career in entertainment.
.3 =;
He eventually 9 -(go) to oxford ro do a science degree. H" 10 **(previously study) electronic engineering at Newcastle University and 11 (believe) that that was where his future lay. But while he 72 (study) at oxford, he met a group of friends who are his partners to this day. A happy accident finally unlocked Rowan's talents while he 13 (practise) a scripr in 1976.He74 (p1ay) around pulling faces for ren minures in front of a mirror when he realised what he 15 _ (do).'I discovered my face,' he said later. John Lloyd, a BBC producer, says,'Ir was one of those things which happen very rarely in your life, when you r e a l i s ey o u a r e i n t h e p r e s e n c eo f g e n i u r . I 1 6 (convince) he wouid be more famous than Chaplin
*arv@
2 C h o o s et h e c o r r e c tf o r m o f t h e v e r b s :s i m p l e o r c o n t in u o u s .
3 Rewrite the sentencesusing the wor..; in brackets. Example 1.After leaving the ffice, I bought a newspaper.
7 I haveread/havebeenreadinga Lot recentty.I have read/been r e a d i n gt e n b o o k sj n t h e [ a s t w e e k . 2 A lorry wentpast/wasgoing past and spLashed me w h e n I s t o o d / w a s t a n d i n go n t h e s j d e o f t h e r o a d . 3 I h a v e / a mh a v i n ga l o t o f p r o b [ e m w s ith mycomputer b e c a u so e f a p r o g r a m mIei n s t a t l e dr e c e n t l yI . t h j n k j t h a s / i sh a v i n gs o m ek j n d o f c o m p u t e vr i r u s . 4 H i s c L o t h egs o t / w e r eg e t t i n gv e r y d i r t y b e c a u s eh e h a d worked/hadbeenworkingin the garden. 5 The birdssang/weresingingand the sun shone/was shining.It was a LoveLy day. 6 I had worked/hadbeenworkingfor a few mjnuteswhen I L o o k e d / w al oso k i n go u t o f t h e w i n d o wa n d s a wt h e two men. Theybroke/werebreakinginto my carl 7 I stay/an stayingwith my brother becausemy ftat is painted/isbeingpainted.
1 I t e f t t h e o f f i c e ,a n d t h e n b o u g h ta n e w s p a p e(ra. f t e r ) 2 J a n s t a r t e dw r i t i n ga d i a r yj n 2 0 0 0 ,a n d s h e s t j t l w r j t e s it. (since) 3 W ee n j o y e do u r h o L i d aayL t h o u giht r a j n e da t l t h e t i m e . (despite) 4 M y b e s t f r j e n dJ a n a n d I a [ w a y sw e n t t o t h e c j n e m a t o g e t h e rt o c e [ e b r a t e o u r b i r t h d a y s(. w o u t d ) 5 W e h a d a c u p o f c o f f e ea n d w e n t t o t h e t h e a t r e .( h a v i n g ) 6 H ew a s r u n n i n gs o h e w a s o u t o f b r e a t h (. b e c a u s e )
q\
,.+re il]8w *.at'
-"W
', ji
1
.\ tr\ t
F
{
Vocohulury
\
6 Comptetethe sentenceswith mutti-part verbs using the verbs in bracketsin the correct form.
4 Comptete the story with a suitabtewordin eachgap.
( g e t ) o n e o f t h e p e o p t ei n m y 1 I don't (get) me. c n dc t a s sS . h e ' sa t w a y sb e i n gs a r c a s t i a ([ook) the end of term party. 2 I am reatly--_ (dress)in It's going to be great and I just love -----my best clothes. ( t a k e )h e r m o t h e r .N o t o n l y d o t h e y b o t h 3 She ( S o )t h e s a m e l o o k v e r y s i m i l a rb u t t h e y b o t h - - - kind of ctothes. ( m a k e )t h a t h e d i d n ' t u n d e r s t a nw d hat 4 H e_ t h e y w e r es a y i n gt o h i m , b u t I k n o wh e s p e a k sF r e n c hw e [ [ . ( g o ) i n t h e s h o p p i n gc e n t r eb u t l " u c k i L y 5 A bomb no onewashurt. (put)it. I coutdn't 6 I d o n ' t k n o w h o wy o u c a n s t a n dl i v i n g o n s u c ha b u s yr o a d .
Exampte1,nasty/ terrible
Pronunriotion 7 Saythe wordsbetowto yourself.Thenclassifythem accordingto the wordstress,as shownin the table. 1st syttable 2nd syttabte 3rdsyttabte penuttimate from the end syttabte
I h a da 1 r i d i n gm y 2 i n a v e r y3 -
s h o c kt h e o t h e r d a y .I w a s n e w m o t o r b i k ea n d I w a s m o o d .T h e n i g h t b e f o r e r a i n ,s o t h e r o a d s t h e r eh a d b e e n4 w e r es l i p p e r ya n d I w a s r a t h e r5 n r r c t i c pT t n o k e 6 turn andwent d o w na v e r y s.,t e e pr o a d . i n t o a p a r k e dc a r a n d 1 Veryneany ' a tree. Luckjty,I was 9 b u t m y b i k e w a s b a d t y1 0 I [eft my bike in the middl,eof the Unfortunatety, A r o a d . v a n c a m ed o w nt h e r o a d .t r i e d t o a v o i d of t h e b j k ea n d n e a r l yw e n t 1 1 controt.Thevan driver,who was fortyish or 72 . - ^ ^ , Ir 1 3 . wasvery angry. t e r r i b [ eI.n t h e e n d .t h e d r i v e r1 4 s o r r yf o r m e a n d t o o k m e a n d m y b i k e b a c k h o m e .
i nstitution, temperature, i magi native,i nformation. conservative, practica[,scientific,abiLity.spectator,nationatistic. detiberate,artic[e, enthusiastic, communicative,embarrassment, c o m f o r t a b t ed,e m o c r a c yi n, t e r e s tni g , o r g a n i s a t i o nn, a t i on a [ , affectionate.business,restaurant.nationa[ity.democratic, e[ectricity In which four words are some letters'silent'? Example vegetable Q
titt"n and check your answers.
Tronslulion into English. the fottowingsentences 7 Transtate
Exampte affectionate
BCeI'ra.itet'Ko 1 C orslmquBblMl4r.{ rryrrfl4Ml4.ilrl,ttbMl4
Now use the words to write sentencesabout somebodyyou know. Example My cousinis veryaffectionate- she's got a worm personality.
g
pedestrian responsibititv sent'imental
5 N.k" adjectives from these words.
affection,sympathy,sense,setf, fun, nerve, r e s e r v ec.o n v e n t j o np. r a c t i c ed, e c i s i o ns. e n t i m e n t , c h i L da, m b i t i o n
1'
scientist
.,lalll41'l).
2 fl o6sr,ruocl:rx) I(aK )'6r4rbll{roc.lreroro. I(aK c,itillt
)K:la,\lell.
no}ltl\4ax)TTBot4 3 3,ropcno, Ko'na po.u4TeJl..{ rrpo5.revnrn coqyBc'l'IJynrre6e. 4 Mr,r e.re ,{},nuilru.r,rro'roMytrro ilpo6exa. u4 uorhtt{ Kr4.rOMcrp. S Nion M.lnI[Il4r.16lraT correv o'l' pyK or6l4ilufl: oll 14ul)erHuqaer6e; IJCIKoR cra-r laKol4 rcanplr.rHltu I Il)t{rt14ilt,l.
r.r':Sffiffii
.,=:;
'{rl{
@,
'i
'
r's&
i" _ rl':
'
The Histpryo{.English
w
Laxton t, introduces'i{
the printi press
I
Tryto put theseeventsin orden
Caxtonintroducesthe printing press. N o r m a ni n v a s i o no f E n g t a n d . S a m u eJI o hn s o n ' sd i c t i o n a r y . G e r m a n iicn v a s i o n so f R o m a nB r i t a i n . V i k i n gr a i d sa n d D a n i s hi n v a s i o n s . t E n g t i s hi s u s e da t c o u r t a g a i n . g St Augustinei ntroducesChristianity. a b c d e
\ J Z Listen to the lecture and check your answers. Write down the dates. Example Germanicinvasions- around449 AD \ / 5 Listen again and choosethe best answer. 1 Whyare there so few Cetticwordsin Eng[ish? a t h e S a x o ni n v a s i o nt o o k a l o n g t i m e b t h e C e t t sa n d S a x o n sd i d n o t m i x c t h e t w o [ a n g u a g ew s e r et o o s i m i l a r 2 W h a ti m p a c td i d C h r i s t i a n i t yh a v eo n E n g t i s h ? a it changed the grammar b i t i n t r o d u c e dn e w w o r d s c i t i n f l u e n c e dp r o n u n c i a t i o n 3 Whyis it difficul,tto understandotd Anglo-Saxon? a most of the wordswere different b the speltingwas different r a su n u s u a I c t h e g r a m m aw 4 H o wd i d t h e D a n i s hi n v a s i o n si n f l u e n c eE n q [ i s h grammar? r a s d i f f e r e n tf r o m A n g t o - S a x o n a D a n i s hg r a m m a w b t h e t w o [ a n g u a g ew s e r es i m j l a rs o t h e y m i x e da n d simolified c n e w D a n i s he n d i n g sa p p e a r e do n s o m ew o r d s 5 W h a th a p p e n e da f t e r t h e N o r m a nC o n q u e s t ? a E n g t i s hd i s a p p e a r efdo r a l o n g t i m e b F r e n c hb e c a m et h e m o s ti m p o r t a n t[ a n g u a g e c E n g l i s hw a st h e [ a n g u a g eo f c u l t u r e
Samuel Johnson
ngtish becomethe officia[ language a g a i ni n t h e 1 5 t h c e n t u r y ? a becauseof great writers [ike Chaucer b b e c a u s eo f t h e p r i n t i n gp r e s s c b e c a u s ei t w a s u s e db y t h e r u t i n gc l a s s e s W h a tc h a n g e di n t h e 1 6 t h a n d 1 7 t h c e n t u r i e s ? a E n g l i s hp r o n u n c i a t i o n b E n g L i sghr a m m a r c E n g [ i s hv o c a b u [ a r y In which way is Englishdifferentfrom other E u r o p e a [na n g u a g e s ? a it was standardised a lot later b it has a lot of scientificwords c i t d o e sn o t h a v ea n o f f i c i a la c a d e m y 9 W h a t h a s b e e nt h e m o s ti m p o r t a n ti n f l u e n c eo n Engl.ish in the [ast few years? a t h e o t d e m p i r e( e . 9 .I n d i a / A u s t r a t i a ) b the United States c E u r o p e( e . 9 . F r a n c e ) h / rl Listen to eight people tatking. Try to identify their accents.Use the clues in the text to help you. A c c e n t s :S t a n d a r dE n g L i s hS, c o t t i s h W , e t s hI,r i s h , L o n d o n( c o c k n e y )M , a n c h e s t eBr ,i r m i n g h a m , W e s tC o u n t r y( S WE n g t a n d ) 5 Wort in pairs. Answerthese questions. 1 H o w h a sy o u r [ a n g u a g e c h a n g e di n t h e l a s t few years? 2 What differencesare there betweenthe dialectsof different citjes and regions? 3 H o wd o y o u t h i n k y o u r [ a n g u a g e w i t [ c h a n g ei n the future? Discussyour answerswith the class.
KEYW0RDS:&pininnAdj*ctives cheap,chic,ctassy,contemporary, dated,deticate, elegant,exquisite,fashionab[e, otd-fushioned, smart,sophisticated, stylish,tacky,tastetess. trendy,unfushionabte, up-to-date
to be an exampleof antiUntilrelativelyrecently,graffitiwasconsidered social behaviour,the work of vandals.Nowadays,many of those 'vandals'aretreatedas respectedartists,and someof them havemade it in the worldof business. SueClarkereports.
youstarl Before 1 Readthe KeyWords.Which'.l sort of street art do you prefer?' Tetlthe class.
and NewYorkers usedto seethegraffition thewallsof poorneighbourhoods
ia
KEYWORDS advertising bittboards, buskers, ctowns,dramagroups,fireworks, g r a f f i t i , ' l i v es t a t u e s 'm , usicians, open-airconcerts,pavement artjsts,scutptures, statues r!
subwaytrainsas somethingmenacingand an exampleof urban decay.The scrawlednames and sloganswere seen as unsightly and aggressive,the work of vandalsseekingto expresstheir identitiesor even make a politicalpoint. Up to the 197Os,most New Yorkershated graffiti, consideringit as an eyesorethat was illegaland punishableby fines. Sincethose days,graffiti has changeda lot and it is no longerfound only in the subway and the poor ghetto areasof the city. Nowadays,it has the statusof 'street art' and you get graffiti in placeswhere you wouldn't expect to - in advertisements,on clothes,on toys, and even on the Wall StreetJournal'sofficial website! In the early 1980s, there was a real crazefor graffiti art and the sophisticatedManhattan art world had displaysof street art in its galleries.The trend was shori-lived- until the arrivalof hip-hop musicin the late 80s. "Craffiti came back with hipln her book, Subway Art, Martha Cooper says hop musicand peopleare now appreciatingit for its style,which they couldn't back then, becausethey couldn't get beyondthe vandalismthing." Hip-hop was originallyblackghetto music,sung by young AfricanAmericansfrom the poor, run-down districtsof Americancities.When it suddenlygot to the top of the Americanmusiccharts,hip-hop culturewas spread,bringing graffitiwith it. Today,companiesare starting to realisethe appeal of graffiti in advertising. Kel Rodriguez,who used to spray New York subway trains, was the artist chosen to designthe Wall StreetJournal'swebsiteand it is obviouslydone in graffitistyle. "Some of that graffiti feeling, that energy,sort of got in there," Rodriguez explained. Many of this new wave of artistsgive lectureson developmentsin their ad. Lee Quinonesis havinga lot of successin Europeand feelsthat European galleriesand museumsare more open to his art form. "They want to supportan artistas he develops,"commentsQuinones,who can get up to $10,O00for his paintings.Indeed,the CroningerMuseum in Hollandis one of the few museums in the world that displaysand recognisesgraffiti as an art form. Another artist,Blade,has his own websitedevotedonly to the world of graffiti.This websitehas a 'merchandisepage' where Bladesellsthings with his own originaldesignsall over the world - everythingfrom baseballcapsto yoyos! LeonardMcCurr, a street artist for 25 years,went from painting subway clothesfor young people. trainsto designingand marketinggraffiti-inspired " Grafliti has been a story of survival," he says. "There'sa way to benefit from your work without spoilingpublicproperty."
&fuz /"4
.ll
O
2 Listento the music.
.{ ",i .9'
What style is it?
; tt.,
'rli
. rockand roll". jazz . hip-hop/rap . folk
liti'
3
d
4 :4
Whichof thesethings do you.{E associate with the music? {}, . youngor middte-aged peopte? . Europe or the USA? . btackor whiteculture? . ruraIor urbancutture?
:'" q ; 4
Reoding 3 neaUthe articteand check your answersto Exercise2.
:il rV
--{ ' t
-:e.
't
jtl
@
"i'kii*d^ ,kk*"'"
r[i,, ::i.1 - ,
";
.4
5 finU qfnonymsin the text for thesewordsand expressions. Paragraph numbersarein brackets. 1 t h r e a t e n i n g( 1 )
2 usty(1) 3 fad (2) (2) 4 cl.assy 5 damage to property(3)
6 7 8 9 10
from a depressed area (3) receptive(5) a c k n o w l e d g e( 5 s) products(6) advertisingand setting(6)
.,' :.'"i
3-#
,jtF o'',1 .:" €.:,4
6 Answer these questions about the text. Use words from Exercise5.
1 Why did NewYorkersconsidergraffiti the work of vandats? 2 Why did graffiti artists suddentybecomerespectabte in NewYork? .,1,;* 3 What influencedid musichave on the popu[arityof graffiti artists? 4 In what way does Europetake graffiti art moreseriously "# than the USA? 5 How do somegraffiti artists makemoney? "l
i"ti*
fr ..,!l
:--.
,'iffi
+{i,.r.!r.1.,
gef,hove Vocabulotyi moke, @,
Lexicon,page 162.
7 finU theseexpressions (1-8) in the text. Thenmatchthe undertinedpartsof the expressions with their meanings(a-h).
4 ReaOthe Strategies. ReadingStrategies: M a t c h i n gh e a d i n g sa n d p a r a g r a p h s . Readeach paragraphcarefu[[y.Undertine 3 - 5 o f t h e m o s tj m p o r t a n tw o r d s . . Be careful- the first sentencein a p a r a g r a po h f t e n i n t r o d u c e tsh e m a i ni d e a - but not atwaysl . R e a dt h e h e a d i n g sa n d m a t c ht h e m w i t h the paragraphs. Theyoften contain a word or a synonymof a word from the paragraph. . Checkthat the extra headingdoes not m a t c ha n y o f t h e p a r a g r a p h s .
7 2 3 4 5 6 7 I
m a k ei t i n b u s i n e s s( t i n e 3 ) makea point (8) qq! graffiti (13) h a v ea d i s p L a (y1 6 ) get bevondsomething(20) qet to the top (22) q e t i n s o m e w h e r(e2 7 ) g q u p t o $ 1 0 , 0 0 0( 3 2 )
a b c d e f g h
put on find succeed enter see further than demonstrate receive reach
8 U"t.t the verbsmake,get andhavewith the words below.Add your own examples. a dream,an effect,fed up, an inftuence, in touch,a [ook,[ost, a mess/a mistake,money, a phoneca[t,promotion 9 Usethe wordsin Exercise 8 to write as manysentences as you canin five minutes. ExampleI madea lot of mistakes in my LastEnglishessay. Workin groups.Taketurns to readout your sentences.
Usethe Strategiesto match the headings (a-g) with paragraphs1-6. Thereis one extra heading. a b c d
e TastelessComics SpoiledCities f Graffiti Products Transatlantic Success g BigChange Wa[[StreetArt! GhettoCulture
honpurry hn(tnres W h a t ' s t r e ea t r t ' d o y o u s e eo r h e a ri n y o u r t o w n o r a r e a ?G i v ee x a m p t e s .
I 0 Body Lunguoge you stort Before I Wtratcan peoptehavedoneto their body?Matchthe KeyWordswith these partsof the body. arm,ears.eyebrows, hair,najts,nave[, n o s et,o n g u e KEYWORDS d y . d . p * r * d . s h a v e dt,a t t o o e dv, a r n j s h e d Woutd you consider having any of these t h i n g s d o n e ?T e t tt h e c t a s s . Example I night have my hair dyed one day. But I wouLdneverhave my eyebrowspierced. 2 ReaUthe text and answer these questions. 1 W h yd o s o m eb o d y p i e r c e r sg i v e t h e p r o f e s s i oan ' b a d n a m e ' ? 2 H o wc a n b o d y p i e r c i n g' g o w r o n g ' ? 3 I s b o d y p i e r c i n ge x p e n s i v e ?
Presentqlion: Relofive ond n
,.
'
I
al
r 0 r i l c r pLt et 0 u S e s 3 ReaOthese sentencesfrom the text. a MickShannon,who is a quolified bodypiercer,took me to his sa[on. b I ' v e a l s o k n o w np e o p t ew h o h a v e got diseases. W h a t w o r d ( s ) i n t h e s e n t e n c e sa b o v ed o the ctauses(in ifa{ics) refer to? Which clause in italics, a or b, gives: .
i n f o r m a t i o nt h a t w e n e e dt o i d e n t i f yt h e p e r s o n / o b j e cwt e ' r e t a t k i n ga b o u t ?( d e f i n i n gc l a u s e ) . e x t r ai n f o r m a t i o nw h i c hi s n o t necessary to identify the p e r s o n / o b j e cwt e ' r et a t k i n ga b o u t and canbe left out? (non-defining clause) W h i c h t y p e o f c l a u s eu s e s c o m m a s ?
tftk 4 ReaOthese sentencesand comptete the tabte with the retative pronouns: who, whose,which, that and where. 1 Y o uc a n s e e p e o p t et h a t h a v eg o t r i n g s . 2 Mickpointed out his certificate,which was on the wat[. 3 I ' v e a l s o k n o w np e o p l ew h o h a v eg o t diseases. 4 I o n t y p i e r c ey o u n gp e o p l ew h o s e p a r e n to r g u a r d i a ni s w j t h t h e m . 5 He markedthe areawhere he had d i s i n f e c t e tdh e s k i n . 6 lt'l.t be a [ittte secretthat I won't share with anyone. Rrurrvr PRoNouNs people t h i n gs p[aces possessive
5 R e a dt h e s e n t e n c e s( 1 - 2 ) . W h i c h participteclause in italics tetLsus: a what the person/thinggndq(ingglis doing? b what is doneto the person/thing q!_d_ef,trne!? 1 I was Lookingat the yuqll.S coveredwith photosof cLients. 2 Youcan see rinqs hangingfrom ears.
Pructire 7 Undertinethe relative clausesin these sentencesand decide if they are defining (D) or non-defining (N-D). Add commaswhere necessary. Example 1. Barbara,who is a hairdresser,has her own beautysaLon.(N-D) 1 B a r b a r aw h o i s a h a i r d r e s s ehra s h e r o w n b e a u t ys a l o n . 2 B o d yp i e r c i n gw h i c h h a s b e c o m ev e r y p o p u t a ri s n o t a v e r y e x p e n s i v fea s h i o n . 3 M o s tp e o p l el i k e w e a r i n gt h i n g st h a t m a k et h e m l o o k s U m . 4 Peoplewho havea degreein architecturehave numerouscareer opportunities. 5 We stayedin a hoteI whosewindowsoverlookedthe sea. 6 St Petersburg which is sometimescaltedthe 'Parisof the north' has been extensivetyrenovated. 7 I n e e da s u n t a nl o t i o n t h a t w i t [ p r o t e c tm e f r o m t h e t r o p i c a Is u n . 8 loin the sentencesusing a suitable relative pronoun to form defining and non-defining clauses. Example L He put the ring, which was made of gold, through her nose. 1 2 3 4 5 6 7
H e p u t t h e r i n g t h r o u g hh e r n o s e .I t w a s m a d eo f g o l . d . I k n o ws o m e b o d yH. e rf u t h e rh a s g o t a t a t t o o o n h i s b a c k . I read a [eaf[et.It said body piercingwas dangerous. I w e n t t o a s a l o n .T h e yd i d b o d y p i e r c i n gt h e r e . My sister dyed her hair pink. I find it an attractivecolour. I s a w a g i r [ . S h eh a d e a c hp a r t o f h e r f a c ep i e r c e d . T h e yo p e n e da b e a u t ys a l o ni n S t G e o r g e 'S s q u a r eT. h e r eu s e d t o b e a p e r f u m es h o pt h e r e .
What verb form is used for a and b? 6 ReaUsentences1 and 2 from the text. W h a ti s t h e f u n c t i o n o f t h e c l a u s e si n italics,a, b or c? a h e l pt o i d e n t i f ya p e r s o no r t h i n g b give extrajnformationabout a personor t h in g c c o m m e not n t h e s i t u a t i o nd e s c r i b e d in the first part of the sentence,beforethe comma 1 Theydon't cleantheir equipment,which showsthey don't knaw what they're doing. 2 H ef i n i s h e db y g i v i n gt h e g i r l .a d v i c eo n h o w to help the skin get better, which wasq nice professionaltouch. T.
tr
GrammarSummaryj, page 146"
9 fxpand the sentencesby adding participte ctausesafter the nouns in italics. Example 1. The csr tp_egdi7-S-d9WJ!9 !9!n ron over o bike Left in the middle of the rqgS!. 7 2 3 4 5
Thecar ran over o bike. Theportrait showsmy grandmother. Thecommitteeacceptedthe solution. Thesinger has alreadyrecordedsix CDs. Theshark had attacked two surfers.
1 0 nOOa comment to each of these statements.Then tett the ctass. Example Somemen would prefer to wear skirts,which is understondable especially i n summer. A t o t o f y o u n gp e o p l eh a v et a t t o o so n t h e i r b o d i e s w , hich ... Y o u n gp e o p [ e[ i k ew e a r i n ge x p e n s i v d e e s i g n ecr t o t h e sw . hich ... S o m ep e o p l es p e n da l o t o f m o n e yo n c o s m e t i c sw, h i c h . . . T h e c o m p u t e ri s b e c o m i n ga n e s s e n t i apl a r t o f e v e r yh o u s e h o t d , w h i c h. . . 5 S o m es c h o o t si n s i s t o n t h e i r s t u d e n t sw e a r i n gu n i f o r m sw , h i c h. . . 6 T h e r ei s m o r ea n d m o r ev i o l e n c eo n T V .w h i c h. . .
1 2 3 4
l l Bronded Beforeyou stort
I
Work in pairs and answer the questions.
7 W h a ti s t h e c o n n e c t i o nb e t w e e np h o t o sA a n d B a n d t h e title of this lesson? H o w m a n yd e s i g n elra b e l so r b r a n d s( e . 9 . N i k e )c a n y o u think of? W h y d o s o m ep e o p t et h i n k d e s i g n e[ra b e l sa r e i m p o r t a n t ?A r e t h e y i m p o r t a n tf o r y o u ?
2 Workin pairs.Taketurns to describethe manin photoA.
[istening Q
3 litt"n to a conversation.Find differences between t h e p h o t o a n d t h e g i r t ' s d e s c r i p t i o no f t h e m a n .
O
4 Urt"n to the description again. Completethe Function Fite with these words. ancient,attractive,dark, different,good (x2), nice, quick,scatty,seriousty,shy,tatt, thin, usetess,younger trl l!
z o z lr
P r e f e r e n c e s :D e s c r i b i n g P e o p l e Wett,he'svery 1 . He'sa bit too 2 maybe!Andhe's a bit on the 3 side. But he'sgot a rather4 And he'squite 5 George Ctooney? He'sabsolutely6 -t 0f course, Ben'smuch7 . Hecomesacrossas stightly8 and seriousat first. Hetakeshis studiesfairty 9 He'scompletety1o He'sgot a reatly11 senseof humour. He'sgot pretty 72 --- taste in clothes, too. No,he'sjust extremety13 andwitty. He'stotatty 74 -when it comesto remembering timesanddates.
A n d h e ' sa b i t 1 5 t h i n q sa [ [ t h e t i m e !
and tends to lose
Pronunrialion 5 St.ess and intonation can changethe meaning of a sentence.
Exampte Aliceis quitenice= sheis nicebut not verynice Aliceis quitenice= sheis verynice Q
Nowlisten to the descriptionof a girt. ,Undertine the wordsin italics that are stressed. Alice is (1) quite nice. She's(2) rather fall and she's got (3) fairly long hair. She'sgot a (4) rather nice smile and she's (5) quite ftiendiy. She's(6) pretty good at telling jokes and she's (7) quite witty. She's(8)/afrly bright and the school she goes to is (9) quite good. But she's (10) pretty scatty and absent-mindedl
In the description,which modifiers (quite, rather,fairly, pretty) could you replacewith very? . : . ' t
6 toot at the modifyingexpressions in botdin the Function Fite. Which of them make a comment: 1 stronger? 2 weaker? 3
?ft{(e
Lisfening 1 2 neaA the Strategies.
7 Imagineyou havejust met someone.Write notesabout him/her.Usethe expressions from the FunctionFite.Think aboutthesethings: a *znq J-
E:
Listening Strategies: Answeringtrue/false questions
a p p e a r a n c e. p e r s o n a l i t y . i n t e r e s t s . a b i l i t i e s
. R e a dt h e s t a t e m e n t sU. s ey o u r k n o w t e d g e o f t h e w o r l d t o q u e s si f t h e v a r e t r u e o r fa[se. . L o o kf o r i m p o r t a n tw o r d si n t h e s t a t e m e n t se, . g . 1 = p r o t e s t , multinationals.Tryto thjnk of their synonyms,e.g. protest- compLaint, - big gLobaL muLtinationaL company. . L i s t e nt h e f i r s t t i m e t o q e t t h e o € n € r d L idea. . L i s t e nt h e s e c o n dt j m e f o r t h e i m p o r t a n t w o r d si n t h e s t a t e m e n t o s r s v n o n v m fso r them. . D e c i d ew h i c hs t a t e m e n t a s r et r u e a n d w h i c ha r e f a t s e . . A f t e r L i s t e n i n gm s b o u tt h e . a k eg u e s s e a s t a t e m e n t ys o u a r e s t j | " n [ o t s u r ea b o u t .
Lexican,pages 151 and X52.
8 Wort in pairs. Have a conversationabout the people you havemet. Example A So what is she Like? B WelL, she'sveryoutgoingand ...
Vocobulory: Multi-port Verbs Er
Lexicon,pageslvo*176.
9 mrtctrthe sentences (r-S) with the replies(a-h). T e l Lu s a b o u tt h i s n e w g u y y o u ' r eg o i n g o u t w i t h . He'sgetting on a bit. I ' v e g o n eo f f h i m . Weget on reatlywett. H ec o m e sa c r o s sa s s t i g h t L ys h y . I d o n ' tg o f o r g u y sw i t h e a r r i n g s . H eg o e si n f o r t e t l i n g l o t s o f j o k e s . H et a k e sa f t e r h i s m u m . Yes,he must be in his fifties. W e t [y. o u h a v ea l o t i n c o m m o n . I do. I think they'rereattyattractive. He'squite shy, reaL[y. Yes,they'reboth a bit scatty! M et o o . I d o n ' t l " i k eh i m a n y m o r e . B u ta p p a r e n t l yh e ' sr e a t t yf u n n y w h e ny o u g e t t o k n o wh i m . Yes,and he's atwayspul"tingmy leg!
O
13 Now listen to the radio programme a b o u t a b o o k b y N a o m i K l e i n . U s et h e Strategiesto decide if these statements are t r u e ( T ) o r f a l s e ( F ) . Y o uw i l t h e a r t h e recordingtwice. f
I
2 E 3 E 4 !rS !
10 write sentences aboutyoursetfand peopteyou know. Usethe multi-partverbsin Exercise 9.
6 -
Examp[e I'd liketo go out withJenniferLopez!
Z E g L
11 Wort< in pairs.Sayyour sentences and repLyto them. Example A I reallygo for guyswith short hair. , but not guys with shavedheads.
t n e b o o ki s a s o r t o f p r o t e s ta g a i n s t multi nationa[s. 'Logos' a r e w o r d sj n a n e wj n t e r n a t i o n a l " [ a n gu a g e . j n t h e w o r t dc a n r e c o g n i s e M o s tp e o p L e t h e m o s tf a m o u sl o g o s . T h e r ew i t [ n e v e rb e a d v e r t i s e m e nitns sp ac e . f n e w o r k e r sw , h o w o r ki n b r a n dn a m e f a c t o r i e sh. a v eg o o dw o r k i n gc o n d i t j o n s . A c o m p a n yo n c ep a i d o n e s p o r t ss t a r m o r et h a n a [ [ i t s w o r k e r ss' a t a r i e p sut together. t t r e n u m b e ro f p r o t e s t sa g a i n s t h e p o t i c i e so f g | - o b acI o m p a n i eiss f a L t i n g . f h e a u t h o rt h i n k s w e s h o u [ dw o r r y a b o u tw h o w e o r ea n d n o t a b o u tw h a t w e h a v eg o t .
Do you agreewith Naomi Ktein's ideas? Why/Why not?
ffi
" ry # I..'
12(ommunicqlion Workshops
'i..: :'''i'l' t:;ifli'.]
H R e a at h e t e x t a g a i n a n d m a t c h t h e p a r a g r a p h s (A-D) with these headings.
R e a dt h e t e x t a n d c o m p l e t et h e g a p s ( 1 - 1 0 ) w i t h the fottowing:
. f o c u so n o n ei m p o r t a n rt o o m
s u c hL o v e t ys,u c ha s , t o o b i g , s o t h a t . a l o t b i g g e r , s o u n t i d ya. s b i g a s ,b i g g e s ls, u c ha b i g , b i g e n o u g h
. .
o
t-n- t-h, o. - r r l e r s o na n o p L a c e n e n e r a ld e s c r i n t i o no f t h e h o u s e c o m m e n fo n L h e D e r s o n
inirndrrrtinn
A My cuustnPawelats alaurnaLst. Ore of her /
C
tnterest-src qardentnj, u,/ttc/t ts one reason why she *oved
an/ *or/rs m anothrr fatr-stzed room u,htchshecal/sher 'oJffce'. /t /tnslot a rery re/axcdatmosp/tere,tht,^y/t t'.s not B t/re otlter n,t,,us.Sl.tewarks at a masstv,e lesk
7 Fa,uela writes Ifi,r Iksh,r,n maadztnes -/
house.S/te hasiust mored mto a /arle /torse m the ct,untrT wth i tr nulc
I
/ .lardch.
,,' 2 lr s
t hct ,t's' or'abab/v I
t/tan her prevtous hottse. /n /
I
for lneI persok. But tt suits
near the wrrr{ou, f
,oour. ' -/
she/tas hk of /ght, anl ttls
"s"a/f c/"ttered wtt/t a// sorts of th,rgs /t/
Pame/a'sp ersona/tty an / /tfesty/e.
coffeecups,wth ltoo/
lt is Tutteo/c{a'd has11ot fhe horse s on the edgeof o vtllay'
r'ews t'f the threespaclousbe'{roo''ns'a/l wtth4 to be' Theret'salsoan counttyst/e.lt's a real/yrelaxtnqplace 5 bg old' for a k|tcher, whrch;s _ ek0r,710Lts wtth wooden sto,te.Thelivtnll room is ako hu-1e' 'fashnner/ outqotnl d'd soctable onrl on optt' f"pLu' Pamelats 1on* 6 housethat shehas lots of room it |s fortunatelf tntertatninl' for
r r / O 4e5K t5
//r,t/ she.,JQrnco','/ lno{ /tcr r.,mpulcr
mouse//t'.sa coy r00n4,ard Ptt*e/a often /tstensf,, wnsrc here,sihn.q ,,, hcr /anorrrte cotaft'rfab/r,corch. D her / thtnk all thefeelures of Pd'uelai huuserefect dnd tlnterests,d'd thtlsl'swhat makesit an Versaral,t1 relax' idea/pkce forco^ebod1 ll
@
ffiffiffi
I
.i,i t--j {*"-Y:
ffitr-, {ffi
|tqk 'big'in 3 f i n U s i x s y n o n y m so f t h e w o r d the text. 4 C o m p t e t et h e s e c o n ds e n t e n c es o t h a t i t h a s a s i m i t a r m e a n i n gt o t h e f i r s t s e n t e n c e ,u s i n g t h e w o r d g i v e n . ple Exam S h ei s s o h a r d - w o r k i ntgh a t s h e e v e nw o r k sa t w e e k e n d s . such Sheis sqchq laftlwq$ing pery9n thqt she even worksqt weeKen0s.
Stage 2 Write notesfor four paragraphs.
Stoge 3 Useyour notesto write your composition. Tryto include: . wordsfromthe Function Filein Lesson 11. e n
n hif
Tqlkbock
A Description of o Place
f)
E=
Writing tlelp 3 (useful vocabulnry), puge 1i9.
Stage I Think of your personatityand interests. Write down adjectivesthat describe your characterand examplesof your b e h a v i o utrh a t s h o w i t . I n t h e n e x t c o l u m n ,a d d a f e a t u r e o f t h e p l a c et h a t w o u l d s u i t y o u . Example PgnsonnuwANDINTERESTS . 0 u t g o i n g- [ i k e p a r t i e sa n d e n t e r t a i n i n g . M u s i c a-[ p l a y t h e g u i t a r a n d v i o l i n a n d e n j o y [ i s t e n i n gt o music . K e e no n h e a l t h yt i v i n g- [ i k et o g r o wv e g e t a b l e as n d fru'it
rnfher
e x a m p l eo s f r e t a t i v ec t a u s e s( s e eL e s s o nL 0 ) , e.g. She work in a room whichshe caLIsher office. . structuresusingso or such (see Exercise1)
1 I t ' s s u c ha b i g h o u s et h a t s h e h a s l o t s o f r o o mf o r p a r t i e s . so T h eh o u s ei s _ t h a t s h e h a s l o t s o f r o o mf o r parties. 2 H e rd e s ki s s o u n t i d yt h a t s h e o f t e n c a n ' t f i n d h e r c o m p u t e r mouse: such It's_ d e s kt h a t s h e o f t e n c a n ' t f i n d h e r c o m p u t e r m0u5e. 3 T h ew a l L p a p ei sr s o t a s t e t e s st h a t s h e w a n t st o c h a n g ei t . s uc h It js ______ w a t t p a p etrh a t s h e w a n t st o c h a n g ei t . 4 S h e[ i s t e n st o R o m a n t i c o m 0 o s e r [si k e C h o o i n . such Chopin. S h eL i s t e ntso R o m a n t i c o m p o s e r s 5 S h ew o r k sn e a rt h e w i n d o wt o g e t a t o t o f l i g h t . sothat S h ew o r k sn e a rt h e w i n d o w a lot of liqht.
Write a description of a place that would match your personatityand interests. Followthe stages.
ntrifp
.
4 Stage C h e c ky o u r w o r k .
Work in groups. Readthe descriptions.Apart from the place you described,which ptace woutd you tike to tive in? Why?
A Song Listening: DediceLed Follc,werof Fashion 1 listen to a songabouta manin Londonin the 1960s and comptetethese[ines.
1 H i s c l o t h e sa r e but never 2 E a g e r l yp u r s u i n ga t [ t h e l a t e s t a n dt r e n d s . to 3 He thinks he is a _**be lookedat. 4 T h e r e ' so n e t h i n g t h a t h e l o v e s and that is --. 5 H i s w o r l di s b u i t t r o u n d ano_. 6 H e f t i t s f r o m s h o pt o s h o pj u s t like a
2 wticn of the fottowingwordsand expressions woutdyou useto describethe manin the song? fashionabte. hard-working, conventjonat, pteasure-seeki ng, reserved, vain
FrrrunrsoF THEPLAcE . A big sitting room . B i gs t o r a g er o o mf o r i n s t r u m e n t a s ndCDs . A h u g eg a r d e n
3 Crn you imaginewherethis personcoutd tive?Whatwoutdhis placebe [ike?
I
E
li
I
I
s"
Comm
i ! h
fi
s-
"i"1"
1
t.-.'' -It:r+:_:
| '". ''i
;:- .--:a-"- :
'
Hr
b--:
-i',- ---
lii::.:ji.'j
-:nff" %.r*,,i
il$.""ffi
,"*;;?3,1;
Speok Before
-4'ffffiiiffi
o lristen*"
room in Photo A in the Writing
Workhop.Whatsort of persondo they think livesthere?Doesit matchthe descriptionof Pamela?
lffiffi thatrww Cotloquial Expressions 2 f;na wordsin Paragraph C of the text in the Writing Workshopto matchthese cottoquiaIwordsfrom the conversation.
Stage2 Readthe prompts (headtinesand intervibw relate to rooms A and B? What do the interview
aboutpeople'sattitudesto their homes?Whatare your "What does my home meanto me? Wet[,it's a refugefrom cotlege. I Liketo keepit clean and clutter free." " M y o w n h o m ei s m y f i r s t s t e p t o w a r d si n d e p e n d e n c e . " "I've workedfrom homefor a year. It
Moderndesignleavesmanycold "l
Exampte reloxed = laid-back 1 2 3 4 5 6
must be a big reader b o o k sa [ [ o v e rt h e p t a c e reatlytaid-back a bit too messyfor me loadsof tight that couchlooks really comfy
Dkcussing o Topic Discussthe changingattitudesto home suggestedby the prompts.Fottowthe stages.
kind of changesyour view
o f h o m eb u t y o u g e t u s e dt o i t . "
Feng Shui brings
Christmascalls for cosv and traditional
calrn to city living
Stage 3 Readthe Strategies. SpeakingStrategies: GainingTime W h e ny o u ' r es p e a k i n gy, o u n e e dt i m e t o t h i n k : . Try not to leave [ong pauseswithout sayinganything. . Use hesitationwords,e.g. right, weLL, you know. . Use'vague'language,e.g. kind of, sort of. . Usefixed expressions, e.g. Iet me thinkfor a second, I know what you meon, that's very true.
I Stage
Work in pairs and discussyour ideas from Stage 2. Use the Strategies above.
Lookat PhotosA (page36) and B (above) and quicklywrite downnounsand adjectivesyou coutduseto describethese two rooms.Whatmakesthem different?
Tettthe classaboutwhat you decided.Did the othershavesimilar ideas.
Tolkhsck
tf\i'
\/'
i$
I 'J"i.:s io-, -$
s'L'"*
h ,*l.oo'o
$lri K E Y W O R D S, : : , , . , : : : , : i : : . : , : : ' attractive,beautifu[,breathtaking,briltiant. e f f o r t l e s se.t e g a n t g , [ a m o r o u sg.o o d - t o o k i n g , g o r g e o u sg.r a c e f u th, a n d s o m ei m , pressive, love[y.magnificent,a reaI masterpiece. perfect,picturesque, powerfut,pretty, scenic. s t r i k i n gs, t u n n i n g ,a t h i n g o f g r e a t b e a u t y
tlI
r3Poetr Beforeyou slsrt I took at the pictures of different wa[[s. Use the Key Wordsto describe them and discusstheir different uses. Decidewhich of the walts is most/least usefu[. K E YW O R D S a d j a c e n t o , a d m i r a b [ ed, i l " a p i d a t e d , h u g e ,i n s i g n i f i c a n tm . a g n j f i c e n ts, o t i d ,s o t i t a r y , t i n y , t y p i c a Lu, n i q u e ,u n r e m a r k a b [ e to decorate,to defend,to give shetter, to give shade,to markterritory,to protect privacy, to surround
Reoding 2 n e a d t h e p o e m .W h a t a r e t h e u s e s o f t h e w a t l m e n t i o n e di n t h e p o e m ? 3 Reaathe Strategies R e a d i n gS t r a t e g i e s : R e a d i n gp o e t r y . R e a da p o e mf i r s t t o g e t t h e g e n e r a l f e e [ i n g .D o n ' tw o r r yi f y o u o n [ y u n d e r s t a n d a tittte. . R e a dt h e p o e ma g a i n m o r es l " o w t yT.h i n k a b o u tt h e s u b j e c ta n d t h e f e e t i n g se v o k e d by the description. . I d e n t i f yp a r t so f t h e p o e my o u s t i [ [ d o n ' t u n d e r s t a n dR. e a dt h e m a g a i n u s i n ga d i c t i o n a r yt o h e t py o u . R e m e m b ewr o r d o r d e r a n d s e n t e n c ep a t t e r n sa r e o f t e n differentin poems.e.g. in a field in the Countyof Glamorgan.It Iies... T h i n ka b o u tt h e i m a g e si n t h e p o e me . g . butterfliesin their obstaclerace to the winningposf = butterfl.iesfLyinghereand t h e r e ,a s i f t h e y a r e t r y i n g t o w i n a r a c e .
4 U s e t h e S t r a t e g i e s .D e c i d ei f t h e s e s t a t e m e n t sa b o u t t h e p o e m a r e t r u e ( T ) o r fatse (F). 1 2
T h ew a L i s a p o p u t a rt o u r i s t d e s t i n a t i o n . It js on the top of the hjtt.
4
I t j s l e s st h a n t w o m e t r e sh i g h . I t i s p a r t o f a [ a r g e rs t r u c t u r e .
5
I t i s b u i t t o f d ' i f f e r e nkt i n d so f s t o n e .
6
I t d o e s n ' to f f e r a n y s h a d e .
7
I t i s c o v e r e dw i t h f l o w e r s .
8
I t i s u s e db y a n i m a t s .
3
in a field i You won't I t l i e s ,p l o
forty-four it begins No other Seemingly stones of d
le S,
Don't say this wall is useless,that the grass on the shadowside is much like the other. It exists for golden lichens to settle, for butterflies in their obstaclerace c h a s i n ge a c h o t h e r t o t h e w i n n i n g p o s t , f o r h u d d l i n g s h e e pi n a s l a n t i n gr a i n f a l l , for you to say, This wall is beautiful. s v D a N N I TA s s r
ffi
ilE
Eeant'q S;* '''c -s* . -;].-'{l"-ri.. i -
Vocohulory: ldiomotic Longuoge
kat these ways of describing the same thing. i:--t
M
g
n
r
n
o
R
,
,
i
butterfties chase each other in their obstacle race. Thetatt grasssings with sadnessSIttIlr The butterftjes move as if they are in an obstaclerace. -like ThetatL grass makesa sound sadsinging.
:
8 matct'tthe expressions with the pictures.Tryto workout the meaningof each.Thencompletethe sentencesbelowwith the expressions. b e ei n h e r b o n n e t , fish out of water, let the cat out of the bag, b [ a c ks h e e p , fly on the wat[, bookworm, .. ral race
'-:..-..-7|
e
1);, M a t c ht h e s e n t e n c eb e g i n n i n g s( 1 - 6 ) w i t h t h e endings(a-f) to comptete the images. Are the images m e t a p h o r s( M ) o r s i m i t e s ( S ) ? Example Thechild turned andflew into her mother's arms. (ltl) 1 2 3 4 5 6
T h ec h i t dt u r n e da n d f t e w T h es e aw a s T h eo L dm a n ' sh a n ds h o o k S t e e pb u i L d s T h ed o gi s H i sv o i c es o u n d e d
a b c d e f
tjke a dry leaf on a bent tree. a l i o n i n h ' i so w n h o u s e . a bridgeof dreamsacrossthe river of night. i n t o h e r m o t h e r ' sa r m s a s i f h e w a si n p a i n . t i k ea s m o o t hb t u ej e w e [ i n t h e s u n .
6 Matctthe situations (1-5) with the images(a-e). D oy o u t h i n k t h e y a r e g o o d i m a g e s ? 1 2 3 4 5
a fireworkdispLay a n a s t r o n a uot n a s p a c ew a t k a y o u n gm a n o n a m o t o r b i k e a n o t d m a nw a t k i n g a c r o w de n t e r i n ga s t a d i u m
a b c d e
a b u z z i n gb e e a multi-co[ouredspider'sweb a d o t lo n a s t r i n g a n t s m a r c h i n gi n t o t h e i r n e s t a tortoise
7 Wort in pairs. Write suitable images for these situations. [xample a ship in a storm = a leaf in the wind . . . . .
a s h i pi n a s t o r m a b a b yt r y i n g t o w a t k a f a s h i o np a r a d e t r e e si n w i n t e r p e o p t ea t a p a r t y
T e t t h e c l a s sy o u r i m a g e s .C h o o s et h e b e s t o n e s .
3 4 5 6
S h e ' sa l w a y sg o t h e r h e a di n a n o v e l- s h e ' sa r e a l I c a n ' t g e t u s e dt o t h i s s i t u a t i o n .I f e e l t i k ea I'd love to be a -when t h o s et w o h a v ea n a r g u m e n t l Wetried to keepthe party a secret. But then someone - it's so Modernlife is sucha __ competitiveand stressfut. She'sgot a ____ about litter s h e ' so b s e s s e b dv i t .
7 Atl"the brotherswererespectable, exceptJames he wasthe _ of the famity. 9 Write five of your ownsentences usingthe expressions.
honpurng hn(fnres Workin pairs.Discussthesequestions. . Whoarethe mostfumous poetsin your[anguage? Whois yourfavourite? . Arethereanysimitaridiomatic expressions in your [anguage Likethe onesin Exercise 8?
ONBUOTT, BUoTn.... 'Most
peoplei4nor€rhost poetryt.crrrs. rnostpoetryi{noresrnostpeople.' Adrian Mitch.ll, british poet
you Before 1 t o o t a t t h e p h o t o s .W h a t is your reaction to these works of art? 2 Guessthe answersto t h e s e q u e s t i o n sa b o u t t h e photos. 1 H o wl o n g d o y o u t h i n k i t t o o k t o m a k et h e m ? 2 W h a t m a t e r i a t as r e t h e y madeof? 3 H o wp o p u t a rw e r et h e y ? 4 W h yd o y o u t h i n k t h e y were made? 3 R e a Ot h e a r t i c l e a n d c h e c k y o u r g u e s s e si n E x e r c i s e2 .
ThePossive Revision:
llvers, vafleys' even entire People, bridges, buildings, coastfines and islands, hAYe all been wrapped uP by the artist, Christo, lris French wife, Jeanne'Claude, Bulgarian lePorts. and their teem of hefpers. Stephen lleasule ne of their most spectacularproiectswas calledSurrounded 5 aL Elevenislandson the coastnear Miamiwere surroundedby lslands. 1I over six thousandsquaremetres of pink plastic!Another project was wrappingup the German Parliamentbuildingwhich couldnt havebeen done before the fall of the BerlinWall. Many peoplethought that permission t0 wouldnt be given,and some thought the project should never havebeen allowed.However,when the wrappingof the Reichstagin silverfabric had finallybeen completed,the glowingbuildingreceivedinternationalacclaim,and Christo loved beingappreciated.Theirmost recent project was called'The Gates'.ln 2005,7,503gateswere put up in Central Park,NewYork.The gates l5 were made of saffron-colourednylon and were nearlyfive metres high. Two or three new prolectsare currently beingdevelopedby Christo and his team.One of them is in Colorado in the USA where the ArkansasRiverwill be coveredby l0 lcilometresof luminous,translucentfabric.Thefabric is goingto be suspendedabovethe river so that the work of art can be seen of peoplewill be neededto complete ?o from both aboveand below.Thousands Christo managesto do all this without beinggivenany this feat of engineering. money - his projectsare financedcompletelyby the saleof his drawings through galleriesand over the Internet. Christo'sworks of art are dismantledafter only two or three weeks but 2s hundredsof visitors manageto see them.When the Reichstagwas being displayedit attracted huge numbersof visitorsfrom around the world. However,his work still tends to be criticised."What! the point of it all?Why bother when it takes so long?"Christo repliesthat their work is a kind of architectureand they use space,light and texture to make beautifulthings.
the tabtewith 4 Comptete from examptesof passives the text. PresentSimpl"e
.i:..+!:
I
'
d #t""r4 f
"q
:
Presentqtion Worb of a.rt aro dixvumtbd'
PresentContinuous
5 m a t . h t h e u n d e r l i n e dv e r b f o r m s i n t h e s e n t e n c e s( 1 - 3 ) b e t o ww i t h t h e n a m e s (a-c).
P a s tC o n t i n u o u s
1 T h e p r o j e c ts h o u l dn e v e rh a v eb e e na l l o , w e d . 2 C h r i s t ol o v e db e i n qa p p r e c i a t e d . 3 H i s w o r k s t i [ [ t e n d st o b e c r i t i c i s e d .
PastPerfect be going fo + infinitive m o d a [+ i n f i n i t i v e m o d a [+ o e r f e c ti n f i n i t i v e
i
a p a s s i v eg e r u n d b p a s s i v ei n f i n i t i v e c p a s s i v ep e r f e c ti n f i n i t i v e Find one more example of each verb form in the text.
I
=. ,,,THrPnsslvEt
Eeatfq
9 C h " n g " t h e s e n t e n c e si n t o p a s s i v e .U s e ' b y . . . ' o n l y if necessary. 1 GustavEiffetdesignedthe EiffeLTowelin Paris. 2 A t h e n sw i t [ o r g a n i s et h e n e x t E u r o p e ayne a ro f cu[tu re. 3 P e o p l ee x p e c t e dT e dH u g h e st o w i n t h e N o b e lP r i z e for literature. 4 T h e p o l i c ew e r et r a n s p o r t i n g a V a nG o g hp a i n t i n g fromAmsterdam t o L o n d o nw h e nt h e r a i n d a m a g e idt . 5 S o m e o n eh a s s t o t e na P i c a s s for o m t h e L o u v r e . 6 UnitedArtists are makinga new HarryPotterfitm. 7 A n a r t i s t i s g o i n gt o c o v e rt h e K r e m t i ni n r e d f a b r i c . 8 Someone s h o u l dh a v es u p p o r t e dM o z a r ft i n a n c i a t l ys o t h a t h e c o u [ dw r i t e m o r em u s i c . 6 M.t.lt the reasonsfor using the passive (a-c) with the sentences(f-3) from the text. a t o f o c u so n t h e a c t i o nr a t h e rt h a n t h e d o e r b t o p u t s p e c i ae I m p h a s i so n t h e d o e r c t o a v o i dh a v i n ga l o n g s u b j e c tj n a n a c t j v es e n t e n c e 1 P e o p [ eb, r i d g e sb, u i t d i n g sr, i v e r sa n d v a l t e y s h , a v ea t [ b e e nw r a p p e du p b y t h e B u l g a r i a na r t i s t , C h r i s t o . 2 T h ef a b r j ci s g o i n gt o b e s u s p e n d e ad b o v et h e r i v e r . 3 H i sp r o j e c t sa r e f i n a n c e dc o m p l e t e [ yb y t h e s a [ eo f h i s d r a w i n g tsh r o u g hg a l t e r i e sa n d o v e rt h e I n t e r n e t . 7 Whereare you more tikety to see or hear passive sentences? . newsDaDers . informa[letters . scientificarticles . conversations GrommarSummary4, page 147.
Prsclice 8 Rewritethe diatogue and the newspaperstory belowso that they sound naturat. Changethe passive into active in the dialogue and the active into passive in the newspaperstory.
1 0 C n a n g et h e v e r b i n b r a c k e t si n t o t h e p a s s i v e infinitive, passiveperfect infinitive or passivegerund. Example L I hate being treated like a child. (treat) tike a chitd. 1 I hate 2 lt's nice (give) somethingyou'veatways wantedto have. (assassinate 3 J . F . K e n n e d ym a y_ _ b )y a madman. 4 lt's hardto play footbatl wjthout (kick) by o t h e rp l a y e r s . ( t i k e )a n d 5 E v e r y b o dwy a n t s_ (respect). (fasten)duringtake-off and Seat belts must_ [ an d in g . ( p r a i s e i)n p u b l i cc a n b e q u i t e e m b a r r a s s i n g . 7 8 T h e r ej s a s u s p i c i otnh a t t h e ' M o n aL j s a 'm a yn o t ( p a i n t )b y L e o n a r d o da Vinci.
I I Rewritethis newspaper reportusingpassive structureswhenthey are moresuitable.
A H o ww a sy o u r w e e k e n d ? B 0 K . F o o t b a tw l a s p t a y e db y m e a n d t h e g a m ew a s [ o s t b y o u r t e a m .W h a ta b o u ty o u ? A I w a s m e t b y a f r i e n di n t h e s t r e e ta n d a f i l m w a s s e e nb y u s a t t h e c i n e m a . B W a si t e n j o y e db y y o u ? A Y e s .t h e e n d i n gw a s r e a l l yl o v e db y m e a n d m y f r i e n d . I anddustyplaces. YT"II:-*edtobe*uThenalongcame man ca,Jed cattea.rlank FrankGehry a Gehrv 311
The police arrested three men today. The police chased them for twenty minutes and the police caught them when a lorry hit their car. The police took the men to ScotlandYard for questioning.
6
#'
d
$ &, d
i:n**e archjtect ofrheGrroo",h-;* y.:i:1;"'Ji.:;""1:Hlr,:dy'il:T:ifr uoro1\4edal for ,il,?lyi#il, Architecrure week. People lasr h;;ilili't ce.ntTy Barogue ilT:::*:11.,{
of rr the ue 2 2tsr I
..rrii..t
centurv. cen His,","1i.llj! dins is; J'ffi liJJ'^l[: ';"di'jst:::ifi :l;|;::il::,lti tot39t< J:" tlke ljkt
that Lnat someone someone hra had
j:j: 1t
anLlectricguitar an electric guitar
"t.r,.iloil; melr"a*Jl: ",tltwhenthey rhebuirdins,,o,'.on.-r-ui rhebuirdins,, ";;onl','#ji;il'jT:ltlJ,1T,*_J#",;:,, 6.,.d :: :itjlT'
l5 M[sic
t, Ii
. :.:
H i. I
I
.jl
i
yaustafi Befare
.-
Q
1 I-istento the extractsfrom fitm turi. ,ni matchthem to the photos.Whichmusicdo you tike most? Why?
O
2 listen again. Whichof the KeyWordswoutd you useto describethe music? K E YW 0 R D Sr : , , :, . - : : : , . ;. : , . . ; : haunting, [ivel.y, exciting, catchy, dramatic, romantic. sad.scary, moving, monotonous, soppy. tear-jerking. soothing, sinister, sentimentat, thoughtfuL tedious, terrifying,
[islening
( y' 4 tisten to two peopletatking about music Usethe Strategiesto decidewho hadtheseopinions- write M (man),W (woman)or B (both).
3 ReaAthe Strategies. Listening Strategies: M a t c h i n gp e o p l ea n d o p i n i o n s . U n d e r t i n teh e ' t o p i c ' w o r di n e a c ho p i n i o na n d i m p o r t a n to p in i o n w o r d s( u s u al t y a d j e c t i v e s ) . . Decideif the opinionsare positiveor negative. . As you listen, identify the 'topic' wordsand write down any opinion wordsyou hear. . D e c i d ei f t h e o p i n i o nw o r d sa r e s y n o n y m o sr o p p o s i t e so f t h e w o r d sy o u u n d e r t i n e d . . Payattention to the intonation used when a g r e e i n ga n d d i s a g r e e i n g .
opinion
topic 1
tr
2ll 3 T
. t Y
.
. Y
t
topic
.
t T
FranzFerdinandare a very good band. F r a n zF e r d i n a nadr e [ i k e m a n yo t h e r g r o u p s . R a pm u s i ci s b o r i n ga n d t h e w o r d sa r e n ' tv e r y n i c e .
4 a ) Rapis strongstuff. s 6 7 8 9 1
f f , f
l l 4 l T 0!
T e c h n om u s i ci s q u i t e g o o d . S o m eo f t h e n e w r o c kb a n d sa r e n o t b a d . put on exciting'[ive' shows. CoLdpLay Someof the oLdrock bandsare not bad at al"[. Led Zeppetinwerea great heavymetaIgroup. The Beatleswere better than the RoltinqStones.
Do you agreeor disagreewith the opinionsabove?
Eeanfil
6:
F
Ptonunciof ion
5 took at the Function File. Which expressionsare used:
I
. . . . .
I |Il z
to to to to to
O
i n t r o d u c ea n o p i n i o n ? a s kf o r a g r e e m e n t ? s h o wd i s a g r e e m e n t ? a s k a n o t h e rp e r s o n ' so p i n i o n ? s h o wa g r e e m e n t ?
a s t r o n ga g r e e m e n t b agreemenr c h e s i t a n ta g r e e m e n t
Giving 0pinions: Agreeing and Disagreeing
zi - l
|rI
7 8 9 10 11
72 13 14 15 16
A Listento the sounds,words,expressions and the intonation.Whichof thesedo they express? Then listen againand repeatthe expressions.
a
l
d indecision e hesitantdisagreement f strongdisagreement
.
)pe0Krng
I t h i n k i t ' s r e a t l yg r e a t .d o n ' t y o u ? Persona[[y,I'm not that keen on that sort of music. It's not realty my thing. Don't you think they c o p ya l o t o f o t h e r b a n d s ? I d o n ' t t h i n k t h a t ' sf a i r l WeLl", if you ask me. rap'shorrible. A n d , t o b e h o n e s t ,t h e m u s i c ' s j u s b t oring. I t ' s n e a r l ya t w a y st h e s a m e ,i s n ' t i t ? That's not the point. D o y o u l i k e t e c h n om u s j c ? Me too. I [ike the faster stuff. Sodo I. T h a t ' st r u e . C o [ d p t a ay r e p r e t t y g o o d .A n d t h e i r c o n c e r t sa r e s u p p o s e dt o b e [ o u da n d [ i v e [ y . D o y o u t h i n k t h e y ' r eg o o d ? l'm not sure. But don't you tike the Rol.l,ing Stones? I have to admit they'regood. B u t w o u l d n ' t y o u a g r e et h a t t h e B e a t l e s were better? N o ,I w o u l d n ' t !
9 Wort in pairs.Tetlyour partneraboutyourtastesin music.Agreeor disagreewith yourpartner. Exampte A I think U2 arereallygreot! B Doyou?If you askme,they'reancient.I Likerap groups. A I'm not keenon rap music. B Don'tyou like Eminem? A No,not really. O
f O Workin groups.Listento somemusicalextracts. After eachpieceof music,take turns to give your opinionsaboutit.
Vocqbulory: Multi-port Verbs withturn ffi
pages170-176 Lexicsn,
1 1 Comptetethe sentenceswith the particlesdown, up, off, or on. O 6 litt"n to the conversationagain and check your answers. 7 tutatchthese questions (1-4) with their meanings (a-d). 1 2 3 4
D o n ' ty o u [ i k et h e S t o n e s ? D oy o u t h i n k t h e i r c o n c e r t sa r e g o o d ? Doyou l"ikethe Stones? D o n ' ty o u t h i n k t h e i r c o n c e r t sa r e g o o d ?
a b c d
A r et h e S t o n e so n e o f y o u r f a v o u r i t eg r o u p s ? I t j k et h e S t o n e s d , on'tyou? A r et h e i r c o n c e r t sa n y g o o d ? T h e i rc o n c e r t sa r e g r e a t ,a r e n ' tt h e y ?
1 H et u r n e d a n h o u rl a t e f o r t h e m e e t i n g ! 2 T h e d o g s u d d e n t tyu r n e d meand bit meon the leg. S h et u r n e d t h e j o b o f f e r b e c a u s es h ew a n t e d more money. h i s c o t l a rt o k e e ph i s n e c kw a r m . 4 H et u r n e d 5 J u s t a f t e rt h e t i g h t s ,t u r n _ t h e m a i n r o a di n t o our street. I q u i t e t i k e dh i m , b u t I w a st u r n e d_ by the r i n g t h r o u g hh i s n o s e .
....uN?uoTn ?uoTE 'Xusic
cannarhethe rtnnartatleanJ cortrnrunicate the unLnovatle.' Leonardbernslein,Arr.rerican cothposer
t f
" : , " ' - . . , . 1 *:F s* LF+:
I 6 Communicqlion Workshops Wtiting youstart Before 1 Readthe fitm review and matchparagraphs A-D with the fo[lowing descriptions. g o o da n d b a d p o i n t s b a s i ci n f o r m a t i o n a b o u tt h e f i [ m c o n c t u s i oa nn d recommendation b r i e fs u m m a r yo f the pl.ot
2 linlring. Comptetethe gaps in the text with these words. a t [ t h i n g sc o n s i d e r e d , a t t h o u g h ,h o w e v e r , i n t h e e n d ,a t s o ,b e c a u s e , o n e d a y ,s u c ha s , w h i c h , who
Amdlie(zoor) & Amdliewasdirectedby Jean-Paul Jeunet.lt had its firstshowingon z5thAprilzoor and it starsAudrevTautou. # Am6tieis a youngwomanwho livesin Paris.1 shecomesacrossa boxfull previous of things2 -belonged to herapartment's tenant.Am6tiedecidesto 3 findthe man ownsthe boxandgiveit backto him.Throughout the film, shespendsa lot of timetryingto makeotherpeoplehappybut,4 _ , discovers that shehasto takecareof herown happiness first(whichshefindsat the sideof Nino). s{ Thefitmdealswith problems loneliness in a cityandtheconflictbetween 6 dreamsandthe realworld.lt raisesa moralissue:howmuchwe can 7 _, influence otherpeople's lives.Mostimportantly, it is a fitmabouthuman kindness andbeinggoodto otherpeople.Thefilmis neithera romantic comedynor a fairytate.lt is a modernstorywith a happyending,fitmedin strong,warmcolours 8 with briltiantmusicbvYannTiersen. thefitmhasgot its critics,I felt that onlyoneor two scenes wereweak. & 9 -, Amdlieis a veryspecialfitmthat eithertouchesyou deeptyor at least production,I believeit makesyouthink.1o Amdlieis not a big Holtywood canspeakmoreintimately to eachof us abouttruthandbeauty. I wouldrecommend it to anyonewho enjoysartisticfilms.
Beatft1
3 lool at these examplesfrom the text for tatking about two alternatives. . . . . n e i t h e r a r o m a n t i cc o m e d yn o r a fuiry ta [e . . . . e i t h e r t o u c h e sy o u d e e p t yo r a t l e a s t m a k e sy o u t h i n k
[istening ,, t. ,::
ll,
Nowuse the cues to write sentencesusing either ... or and neither ... nor.
,
f:,:.
Example 1 ThefiLm wasset in either the 1920s or the 1930s.
{
i
1 f i L n/ s e t i n i . 9 2 0 s( ? ) / r 9 3 0 s ( ? ) 2 directed/ StevenSpieLberg (?) / George L u c a s( ? ) 3 fitm / romantic(X) / funny (X) 4 s t a r/ J u t i a R o b e r t s( ? ) / S a n d r aB u t t o c k (?) 5 fitn / good specialeffects (X) / good m u s i c( X )
it r:
i..:
i:
i, i.l.
t::
i' t ',:.:a:a/.att ..,r,aattaaa1f..raaat:7,alrt:t:.:a,:.,,..a\.gta::r,tt:.e:?.::,|.t a,tria1t:a,ayL..,aa1,aat::
A FilmReview
Beforeyou start
4 Writea film reviewabout one of your favouritefilms. Fottowthe stages.
I took at the photo.Whatdo you think they,retatking about? which of the peoptedo youthink is doingmostof thelatking?
Writing Help 4, page 139.
A Conversotion
Stoge I Usethe headingsin Exercise1 to make notesabout the fitm.
Stoge 2 Writeyour reviewin four paragraphs.
Stage 3 Check yourwriting.
Talkhsck Workin groups.Readeachother,sfitm reviews. Whichsoundstike the best fitm?
O
2 lirt"n and find out the subjectof the conversation. Who interruptsother peoplemost: Richard,Sueor Kate?
O
S .Listenagain.Answerthe questionsby writing R (Richard), S (Sue)or K (Kate)in the boxes. 1 2 3 4 5 6 7 S 9 10
fl ll I a I fl aa tr I tr
Whosuggests havinga disco? Whodoesn't tikethe ideaof a disco? WhoLikes the suggestion of havinga foLkgroup? Whoreluctantty accepts the suggestion of a foLkgroup? Whose ideafor the art exhibition is accepted? Whowou[d[iketo havetwo fitmsaboutthe samesubject? Whocan'tstandspyfi[ms? Whoreattylovesold blackandwhitesitentfitms? Whois in charge of Looking for fitms? Whosuggests endingthe conversation?
'ir"n,,]
Communiculion Workshor Speoking
Beforeyou stort
o
I tisten to extracts from the conversationin the Listening Workshop. Ctassifythe way in which the peopte interrupt each other. a a p o l i t ei n t e r r u p t i o n b a rude/abruptinterruption c a failed interruotion
&ftNrwrw ireFffi
Plonning An Event Planan 'Arts Week'foryour schooIor university. Fo[[owthe stages.
StageI Individuatly, decide what sort of events you would [ike to have. Choosefrom this list or think of others. . a ptaV . a poetry reading . a classicalconcert . a photo competition . old 'si[ent'films
Stage 2
C o l l o q u i a IE x p r e s s i o n s
Workin pairs.Discussyourideas.Tryto use expressions from the FunctionFilein Lesson15 andthe Chatroom.
2 u"tctt thesecottoquiatexpressions (1-8) with their meanings(a-h).
Example A Don'tyou thinkweshouldhave... B No,I don't. They'rereallycorny!
1 I'm sick and tired of discos. 2 We'reaI boredto deathwith schooIdiscos. 3 We'vehad loads and loads of them. 4 I w o n ' t m a k ea s o n g a n d d a n c e 5 6 7 8
a b o u ti t . H a n go n a s e c o n d . No, they'rereatly corny. They'reright up your street. Just a few bits and pieces.
a great deal wait a moment fed up exacttywhat you [ike old-fushionedand unjnterestinq extremetybored s s m a t [i t e m s h a fuss a b c d e f
Stoge3 Readthe Strategies. Speaking Strategies: Taking turns in group discussions . D o n ' td o m i n a t ea d i s c u s s i o nG. i v ey o u r o p i n i o n s a n d a s kt h e o t h e r sw h a t t h e y t h i n k . . Showinterestin what the othersare saying. Usewords [ike ' g i h t',' absoLutely' and' exactly' and sounds Like,mm'. . If you reattyneedto interrupt, interrupt poLiteLyl Wait for the o t h e r p e r s o nt o p a u s ef i r s t .
Stage4 Workin groupsof three or four. Decidethe eventsfor yourArts Weekand finatty choosea cetebrityto openit.
Tdlkhock Tettthe classwhat your groupdecided.
, - llilt
. :" ;
F{8## 1 fnint of a ptacein your countrythat you knowwetl and thinkis beautiful.Saywhy. 2 ReaU the informationabout an areaof Engtand.Wouldyou tiketo visit it? Why/Whynot? Whatthings woutdyou like to dothere? ooking for somewhere10 go away for a long weekend? At this time oI year, there is nowhere better than the unspoilt countrysideof South Shropshire.On the bordersof
7
England and Wales, it is full of beauty, with high hills, wooded countryside and picturesque towns and villages, all of which means that it is an ideal place to visit. It is probably sensible to base yourselves in Ludklw, which is the biggest town in the district. As the well-known iocal historian, David Lloyd, has said, 'there are few towns like ours in Britain with such fine architecture.' It has a breathtaking castle and a church tower that one can see from miles and miles away. Cross the medieval bridge over the River Teme and enter the town through a gate in the old town walis. You will find yourself in Broad Street with its impressive lSth cenlury houses. Architectr-rrally, this is one of the most famous streets in England. Other places worth a visit are the castle, which delcnded the town against the Welsh, and St Laurence's, a spectacular medieval church. These arc just some of the things that make Ludlow a very special town. As well as seeing these sights, there are plenty ol others to visit in the area such as the historic towns ol Cleobury Mortimer and Bishops Castle. If you likc castles, it's a good idea to visit picturesque Stokesay Caslle or the ruins of Wigmore Castle, the seat of the powerful M
(2):Pronouns Reference GrammsrSummary,page 149. 3 toot at the wordsin red and qnllellne the parts of the text that they refer to. 4 Undertine the parts of the sentencesthat which refers to in each case. 1 . . . i t i s f u t Lo f b e a u t y ,w i t h h i g h h i t l s .w o o d e d countrys'ide and picturesquetowns and v i [ [ a g e sa, l [ o f w h i c h m a k e si t a n i d e a Ip [ a c e to visit. 2 . . . b a s ey o u r s e l fi n L u d t o ww . hichis the biggest own in the area. 3 0ther ptacesworth a visit are the castle, w h i c h d e f e n d e dt h e t o w n a g a i n s t h e W e l s h . 4 L u d l o wi s o n [ y L 5 0 m i t e sf r o m L o n d o n , w h i c h m a k e si t a g r e a tp t a c ef o r a w e e k e n d .
5 A m o n gt h e w o r d si n a b c d e f g
botdin the text find:
t w o p e r s o n apt r o n o u n s( s u b j e c ta n d o b j e c t ) two reflexivepronouns t w o i n d e f i n i t eD r o n o u n s a p o s s e s s i vper o n o u n a possessive adjective three relativepronouns pronoun a demonstrative
scores of castles in the area. There are also plenty of things to do for those who lil
6 Wtrictrof these words do not expressthe s a m e m e a n i n ga s o n e i n t h e s e n t e n c eb e t o w ?
Mortimer's Trail that goes from Ludlow through Monimer's F(xest to thc Welsh border. II yor-r have children, drop in to The Secret Hills Discovery Centre in Craven Arms where they can learn all abor.rtthe area and enjoy themselves at the same time.
a you
There are plenty of good hotels and restaurants in Ludlow and their food has an excellent reputation. Three restaurants hold the {anous Michelin star, which is really quite surprising when you think that there are only several of them in the whole country. In addition, Ludlow is only 150 milcs lrom London, which makes it a great place lor a wcckcnd.
t 't
,.,,.1
b everyone c anyone d this person
Ludlow haso church tower that onecan seefrom mtLesano mtLesawqy. @
More practice,LanguagePowerbook,page 56.
I
I
Review Mmffimffi*m 4 ru#mru# Grommor 1 Comptete eachgap with the best answer:a, b, c or d.
clo:e1]a:::isht r-vr\sv''oti' Fashion Week LoNDON safety re osrvl'and i'r control conrrol "'o*o crowd 1 over '
with concern
;;;;" 9lll L' ra Y e s t e r d a"i y t hfie t"' r;;i.i; lrrsrrf4r"'v"--""il..o ror '"'"; more n^'
appeared i;;;i, the event, apPeateu *
rnnil
":3::';:; . s e c u r i t y-'
l1T:::^: "ont;ol*"" to control struggled --.
*;; faced guards Tace: guards i show free' --::5 +^ ^ar into the the show o"iinto io of PeoPte vEvl"'hunoreo!; hundreds ur hairdresser, Se,==oon tf," famous At one Point Vidal in *ra r:rowd.
pn'=:::l'^: " "l'5u i'j:jrui'."'"!'i""1"" T:*"f# *'""fl=.::1?: ;; "'' uv *:''"*Il ne 8 to see the l"**",lt#'?n Eventually *;'f. 'the top man' ousht n"ards that :;;*; ':l::*t"IJ:"""*:, ;:;:;b,y"i:,:lX{oreisn'""Tifl "",: '" VlPs ---:iY: showl
Among the European editor ot viity
futr'
"lt ^-^-i^ could ir
better,"
only to pushing' howrever'served biggest ffi"til:n delays and the --the !*tn"*"nt72 heiqhten trte otama anl Lon-OonFashion Week'
1 a) 2 a) 3 a) 4 a) 5 a) 6 a) 7 a) 8 a) 9 a) 10 a) 11 a) 12 a)
expressing who showing b e i n gh u r t trying Left recognised attow trapped Left h a v eb e e no r g a n i s e d to surround
b) being expressed b) what b ) b e i n gs h o w n b) hurting b) tried b) was leaving b) be recognised b) to al,tow b ) w a st r a p p e d b) was Left b) be organised b ) b e i n gs u r r o u n d e d
c) was expressed c) which c) to be shown c) hurt c) to try c) was left c) wasrecognising c) be atlowed c) weretrapped c) leaving c) organise c) surrounding
d) to express d) that d) shown d) to be hurt d) to havetried d) Leaving d ) w a sr e c o g n i s e d d) to be allowed d) to be trapped d ) w a sl e a v i n g d ) w a so r g a n i s e d d ) h a v eb e e ns u r r o u n d e d
2 :oin thesesentences usingdefiningand non-definingrelativeclauses. it
t'
l, i ,
Example L Streetortists,whoarerespected morein Europe, canget thousands of dollarsfor theirpointings. 1 Streetartists are respectedmorein Europe.They c a n g e t t h o u s a n d so f d o t l a r sf o r t h e i r p a i n t i n g s . 2 M y s i s t e ri s s i x t e e n .S h eh a d h e r e y e b r o w sp i e r c e d yesterday. 3 P e o p [ es p r a yp a i n t o n w a [ [ s .T h e ya r e s p o i t i n gt h e e n v ri o nm e n t . 4 M e r c h a n d i si se s o t d o n t h e I n t e r n e t .I t h a s a n e n o r m o u sm a r k e t . 5 P a m e t ab o u g h ta b i g d e s k .S h ep u t i t n e a rt h e window.
. h e r ew a s a n a v a n t - g a r d e I w e n t t o a n a r t g a t l e r yT e x h i b i t i o nt h e r e . J e a n su s e dt o b e c o n s i d e r ew d o r k i n gc t o t h e s T . hey b e c a m ef a s h i o n a b laem o n gy o u n gp e o p t e . T o m ' sf a t h e rp l a y st h e c e [ [ o .T o mw a n t st o b e a mu s i c i a n . S o m eg r a f f i t ia r t i s t sh a v em o v e di n t o d e s i g n i n g p r o d u c t sT. h e yc a n m a k ea [ o t o f m o n e y . 1 0 H e m a r k e dt h e a r e an e a rh e r n a v e t .H e h a d d i s i n f e c t e dh e r t h e r e .
Eeantq Vocobulory
3 fxpandthe sentences by addingparticipleclauses afterthe lltdeflircd nouns.
6 Comptetethe text with the correct form of get, have or moke.
Exampte 7 'Blade'designs T-shirts, usingspeciaL computer software. I 2 3 4 5 6
Yesterday, we 1 a meetingand 2 3 a look at the figuresS . aLly a g o o d p o i n t .S h e thought that the Internet 4 _ a big effect on s a l e s .S h et h o u g h tw e w e r e5 _ a b i g m i s t a k ei f we didn't6 -o u r o w n w e b s i t eS . h et h i n k st h a t if you wantto 7 ___ i t i n b u s i n e s as n o 8 t o t h e t o p t h e s ed a y s ,y o u n e e do n e . M i n d y o u , s h e ' so n l y i n t e r e s t e dj n 9 m o n e ya n o 10 promotion.
'Btade' designsT-shirts. 'Surrounded I s t a n d sw ' a sa w o r k o f a r t . T h ei a q u a rs t a r e ds t r a i g h ta h e a d . I t h j n k q r a f f i t ii s a n e y e s o r e . T h em u s i cw a sv e r y m o v i n g . IXe pqq$ totd Beautyhe loved her.
4 Comptete the text with the verbsin bracketsin a suitableform, activeor passive.
Virtual Reality Art Examples of thenew'virtualrealityar1'1 Centrein Tokyo. Ghow)at the Inter Communication "The (build) ^t a costof over Cave"2 _ (put on) special $t million.Theviewer3 _ (confront)by a wooden glasses and4 puppet. (move),thethree If thepuppet5 (tu'ist) and dimensional world 6 7(turn). Thismovingworld 8(accompany) bymusicandsounds. (build) in theUSA. Asimilarexhibite 10 Computer graphics (combine)with 11 (project) images which 3-D on thewalls andceiling,andtheviewer12 (take)on a tourof whatseemslike anotherdimension. Asoneexpert 13(pointout) recently,theriseof the 'Nintendo 74 -(cause) generation' artand game (merge). cultures15 _ 5 Rewritethe sentences usingthe wordsgivenin brackets. 1 In the end.theytold meto waitfor anotherhatfan hour.(I) In thz,eni,,I utatto//,to unttfor aruther hnlf an h"our. 2 These daysmanypeoptehavegottattoos.(you) M ys i s t e rl i v e si n S p a i nn o w a n d s h e ' sc o m i n gt o v i s i t m e i n W a r s a w(.w h o ) I t w o r r i e sm e t h a t t h e r ei s m o r ea n d m o r ev i o l e n c ei n t h e m e d j a (. w h i c h ) Y o ud i d n ' t d o t h e r i g h t t h i n g i n m i s s i n gt h e c l a s s y e s t e r d a y(!s h o u L d ) T h e yh a d t o c t o s ed o w nt h e m u s e u ms h o r t l ya f t e r i t s o p e n i n g(. b e )
7
Completethe sentenceswith down,from, off, or up.
t 2 3 4 5
You can't get away graffiti nowadays. S h et u r n e d [ a t e .a s u s u a i l H et u r n e d t h e o f f e ro f a j o b a b r o a d . H et u r n e d t h e m a j n r o a dj u s t b e f o r et h e s t a t i o n . F o r e i g np l a y e r sm a k e_ _ _ _ _ a b o u t h a l f t h e t e a m .
Pronuncialion 8 put these verbs into two groups accordingto how y o u p r o n o u n c et h e l e t t e r ' s ' - / s / o r / z / . advertise,advise,compose.design,discover.disptay. e s c a p ei,n s p i r e ,p r a c t i s er,e c o g n i s es,u s p e n dv, i s i t Group1 /s/ discover,... Group2 /z/ advertise,... Q
listen and check your answers.Repeatthe words.
O
9 r-lrt"n and repeat these sentences. 1 2 3 4 5
S h es t r o d ea t o n gt h e c a t w a [ ki n a s t u n n i n gd r e s s . Modern[ifestytescan be stressfu[. T h a ts t r i k i n gd e s i g nw a si n s p i r e db y g r a f f i t i . I t h j n k s t o g a n s p r a y e do n w a t t sa r e a n e y e s o r e . W es t a r e da t t h e b r e a t h t a k i n squ n s e t .
Tronslotion I 0 translatethe followingsentences into Engtish. Ilaaoe-ro MHec.lyua'rl .)ry 3ayHbrBHyo My3bu(y. Mrre yxacro HpaBr4T'cl uoBpeMeHHar{ rtorrMy3bil(4. Xealnr MeHl lla:tbrfpbrBa'lbl Tr,l ue uor r{apr4coBarb.lT.y r(aprr.lHycaM. K'r'o-]'oQle-ta.] .lro 3a rc6fl. OaraHu.; \4or4xrlll4flTe.rleulorue.l u orrta. OH qeJloBet( orleHbqecTorrxt6henrn 14BCet'rIaXOqeT 6urr urrepenr4 BCex. Erl Haaoera ee crapoN4ollHarr flpr4qecKa,r.{orra perril4narrocTpl4ril,cfl 14noKpacr4Tb Bo.ltocbr. OH ucer,'la qyBclBoBance6fl He rj cBoet 'fapeJu(e rJ r(o\lflalll4r.rntt],reil, 6opnruurcl :la rcllJtoe MECTEIIKOIIOrl CO.,IIUCM.
tr#
effiWfupwwW PeoDles of the
FeneRArIoN Rusbmnu ccording to the census L l-conducted in 2002, Russian people A A
nnmnriqa
Rno/^ ^f fho
"r':rr.r'i' 145.2 million people living in the Russian Federation. rT1L^-, --^ ^^-+ ^{ - }" , rrley dle IJdrr.or d rrugfe community of more than 160 nationalities and ethrric crroups. Although the official language spoken across the territory is Russian, local langnrages are very important too. Lingnrists have named about i50 different Ianguages spoken in Russia. Each nation or ethnlc group observes its oum traditions and customs, and the five main religrons are Orthodoxy Catholiclsm, Islam, Judaism or Buddtsm. Peoples speal
O
Thrkic and Mongolian peoples inhabit huge territories Central Asia and Eastern Europe, Though the physical features of these neoples are verv dilferent, their Ianguages are a-Like.Within tlus group, Tatars and are mainly Muslim, and TUvimals and Buryats are Buddhist. TheYakuts, who live the largest republic in the Federation, were converted to Orthodox Christiality in l Bth century but strong elements of their animist beliefs survived. The Caucasian neooles who live rr the republics of Adygeya, hrgnrshetia, Chechnya, and Dagestan are Muslims, whereas most Ossetians are Orthodox. They speak about forty different languages and have their traditions and customs, which are sometimes very si Slightly fewer than one third of a million people live in North East and Far East, but they represent aroi:nd ten langmage groups, Though they were converted to Christianity long ago, their traditional religdon survived, The Koryaks and Chukchis of this region have much in common with the inhabitants of Alaska.
Z Listento five peoptetatking. Matchthe speakers (1-5) with the pictures (A-D). Thereis one extra speaker. 3 uatctr these words and phraseswith their definitions. merry-making, to observea rituat, etiquette, housewarmjng, cuisine,to proposea toast 1 t o a s k p e o p t et o d r i n k s o m e t h i n gi n o r d e rt o t h a n k someone 2 fun and enjoyment 3 a particutarstyle of cooking 4 a party that you give to celebratemovinginto a new home 5 to performa ceremonyin order to markan important religiousor sociaIevent 6 the formatrulesfor polite behaviourin society
Q + Listen again and comptetethe sentences. 1 Exchanging 'Saba ntui'.
i s a v e r yi m p o r t a n tr i t u a l o f
guestswith breadsymbotises 2 Wetcoming 3 Thesepeoplesof Siberiahavetheir own way of peoptehavelengthy-, during 4 TheseCaucasian whichtheysingandtetl stories. symbotises a luckyhousewarming. 5 Thecrowing 5 Workin pairs.Talkabouttraditionswith your partner. . Whatold traditionsdoesyourfumil.ykeep? . Doyou haveyourownfamitytraditions? Whatare they?
ly n r.
KEYWORDS:Science antibiotics,artificiaIinte[[igence,atom, bacteria,black ho[e, dataprocessing, deepspace, DNAmolecute,electriccurrent,energy,equation, galaxy,gene,gravity, humangenome,light year, mass,microchip,microscope, ontine, ndioactivity,radiotelescope,searchengine, sotarsystem
I
17Eureku!L n n d m n r 0k fs
%,ffi-?ffiffi -1 g t r
Beforeyou stsrt 1 try to match the discoveries (1-5) with how they were d i s c o v e r e d( a - e ) . 1 2 3 4 5
t h e e q u a t i o ne = m c ' the maser penicilLin the first computer t h e m o d e lo f D N A
a s c j e n t i s t sw o r k e dt o g e t h e ra s a ream b t h e r ew a s a l u c k ya c c i d e n t c s c j e n t i s t sw e r ei n s p i r e db y a n o t h e rs c i e n t i s t ' isd e a d a s c i e n t i s th a d a m o m e n to f i nspiration e s c i e n t i s t sw e r ec o m p e t i n gt o m: kp e dicrnvprri
h
lo
Ke00rng 2 R e a dt h e t e x t a n d c h e c ky o u r guessesfrom Exercise1. 3 R e a At h e S t r a t e g i e s . R e a d i n gS t r a t e g i e s : A n s w e r i n gT r u e / F a l s eq u e s t i o n s
I
. First,readthe text to get the g e n e r aiId e a . . T h e nr e a dt h e q u e s t i o n s / statementa s ndidentify i m p o r t a n tw o r d s . . Fjndthe relevantpart of the t e x t a n d i d e n t i f yt h e i m p o r t a n tw o r d s . . Decide i f t h e i m p o r t a n tw o r d s nn td in the question/statemea t e x t e x n r e s tsh e s a m ej d e a s .
"
t,']
l l l
thmttth il*nturjl
In the summerof 1905,a young man was sittingat homeaftera day'swork. it While rockinghisone-year-old baby,he thoughtsomethingover.Suddenly, cameto him! The equation'e = mC'was born,an equationwhichwould of the universebut would helpto createthe nuclearbomb. changeour understanding Einstein was aware of recentdevelopments, suchas Marie Curie'sresearchinto Albert equation radioactivity, but he had beenworkingon hisown. Hisground-breaking amountof energy. showedhow a smallpieceof masscouldproducean unbelievable in his 'theoryof relativity'that not eventime, massor Einstein then demonstrated length are constant* they vary accordingto our perspectiveof them. For example,if we couldseepeoplemovingat the speedof light,they would appearmuch heavier and largerand would seemto move in slow motion. By the time the firstatom bombshad exploded during the SecondWorld War, two young Russian scientists were developingan application ideaof a stimulatedemission. basedon Einstein's AlexanderProkhorovand NikolayBasovusedtheir l
finishthe machineuntil afterthe war, in February 1946,it did not matter. Theyhad producedthe world'sfirst computer. Eniac(Electronic Numerical Integrator and Computer)was huge, measuring 1OOfeet long by over 1O feethighand weighingover 30 tons.lt contained18,000tubesand hadmorethan 5,OOO switches.It consumed so muchenergythat when it was turnedon, the lights in the localtown went dim. However,it workedand it was the f irstprogrammable computer. The computerarrivedtoo late to help 6 in the next breakthrough. Fromthe mid 1940s,biologists knew abouta moleculethai had an importantrolein passingon geneticinformationfor all livingthings.However,ihey did not know how it worked and the raceto find this out had begun.Then,two youngscientists at Cambridge University saw the resultsof some studiesby RosalindFranklin. The last pieceof the jigsawpuzzlehad falleninto place. ln 1953,Watsonand Crickpublishedtheir modelof the DNA molecule Asa result,in 2OOO, afteryearsof time-consuming and expensive research usingcomputeriseddata processingand despitemany setbacks, the so-called'genome'for humanbeingswas discovered. 75 Thefour chemicals in our DNA combineto producea codethat would fillover500,000pagesof a telephonedirectoryand that contains information genes.Already,this hashelpeddoctors aboutour 1OO,OO0 to curesomehereditaryillnesses and the outlookfor the futureseems promising.
4 A r e t h e s e s t a t e m e n t s( 1 - 1 2 ) t r u e ( T ) o r f a l s e ( F ) a c c o r d i n gt o t h e t e x t ? U s et h e S t r a t e g i e st o h e l p y o u . I Einstein w a sa t w o r kw h e nh e t h o u q h to f t h e f o r m u [ a 'e = mc'. E i n s t e i nw a s t h e f i r s t m a nt o t h i n k o f t h e n u c l e a b r omb.
1 2 3 4
-
5 il
Einstein o b s e r v e cdh a n g eisn t j m e ,s i z ea n d m a s s . P r o k h o r oavn d B a s o vd e v e [ o p e tdh e m a s e rb e f o r e W o r L dW a rI I . M a s e r sa n d [ a s e r sw e r ef a r - r e a c h i ndgi s c o v e r i e s .
6 ! - t F l e m i n gh a d b e e ns t u d y i n gb a c t e r i ai n h i s [ a b o r a t o r y w h e nt h e d i s c o v e rhy a p p e n e d . 7 T h e r ew a sa b L u em o u L d a r o u n dt h e b a c t e r i a in the dish. 8 F t e m i n gd e v e L o p et d h e p r o c e s sf o r m a n u f a c t u r i n g oeniciILin . g L l f n e E n i a cp r o j e c tf a i l " e dt o m e e tj t s o r j o i n a lo b j e c t j v e . f O L l f f r eE n i a cw a st o o b i g t o p r o g r a m m e . 11 T h ec o d ef o r t h e D N Am o l e c u l e h a so v e rh a L a f mitlion i n letters it. 12 T h ep r o c e s os f d e c o d i n tgh e h u m a ng e n o m ew a s L o n g and costtv.
Vocobulary: Compound Words Effii
Lexicon, page 159.
5 Uatctt the categories (a-e) with t h e e x a m p l e sf r o m t h e t e x t ( 1 - 5 ) . T h e n a d d e x a m p t e so f y o u r o w n . n o u n( n o u n+ n o u n ) a compound b c o m p o u n dn o u n ( v e r b+ p r e p o s i t i o n ) 0 c c o m p o u n dn o u n ( a d j e c t i v e+ n o u n ) d rnmnnrrnd rrorh e c o m p o u n da d j e c t i v e 1 o ne-year-old;ground-brea king; ti mec o n s u m i n gf;a r - r e a c h i n gh;i g h - p o w e r e d t e t e p h o n ed i r e c t o r y h ; u m a nb e i n g ;d a t a p r o c e s sn ig ;j i g s a wp u z z l e ;C Dp l a y e r 3 s l o w m o t i o n ;n u c l e a rb o m b 4 b r e a k t h r o u g hs;e t b a c ko; u t c o m eo; u t l o o k 5 m a s s - p r o d u cdeo; u b t e - c h e c k
6 M"k" the pturalof the compound nouns in Exercise 5 (e.g.humonbeings).Which two nounscanyou not makepturat?Why not?
Speuking 7 W o r k i n p a i r s . D i s c u s st h e s e q u e s t i o n s with your partner. 1 W h i c ho f t h e d i s c o v e r i em s entioned in the t e x t h a s b e e nt h e m o s ti m p o r t a n ts o f a r ?
whv? 2 W h j c hd i s c o v e r yw i [ [ h a v et h e m o s t i m p o r t a n tc o n s e q u e n c e i ns t h e f u t u r e ?
whv? 3 W h i c ho f t h e s c j e n t j s t si n t h e t e x t d o y o u a d m j r em o s t ?W h y ? 4 W h i c ho f t h e d i s c o v e r i ei s t h e m o s t difficul"tto understand? 8 A ScienceQuiz. Work in pairs. Student A t u r n s t o p a g e1 3 4 a n d S t u d e n t B t o p a g e 1 3 6 . A s k a n d a n s w e rt h e q u e s t i o n s .
....UNBiioTn PUoTn 'CreativitT-
in science beJescribeJ cor-,ld asthe act of prrttin{ two rn.l two tc,{etherto rr.aLefive.' Arthrrr Kciestler(raor- ra8i), british author
I I
ll t l i l
I I Fufuro t]ti iiI
--fl;-
Before you start 1 l o o t a t t h e h e a d L i n e sb e t o w .W h a t d o y o u think they mean? I
rl I
. F r o mA s t r o [ o g yt o F u t u r o [ o g y . T h eF u t u r eB u s i n e s s . T om o r r o w ' sW o r l d . A P e r f e cF t uture? R e a dt h e a r t i c l e a n d c h o o s et h e b e s t t i t t e f o r it. 2 W n i c n o f t h e p r e d i c t i o n sw o u l d y o u L i k eo r n o t L i k et o c o m e t r u e ? W h y ?
RevisioT n :h eF u l u r e 3 l l " t . h t h e s e n t e n c e sf r o m t h e t e x t ( 1 - 8 ) w i t h t h e u s e s( a - S ) . 7 I m i g h tg e t a p l e a s a nst u r p r i s eo n e d a y . 2 T h i sw e e k e n dh u n d r e d so f f u t u r o L o g i s tosr e m e e t i n ga t N e w c a s t tU e niversity. 3 T h e c o n f e r e n cset a r t so n T h u r s d a y . 4 A L Lo f u s a r eg o i n g t o u s e o u r v o i c e st o g i v e j n s t r u c t j o nt so c o m p u t e r s . 5 T i n y r o b o t sm a y b e s e n t a r o u n do u r b o d i e s . 6 I ' m s u r ey o u ' l La g r e e . 7 I'm going to give up astrotogy. 8 I ' L Lb e t h e r ei n N e w c a s t lteh i s w e e k e n d . a a n a r r a n g e m e nf o t r the future b a future fact c a f i r m p r e d i c t i o nb a s e do n s p e a k e r ' s / w r i t e r ' s opinion d a w e a kp r e d i c t i o (nx 2 ) e an intention f a s p o n L a n e o du es c j s j o n g a p r e d i c t i o bn a s e do n o b s e r v a b Le ev i d e n c e 4 W n l c n o f t h e p r e d i c t i o n se x p r e s s e di n t h e text: a a r e d e f i n j t e tg y o i n g t o h a p p e n( w e c a n s e e e v i d e n c en o w ) ? b w i t t p r o b a b Lhya p p e n( t h i si s y o u r o p i n i o n ) ? c m a y h a p p e ni n y o u r L i f e t i m (et h e r ei s a c h a n c et h e yw i L lh a p p e n ) ? d m i g h t h a p p e ni n y o u r L j f e t i m (et h e r ei s a s m a LcLh a n c et h a t t h e yw i t l "h a p p e n ) ?
Hannah fones gajzes into the future of futurology.
I
F
one. Over the centuries,people have used the stars,cards, crystalballs and even tea-leavesto look into the future. I stiil read my horoscopeevery day: '\\lhen you get home on Friday, you will receivesome very good news.'or At the weekend,after you've done the shopping,you will have a pleasantsurprise.,I never do have a pleasantsurprisein the supermarketcar park, but who knows?One day I mightl This weekend,however,we will get a surprisebecausehunclreds of futurologistsare meeting at NewcastleUniversity.The conferencestarts on Thursday and the expertswill be discussing the impact of technology on the future. The future is now big business.I logged on to the websitesof some professional futurologistsand fbund thesepredictions: . The technology alreadyexists,so very soon all of us are going to use our voicesto give instructions to computers. . In the next few years,we will be communicating with our friends around the world using life-sizedvideo imageson large screensin our living rooms. . By the year 2020,computers will alreadyhave become more efficient and powerful than the human brain, both in terms of intelligenceand the amount of information they can store. . By the year 2030,genetic engineeringand nanotechnology will enable us to live for at least 150years.Using nanotechnology, tiny, insect-like robots may be sent around our bodies to carry out repairs and keep us healthy. . By the middle of the century,computers,millions of times smarter than us, will have been developed.By this time, we r,r,ill be linking our brains with'ultra-stnart' computers.A new speciesmight have developed-'Homo Cyberneticus,. . By the end of the century,we will have colonised our solar systemand will be looking for ways to colonise deep space. Much more interestingthan horoscopes,I am sure you will agreel I've decided I'm going to give up astrologyand take up futurology - I'll be there in Newcastlethis weekend.At nine o'clock on Saturdaymorning, I'll be sitting in the front row ancllistening to the great Duke Willard talking about the future of my brain. If you can't beat the future, ioin itl
a
U Comptetethese predictions about the world in 2020 by putting the verbs in bracketseither in the Future Perfector the Future Continuous.
Future Future Perfect, Confinuous 5 In which of these sentencesdo we emphasisethat the underlined activity m u s t b e f i n i s h e d b e f o r et h e o t h e r o n e happens? 1 W h e ny o u q e t h o m eo n F r i d a yy, o u ' [ [ receivegood news. 2 A f t e ry o u ' v ed o n et h e s h o p p i n qy. o u ' t l h a v ea p l e a s a nst u r p r i s e . 6 Whictt of the tenses below refers to: t h a t w i t l .f i n i s h b e f o r ea a something c e r t a i nt i m e i n t h e f u t u r e ? t h a t w i t l .b e i n p r o g r e s s b something at a certain time in the future? Future Perfect Bythe end of the century,we witl have c o t o n i s e do u r s o [ a rs y s t e m . FutureContinuous A t n i n eo ' c l o c ko n S a t u r d a ym o r n i n g , I'tt be sitting jn the front row and listeningto the great DukeWiltard. Findmore examplesof the tenses in the text.
tr
Grammar Summary 5, poge147.
Proctice 7 Comptete the sentences usingthe PresentPerfect. 1 I ' L Lh e l . py o u a s s o o na s I 2 S h ec a n ' t b u y a c o m p u t e ru n t i I s h e 3 Y o uc a n l e a v et h e e x a mr o o m o n [ v
afteryou phoneyou when I 4 I'1.1. 5 W e ' t Ll e t y o u k n o wa s s o o n a s Y o u rt e l e p h o n e[ i n e w i t [ b e a c t i v a t e d only after
1 2 3 4 5 6 7 8
peop[e(use) sotarenergyextensive[y p e o p t e( u s e )u p a [ [ n a t u r a lr e s o u r c eosf o i I p e o p t e( t r a v e l "i )n t o s p a c eo n a r e g u t a rb a s i s peopte(eat) onl"ygeneticatlyengineeredfood t r a d i t i o n a fI a r m s( d i s a p p e a r ) m a n yn e w g a l a x i e s( d i s c o v e r ) M a r sa n d V e n u s( i n v e s t i g a t ea) n d ( d e s c r i b ei)n d e t a i t s c i e n t i s t s( s t u d y )c h a n c e so f p e o p l es e t t t i n gd o w ni n o t h e r ga[axies
9 look at the programmeof the futurologists' conferenceand the cues (1-7)betow . Write fu[[ sentencesusing the Future Perfect or t h e F u t u r eC o n t i n u o u s . E x a m p t e 7 p . m . o n F r i d a y- t h e p a r t i c i p a n tas t t e n da p a n e Id i s c u s s i o n At 7 p.n. on Fridoythe participants wiLlbe attending o panel discussion. 't "-Y Friday 4 - 530 p.m. Prof Howard Green:Alternative Sourcesof EnergyNew perspectives il ,. 6 - 7 . 3 0p . m . P a n e ld i s c u s s i o nL:o v ea n d F r i e n d s h i pi n t h e p l d t '
j;,,
century 8 p.m.
Reception
':,-': r,
5:
Saturday 't t" 9 - 1 1 . 3 0 a . m .Prof Duke Willard; The Future of the Human Brain 1 2 * 1 . 3 0p . m . Dr B. A. Lorry:Vehiclesof the Future 2 - 3 . 0 0p . m . 4 - 5 . 3 0p . m . 6 - 7 . 3 0p . m .
Lunch
8 p.m.
Reception
Prof StellaSpacek:Explorationof Mars and Venus ' Dr D.N.A.Gene:Genetics- Hope or Threat?
Sunday 9 - 1 ' 1 . 3 0 a . m .P a n e ld i s c u s s i o nE: a r t hi n 2 0 5 0 1 2 . 0 0a . m . Closingceremony 1 5 p.m. on Friday- Prof HowardGreengivesa lectureon alternative sourcesof energy 2 Saturday[unchtime- the participants[isten to three lectures 3 2 . 3 0 p . m . o n S a t u r d a -y e v e r y o n eh a s [ u n c h 4 Saturdaynight - the participantshave a reception 5 Sundaymorning- the participantsattend two receptions 6 Sundaynoon - they identify a few prob[emsof the future 7 t h e e n d o f t h e c o n f e r e n c-e t h e f u t u r o l o g i s t sd i s c u s sm a n yi m p o r t a n t issues 1 0 Wort in pairs. Make predictions about each other in ten years' time. Say what you think about your partner's predictions. Example A I think that in ten yeors' time you'll be workingqs a vet. B I h o p es o ! 1 2 3 4
W i t l "h e / s h eb e l i v i n g h e r eo r a b r o a d ?W h e r e ? H o w m a n yj o b s w i l . Lh e / s h eh a v eh a d b y t h a t t i m e ? W h a tw i L Lh e / s h eh a v ea c h i e v e d ? W i L Lh e / s h eb e m a r r i e d ?F o r h o w [ o n g ? W i l . lh. e / s h eh a v ea n y c h i [ d r e n ?
I I Ai'iificicrl you slorl Before 1 lool at the pictures. Work in pairs and discussthese questions. 1 W h a ts c i e n c ef i c t i o n f i l m s h a v ey o u s e e nt h a t have inteltigentrobotsor androids? 2 H o wd i d t h e r o b o t sb e h a v et o w a r d sh u m a n s ? 3 W h i c ho f t h e s et h i n g s c a n r o b o t sa n d c o m p u t e r s do now? work in factories,pLayfootbaLl,, controIcarsand p [ a n e sb, e a t u s a t c h e s sc, o m p o s em u s i c .g i v e u s t h e n e w s ,s p e a kt o u s , h a v ea r e a Ic o n v e r s a t i o n with us, havefeetings C h e c ky o u r a n s w e r st o n u m b e r 3 o n p a g e 1 3 5 .
Iislening Q
2 Listento the interviewwith Ananovaand answer the questions. 1 2 3 4 5
W h e r ec a n y o u s e ea n d h e a rh e r ?W h a td o e ss h e d o ? DoesAnanovarealtyexist?Canshe reatlyta[k? W h ya r e t h e r e n o p h o t o so f h e r a s a c h i l " d ? How doesshe find newsstories? W h a ta r e h e r p t a n sf o r t h e f u t u r e ?
Do you think Ananovais intelligent? Why/Why not?
O
3 litt"n to the interview again. Comptetethe Function Fite with these expressions. I n o t h e rw o r d s , I s t h a t c t e a r ? , W h a tI d o n ' t q u i t e u n d e r s t a n d T , o p u t i t a n o t h e rw a y , w h a t I m e a ni s , W h a tt h a t m e a n s ,S o d o e st h a t m e a n , Couldyou explain how, What I'm trying to say, e hich, I mean W h a tI ' m g e t t i n ga t , t h a t ' s a p r o g r a m m w
iL
trt
lr z, o z l!
C t a r i f y i n ga n d A s k i n gQ u e s t i o n s And tonight she'sin the studio for an interview with us, we[t, 1 , she'shereon screen,of course.becauseshe'snot rea[,she'sa v i r t u a Ic h a r a c t e-r j u s t a n i m a g e .2 It's not a real interview.3 is that we sent the questionsto her programmers beforehand. 4 -your creatorsdecidedwhat you s h o u t dL o o kt i k e ? 5, they onLyreceivewhat they want to know. 6 --, I h a v en o c h i l . d h o o d . 7 -, i s h o wy o u a r e s o q u i c k . is how do you gatherthe newsso
quickl.y? I atsohavea 'WebSpider'-9 s e a r c h etsh e I n t e r n e t . 10 t h e y t e t l .y o u w h e t h e rt o s m i t eo r readin a seriousvoice? 5 o w h a t n e x t ?1 1 what are the plans for Ananova? is I witLdeliverthe latest stories that vou'reinterestedin wherevervou are.
,New fi'ontlers
Speoking
Vocobulory: Multi-port Verbs
4 W o r t
7 M a t c ht h e s e v e r b s w i t h t h e b o l d w o r d si n t h e text. take over,watkedout, get across,give away, g e t o n w e [ [ ,i s t o d o w i t h , m a k e su p f o r , c a m eo u t , m a k eo u t , g o t a l o t o u t o f
5 Exptainyour robot to your partner using expressions f r o m t h e F u n c t i o nF i t e .A s k q u e s t i o n sa b o u t y o u r partner'srobot.
T h e w o m a n( 1 ) e n j o y e dt h e f i t m , e v e nt h o u g hi t ( 2 ) w a s r e l e a s e da [ o n gt i m e a g o .S h ee x p t a i n st h a t w h e ni t w a s f i r s t s h o w n ,s o m ep e o p t ec o u [ d n ' t ( 3 ) u n d e r s t a n dw h a t i t w a s a b o u t a n d ( a ) l e f t . I n h e r o p i n i o n .t h e d j r e c t o r( 5 ) c o m p e n s a t e sf o r t h e l a c k o f p t o t b y u s i n gv i s u a Ie f f e c t sa n d e m p l o y s m u s i ct o ( 6 ) c o m m u n i c a t et h e m o o do f t h e f i [ m . T h e w o m a nt a l k s a b o u t t h e p t o t o f t h e f i L mb u t s h e d o e sn o t ( 7 ) r e v e a tt h e e n d i n g .A m o n go t h e r t h i n g s ,t h e f i [ m ( 8 ) i s a b o u t i n t e [ [ i g e n m t achjnes. I n t h e s t o r y ,s o m ea s t r o n a u t a s nda computer ( 9 ) h a v ea g o o d r e t a t i o n s h i pb u t t h e n t h e c o m p u t e rt r i e s t o ( 1 0 ) t a k e c o n t r o l .
Example A lt's quitefast. Whatthqt meqnsis that it goesat about 40 kph. B WhatI don't quite understqndis how it moves. A WeLL, it's got wheels. B So couLdyou expLainhow it goes up stairs?
[istening 6 ReaAthe Strategies. Listening Strategies:
[istening
M u l t i p l eM a t c h i n g( s t a t e m e n t sa n d o p i n i o n s ) .
B e f o r ey o u [ i s t e n .r e a dt h e s t a t e m e n t sU. n d e r t i n teh e KeyWords. . U s et h e c t u e s( t i t [ e , p i c t u r e s h. e a d t i n e se,t c ) t o p r e d i c tw h a t t h e t e x t w i [ [ b e a b o u t . . L i s t e nf o r i m p o r t a n tw o r d s .D o n ' tw o r r yi f y o u d o n ' t un d e r s t a n d everything. . L i s t e nc a r e f u t l yf o r t h e o p i n i o n si n t h e t e x t . T h e y u s u a t Lcyo n t a j na d j e c t i v e st h a t s h o ww h a t a p e r s o n t h j n k s a b o u t s o m e t h i n g( e . 9 .p o p u L afro, s c i n a t i n g ) . . C h e c kt h a t t h e e x t r as t a t e m e n t sd o n o t m a t c ht h e text. IAt
Listen to two peopte tatking about their favourite film, 2001: A Spoce0dyssey.Who makes the statements below, t h e w o m a n ( W ) o r t h e m a n ( M ) ? T h e r ei s o n e e x t r a statement.
f
G f
f *F
l
z g
T
T h ef i L mw a s m a d eq u i t e a l o n g t i m e a g o , b u t y o u
l
can sti[[ learn a lot from it. People'o s p i n i o no f t h e f i [ m h a s n ' tc h a n g e ds i n c e
I
? ' 4 f l f F s r
? 7
6
tr
F
7
F
8 L]
F F
O
i t w a sf i r s t s h o w n . T h e f i l . mi s n o t s i m i [ a rt o o t h e r so f t h i s k i n d b e c a u s el i t t l e h a p p e n si n i t . The fi[m usesa [ot of musicespecia[[yclassical pieces. The fiLmtelts the story of how a simitar object is found at two different points in time. W h i [ et r a v e t l i n gt o a n o t h e rp l a n e t ,o n [ y o n e 'member' o f t h e c r e wk n o w st h e t r u t h . The fil"mprovokesdeeperreflectionon the m e a n i n ga n d o r i g i n so f h u m a n[ i f e . T h ef i t m m a k e sy o u c o n s i d e p r o s s i b l ef u t u r e probtemswith robots.
g L i s t e n t o t h e s t o r y o f H A L a n d a n s w e rt h e questions. 1 H o w m a n ya s t r o n a u t a s r e t h e r e o n t h e s h i p ?H o w 'hjbernation'? m a n ya r e i n 2 W h y d o F r a n ka n d D a v et a t k a b o u t d i s c o n n e c t i n g HAL? 3 W h y d o e sH A Ls t a r t k i [ [ i n gt h e a s t r o n a u t s ? 4 W h y d o e sH A Lr e f u s et o [ e t D a v eb a c ki n t o t h e s p ac e sh ip ? 5 W h a te m o t i o n sd o e sH A Lf e e l w h e n h e i s b e i n g d i s c o nn e c t e d ? 'dies'? 6 W h y d o e sH A Ls i n g a s o n gb e f o r eh e
hffi# honpairy hn(tnres Work in pairs. Discussthese questions. 1 D o y o u t h i n k t e c h n o l o g ya n d t h e m e d i ah a v e m a d ec u l t u r e sa r o u n dt h e w o r t d m o r es i m i [ a r ? How? 2 W i t Ld i f f e r e n tc u t t u r e sa n d [ a n g u a g edsi s a p p e a r i n t h e f u t u r e ?H o wc a n c u l t u r e sa n d [ a n g u a g e s be protected?
guoTr,.... uN?uoTn, 'X.n
hav.Lecortethe toolsof their tools.' ll.D. Thor.au,Atuericanrr'riter(rErZ-r0Gt)
fi:'r";'.,";'r1i1';'o
Writing Before youstart I Readthe text and match the h e a d i n g s( 1 - 5 ) b e t o ww i t h t h e paragraphs(A-E). 1 2 3 4 5
How the event devetoped B a s i ci n f o r m a t i o na b o u t t h e e v e n t 0 p i n i o na n d r e c o m m e n d a t i o n How the event started The most important part of the event
2 Find words in the text that mean the same as these more colloquial statements. 1 The thing kickedoff with a ta[k. 2 I t h a d p l e n t yo f m a p sa n d sign posts. 3 T h e m u s i cg o t u s a l l i n t h e r i g h t moocl. 4 B e c a u s teh e r ew a s s o m u c ht o s e e . . . 5 We were abte to get a rea[ feel for what life is like on a spacestation
Yesterday I wentto the openingof a newexhibition on the explorat (t) In orderto makeour visitmoreinteresting of space. and worthwhile, in a veryexcitingway. the eventwasorganised It all startedratherformally, with a speech by oneof the organisers, PaulBowles, who explained the aimsof the show.As he put it, althoughwe haveleft our markon the Moonandon Mars,space exploration from Earthis reallystill in its infancy. Theexhibition had (2)to increase beendesigned andto offervisi therefore awareness, an excitingglimpseinto the future.Hewenton to explainthat the (3)so that everybody wasarranged exhibition couldwanderthrough independently and enjoyit at theirown pace.Heassured usthat provided vast was althoughit wasa exhibition it well with mapsand (+)in caseanyonegot lostor confused. signposts,
3 Match the expressions(1-a) in bold from the text with these phrases. just beginninga , model, the possibititiesare end[ess, shownwe've been there 1 2 3 4
We have left our mark is stitt in its infancy. The sky's the limit. The best thing was a replica of the I nternationaISpaceStation.
We setoff into a huge,darkroom- this represented the solarsystem. We lookedup at the ceilingwherethe planetswereshownwhilesomr (5)soasto createa suitable gentlemusicplayedin the background atmosphere. Thenour guides, dressed up as robots,took usto the nexl roomwherewe couldseethe firstspaceships andthe probesused (6)for collecting (7)Because samples and otherinformation. of the numberof exhibitsandthe amountof information, we were encouraged to takea breakeverynow andagain,so we didn'tgettoo tired.In keeping with the themeof the eventwe wereableto try real includingliquidsaltand pepperl spacefood as refreshments, wasa veryrealistic replicaof the D Thebestthingaboutthe exhibition International SpaceStation.lt waseasyto imagineworkingthere, (8)aswe wereableto turn keysand pushbuttonson the control (9)Asa resultwe wereableto appreciate panels, what life is likeon a spacestation. I
.i
,t. tjt t
To conclude, I wouldsaythat the openingof thisexhibition wasa fantasticevent.Puttingtogetheran interactive displaylikethis,where the publiccanreallyexperience something new,setsa precedent for museums. There many ideas here other are that couldbe developed for futureeventsof this kind.Theskv'sthe limit!
,New fi'antiers
A Desuiplion of on Event Write a description of an interesting event you have been to. Followthe stages. @
Writing Help 5, page 140.
I Stage Choosean event. H e r ea r e s o m es u g g e s t i o n s : . a n e w e x h i b i t i o ni n a m u s e u m / g a L L e r y . a p u b t i ct a l k o r r a t l y . t h e o p e n i n go f a n e w s h o p p i n gc e n t r e / p u b l i c b uitding
Stage 2 Plan your description using the headingsfrom Exercise1. Write notes on the different stages of your event.
Stoge 3 Useyour plan to write the description.
Stage 4 Checkyourdescription.
folkhuck
4 Ctassifythe tinking words undertined.in the text asaorb.
Work in pairs. Readeach other's descriptions.Then te[[ your partner:
a r e a s o n( e x p l a i n st h e c a u s eo f a n a c t i o n ) b p u r p o s e( s h o w st h e a j m o f a n a c t i o n )
. . .
Example 1 In order to = b
w h a t ( f o r y o u ) i s t h e m o s ti n t e r e s t i n gi n f o r m a t i o n i n h i s / h e rd e s c r i p t i o n w h a t i n f o r m a t i o ni s n o t s o i n t e r e s t i n g if any part of the text is not very clear or difficutt to understand
Whichof the linkers are fotlowed by modat verbs? 5 C o m p t e t et h e s e c o n ds e n t e n c es o t h a t i t h a s a similar meaning to the first sentence. 1 T a k ea n u m b r e l t ab e c a u s ei t m i g h t r a i n . T a k ea n u m b r e t t ai n c a s e 2 B r i n gy o u r c o s t u m ef o r a s w i mi n t h e r j v e r . B r i n gy o u r c o s t u m es o t h a t It's foggy so you can't drive fast. . Youcan't drive fast due to_, e ' [ tc o n t a c ty o u . e u m b e rw I f y o u l e a v ey o u r t e L e p h o n n L e a v ey o u r t e l e p h o n en u m b e rs o t h a t C h e c ki f h e ' si n b y g i v i n gh i m a r i n g . . R i n gh i m u p f i r s t i n o r d e rt o - W e a rw a r mc t o t h e sa s t h e n i g h t sc a n b e v e r y c o t d . W e a rw a r mc t o t h e si n c a s e Y o um i g h t s p i L ti t i f y o u f i t l "t h e j u g s o f u t t . D o n ' tf i L Lt h e j u g s o f u I t h a t
A Song Lislening: In the year ?S?5 {by Zager and flvans} O
I Listento the songaboutthe future. Which yearsare mentioned? 2g2g,3535,4545,5555,6565,7575,8585,9595
O
Z Listenagain.Whichof thesethings are predicted? pitl.sthat controIyou,test-tube intettigentmachines, for doingeverything, an invasion babjes. machines war, changes in our bodies, a nuctear by a[iens, spacetraveIto otherstars,the endof humankind
":-='
r'
The gvarvify oh Hars is (l) _
.
wqs (Z)
Catnyonrsarrr2 varlley5 show fhatl- irr fhe parsf lhee The astvohor^rer Schiarparvelli obseweA O) _ lq H.G. Wells'book, t,tar"liatrrsharl @) -
. .
Marvirrev4 €lew parsf lhe glatnef itr (9 _ ParthQi\/ev wats ,r sr^ccess becarqte if (6) _
. .
l.lASA clariu,reA fhatl ar r^releovife ?yoveL (7) _ A stu"\y o€ lhe *refeorife ir\2;001 Qoqqa (8) lo }.,\awSwoql/ fl r^,rarr,ue/ r^,riSSior,r
fake
atboqf
. (?)
**-*fo-**"
.***.*nro***"
,rn***w*--*,.*rru.*ii'p***4*
A Presentotion
s-.*e*ef
Givea five-minute presentationto the rest of the class(aboutthe event you describedin the Writing Workshop).Fotlowthe stages.
-mffi &&afrnrw Presenting 2 matchthe expressions from the presentation(1-9) with why we usethem (a-S). I 2 3 4 5 6 7 8 9
Today I'm goingto talk about... Asyoucanseein this photo... Wel.t, first I'd liketo tatk about... Whataboutthe historyof ...? Right,now[et'slookat ... Anotherareaof greatinterest... Sowhatis the futureof ...? Tosumup, ... That'satt.Thankyou.
a b c d e f
to to to to to to
refer to a drawingor photo start off the presentation finish the presentation start the conclusion introducethe first topic introducea new topic with
(x2) a question g to introduce a newtopic (x2)
3 Readthe Strategies.Which of them do you think are the most usefu[?
StageI Lookat your notesfrom Stage2 of the WritingWorkhop.Addnotesfor your objectives(beginning)andfor a summary(at the end).Underline the importantinformationto hetpyou rememberit.
Stage2 Lookat the expressions in the FunctionFilein Lesson19 andin the Chatroom in this lesson.Practise givingyour talk to yourself.
Speaking Strategies: Giving presentations
Stoge 3
. First,makesureyou understandthe subjectand have coltected e n o u g hi n f o r m a t i o n . . To prepare,choosethe most interestingjnformation.Thenwrite notes a b o u t w h a t y o u w a n t t o s a y .D o n o t w r i t e o u t y o u r p r e s e n t a t i o n . . FindvisuaIaids to hetpyou: slides,photos,diagrams,etc. . Practisegiving your presentationto yourse[f.Go through it againjust beforeyou give it. . Ifyou get very neryousbeforehand,breathein and out deep[ya few ti mes. . At the start, state cleartywhat you are going to talk about. . If you makea mistakeor forget something,don't worry - continue taLking. . F i n i s hy o u r p r e s e n t a t i ow n i t h a s u m m a r yo f t h e m a i n p o i n t sa n d t h e n a s kf o r a n y q u e s t i o n s .
Giveyour presentation to the restof the ctass.When[isteningto other people,take notesabouttheir talk.
Tolkhack Work in pairs. Discussthese things: 1 W h i c hw a st h e m o s ti n t e r e s t i n g presentation? Why? 2 W h i c hs u b j e c tw o u [ dy o u [ i k et o f i n d m o r ea b o u t ? 3 W h i c ho f t h e S p e a k i n gS t r a t e g i e s werethe most usefut? 4 W h a tw e r et h e b i g g e s tp r o b l e m s you had?
a n k l eb , r a i n ,e y e , h e a r t .k i d n e y s , k n e e L, i v e r[.u n g s ,m u s c l e r, i b s ,s k i n , s p i n es, t o m a c h w , rist
Howmanyhoursper nightdo you sleep? a) under6 hoursb) about7 or 8 hours c) morethant hours Howoften do you cleanyour teeth? a) oncea day b) twicea day c) aftereverymeal Howoften do you do physicalexercise, enough to makeyou out of breath? a) neverb) oncea week c) two or threetimesa WCEK
How often do you eat sweetsor chocolate? a) neverb) occasionally c) quitea lot Howmanypiecesof freshfruit do you eat per day? a) oneor two b) morethantwo c) none
2l LifeSqvers
#
,r,l $
ro ',ll;i
Beforeyou start 1 t-ool at the Key Words.For which of the diseasesis there a vaccineto prevent the i[[ness? KEY W0RDS: rr :,.+:;i::ri.:. Aldt brr.LitlrJ**'; diarrhoea, ' f l " u( = ; n f 1 r . n z a ) ,h e a r td j s e a s em , a[aria, m e a s [ e sp, n e u m o n i ap, o l i o .t e t a n u s , TB(= tuberculosis)
2 Wort in pairs.Do you think these statements are true (T) or false (F)? 1 I 2 E 3 I 4 E 5 E
6 E
M e a s t e sd,i a r r h o e a n d p n e u m o n i ak i t La n e s t i m a t e ds e v e nm i [ [ i o nc h i [ d r e na y e a r . E a c hy e a r 6 0 0 . 0 0 0b a b i e sp i c k u p t e t a n u sb a c t e r i a a n d d i e - e v e nt h o u g ht h e r ei s a v a c c i n e . t',tanychitdrenstit[ suffer from po[io; everyyear t h e d i s e a s ed i s a b l e s1 4 0 , 0 0 0c h i t d r e n . O v e rt w o m i l . L i opne o p l ea y e a r g e t m a t a r i aa n d die. mosttyjn Africa. N e a r t yo n e - t h i r do f t h e w o r t d ' sp o p u l a t i o ni s i n f e c t e dw i t h t u b e r c u [ o s i sw. h i c h k i l t s a t m o s t t h r e e m i t t i o np e o p [ ep e r y e a r . g y t h e y e a r 2 0 0 0 . m o r et h a n 2 0 m i l . L i opne o p r e h a d c o n t r a c t e da n d d i e d o f A i d ss i n c et h e o u t b r e a k of the epidemic.
For the first time, doctors had used their knowledqe of the genes involved in a fatal diseaseto cure it. Aier years of experiments, gene therapy's promise to correct nature's flaws was being realised. Now that our qenetic code has been cracked, more and more of those flaws witl csnib within reach of repair.
B "\
to .\
Dr Cavazzana-Catvo agreesthat there has not been enough time to claim that it's a definitive treatment. "Nevertheless, the importance of this work is that it has proved this strategy can work. It has been a breath of fresh air for gene therapy."
G
C h e c ky o u r a n s w e r so n p a g e 1 3 5 . h
\ D
l.
Ke0drng
l
{'{
3 neaa the strategies.
In every person'sbone marrow is a group of cells known as'stem'ce[s. When they receive the right chemical signals, they muttiply to become red and white blood cells.
rl
Reading Strategies: Texts with paragraphgaps . R e a dt h e t e x t w i t h g a p st o g e t t h e g e n e r ajId e a a n d see how it develops,e.g. TheX-factoron page65. . R e a dt h e s e n t e n c ebs e f o r ea n d a f t e r t h e g a p st o g i v e y o u a n i d e a o f w h a t t h e b e g i n n i n go r e n d o f t h e m i s s i n gp a r a g r a p h m i g h t r e f e rt o , e . g . p a r a g r a p h 2 might begin with a referenceto a history-making event or end wjth a referenceto the 'l"ittl"e boy'. . R e a dt h e m i s s i n gp a r a g r a p hasn d l o o k f o r t h e s e references. . If a paragraph d o e s n ' ts e e mt o f i t , y o u m a y h a v e madea mistakeor it may be 'the extra paragraph'.
-^"1+1nt in child immunologY
ji*;':
Tlrrall;;, E Adrian 1"",'o?n.r," :::::::il therapy:::l:::llfi ff,J* .ltllua*.rra, Londonhosprtat'. 1l anyothertre say,unequivot"tif ntru r'"'-'i", ,.l..ived own'
0.,
Patients have
iuut sot better"'
; ' F ,'t i
\ Now use the Strategiesto match five out of six p a r a g r a p h(sA - F ) w i t h g a p s 2 , 4 , 6 , 8 a n d 1 1 i n t h e text. Thereis one extra paragraph.
at a
li' ,i
Meanwhile. doctors Alain Fischer,Marina Cavazzana-Calvo and Salima Hacein-Beytook out a few million of his bone marrow cells and managed to insert a healthy gene in them. Then they put them back - a single. simple infusion of 20 to 30 millilitres of fluid. It took half an hour to give the boy what they hope witl be a lifetime of normal immunitv.
d
#
4nt?(rartine
,d
4 Comptetethese sentencesabout the text in your own words. 1 T h e b a b yh a d t o b e k e p ti n a n a i r t i g h tb u b b t " e because... 2 The parentswerealtowedto take the boy home b e c a u s e. . . 3 A d r i a nT h r a s h ebr e l i e v e dg e n et h e r a p yc o u t dw o r k Decause,,. 4 Doctorsare carefuInot to be too optimisticabout t h e o p e r a t i o n sb e c a u s e. . . 5 D o c t o r ss h o u t db e a b [ et o c u r e m o r ei t l n e s s e isn t h e f u t u r e b e c a u s e. . .
:.€1:"
eA., te5
The ll-factor Genetherapy has been used successfully for the first time. James Meek looks at how this was achieved. I Last February there was an air of euphoria in the corridors of the Necker Hospital for Sick Children in Paris.An incredibletransformationwas happeningto an 1L-month-old baby boy in an airtight bubble. In fact, history was being madethere.
5 How did you feet after reading the articte? Tel[ the class.
2 ... 3 When the little boy was admitted to hospital. he was facing death from a rare inherited disordercalled'X-linkedSCID'.a diseasethat causeschildren to be born without a working immune system.The slightest infection can be deadly.For severalda1m,the boy tay in his bubble and his only direct contact with his mother, father and nurse was throuqh plastic gloves.
i
6 ...
I ... I Despitethe initial optimism, this first achievement of gene therapy will have to be further proved over time, as it might not be so successfulin treating other geneticdiseases. Nevertheless,it is a major step forward in gene therapy. 10 Dr Jennifer Puck. a leading genetics researcher.underlines the importanceof this breakthrough.'Although these children had no immunity when they were born, now they're exactly as good as any babies of their age. However.the immune system is not totally mature until they're three or four years of age. So the question is, is this going to last a tifetime?"
m b*
Lexicln. paae [53"
* g I
i
1 2 3 4 5 6 7 8 9 10
r
euphoria transformation fataI therapy flaw rare disorder insert fLuid immunity
a b c d e f g h i j
treatment uncommon g r e a th a p p i n e s s put in weakness deadty tiquid disease protection change
{ i a ii I
7 fina idiomatic words or expressionsin the text w h i c h m e a n t h e s a m ea s t h e s e . 1 2 3 4 5 6 7 8 a
f e e l i n go f h a p p i n e s (sp a r a g r a p 1 h) h) d e c i p h e r e(dp a r a g r a p 2 b e i n o u r c a p a c i t y( p a r a g r a p 2 h) n e a r t yd y i n g( p a r a g r a p 3h ) v e r y q u i c k t y( p a r a g r a p 5h ) c o n t i n u i n g( p a r a g r a p 7h ) i m p o r t a n ta d v a n c e( p a r a g r a p 9 h) a g r e a te n c o u r a g e m e(npt a r a g r a p h 11) I
.
)pe0Krng 8 Wort
..- \*iid,
I
6 Matchthe wordsfrom the first four paragraphs (1-10) with their meanings(a-j).
5 Within 15 days, doctors knew from tests that the new gene was working. But the marvel for the parents was lnatching the change in their sickly, underweight boy. Before their eyes,he began to get better. The ugty red blotcheson his skin faded away,his diarrhoeadisappeared,he put on weight and his breathingbecameeasier. 'Afterwards. we lived through three months of euphoria," "Everyone said Cavazzana-Calvo. was so happy then." Since then, treatment of three other chiLdrenin the Necker Hospital has also turned out welt. A fifth boy has done less well, becausethe diseasehad aLreadycausedserious complications.but the Necker is pressing ahead with further trials later this year, and similar gene therapy is to be carriedout in London.
I
Y o c o n u r 0 r )yy: n 0 n y m s
4 ...
7
lr
G e n e t i ct h e r a p yw i t [ c u r ec a n c e r . N e wd r u g sw i t l h e t pp e o p l et o l i v e f o r 1 5 0 y e a r s . M a [ a r i aw i t [ d i s a p p e airn t h e d e v e [ o p i n w g orld. M a n i p u l " a t i ngge n e sw i t [ c a u s en e wj t t n e s s e s .
9N?frafi"int
6i.e .{,..*
Tei
4 Comptete thesesentences aboutthe text in your own words. 1 Thebabyhadto be keptin an airtightbubbLe because...
The ll-factor
2 The parentswereattowedto take the boy home Decause.., 3 A d r i a nT h r a s h ebr e l i e v e dg e n et h e r a p yc o u t dw o r k Decause... 4 Doctorsare carefuInot to be too optimisticabout t h e o p e r a t i o n sb e c a u s e. . . 5 D o c t o r ss h o u t db e a b l e t o c u r e m o r ei l t n e s s e isn t h e f u t u r eb e c a u s e . . .
Gene therapy has been used successfutly for the first time. James Meek looks at how this was achieved. I Last February there was an air of euphoria in the corridors of the Necker Hospital for Sick Chitdren in Paris.An incredibletransformationwas happeningto an L1-month-old baby boy in an airtight bubble. In fact. history was being made there.
5 ttow did you feel after reading the article? Tell the class.
2 ... 3 When the tittte boy was admitted to hospital, he u,as facing death from a rare inherited disordercalled'X{inked SCID'.a diseasethat causeschildren to be born without a working immune system. The slightest infection can be deadly. For severalda5m,the boy lay in his bubble and his only direct contact with his mother, futher and nurse was throuqh plastic gloves.
Vocsbulury: Synonyms n
h"
6 matcttthe wordsfrom the first four paragraphs (1-10) with their meanings(a-j).
rt ... 5 Within 15 dala, doctors knew from tests that the new gene was working. But the marvel for the parents was watching the change in their sickly, underweight boy. Before their eyes,he began to get better. The ugty red blotcheson his skin faded away,his diarrhoeadisappeared.he put on weight and his brealhing becameeasier.
6 ...
7 'Afterwards.we lived through three months of euphoria," "Everyone said Cavazzana-Calvo. was so happy then." Since then, treatment of three other children in the Necker Hospital has also turned out wett. A fifth boy has done less well, becausethe diseasehad alreadycausedserious complications, but the Necker is pressing ahead with further trials later this year, and similar gene therapy is to be carriedout in London.
I ... I Despite the initiat optimism, this first achievement of gene therapy wili have to be further proved over time, as it might not be so successfulin treating other geneticdiseases. Nevertheless.it is a major step forward in gene therapy.
;F
-1e::
l0 Dr Jennifer Puck, a leading genetics researcher,underlines the importanceof this breakthrough.'Although these children had no immunity when they were born, now they're exactly as good as any babies of their age. However,the immune system is not totally mature until they're three or four yearsof age. So the question is, is this going to last a tifetime?"
page 153. Lexi{o''t,
{
f : :
1 2 3 4 5 6 7 8 9 10
euphoria transformation fataI therapy ftaw rare disorder insert ftuid immunity
a b c d e f g h i j
treatment uncommon g r e a th a p p i n e s s put in weaKness deadty tiquid disease protection change
7 fina idiomatic words or expressionsin the text which mean the same as these. 1 2 3 4 5 6 7 8 i
f e e l i n go f h a p p i n e s (sp a r a g r a p 1 h) h) d e c i p h e r e (dp a r a g r a p 2 h) b e i n o u r c a p a c i t y( p a r a g r a p 2 n e a r [ yd y i n g( p a r a g r a p 3 h) very quickl.y(paragraph5) h) c o n t i n u i n g( p a r a g r a p 7 i m p o r t a n ta d v a n c e( p a r a g r a p 9 h) a g r e a te n c o u r a g e m e(npt a r a g r a p 1 h1) a
.
)pe0Krng
8 Wort in pairs. Which of these things do you t h i n k w i l t h a p p e nw i t h i n t h e n e x t 2 5 y e a r s ? 1 2 3 4
G e n e t i ct h e r a p yw i t t c u r ec a n c e r . N e wd r u g sw i [ [ h e t pp e o p L teo l i v e f o r L 5 0 y e a r s . M a [ a r i aw i L td i s a p p e airn t h e d e v e t o p i n w g ortd. M a n i p u l a t i n g e n e sw i [ [ c a u s en e wi t t n e s s e s .
zlSuper fthleles Beforeyou stort 1 W t r a tc h a m p i o na t h l e t e s c a n y o u n a m e ? What were their achievements? Exampte KenenisaBekeLe- worLdrecordin 10,000 m 2 Readthe articte and answerthe questions. 1 W h a tr e a s o n a s r e g i v e nf o r i m p r o v e d performa nce? 2 H o wd i d d r u g sd i s t o r tw o r l d r e c o r d si n the 1980s? 3 W h a tw o u t dt h e e f f e c to f ' g e n e - d o p i n g ' be? 4 W h a tw a st h e o r i g i n a t ' 0 t y m psi cp i r i t ' ?
Revision: Conditionols 3 u " t . h t h e c o n d i t i o n a Is e n t e n c e si n italics in the text with the fo[[owing types: . z e r oc o n d i t i o n a [ . 1 s t c o n d i t i o n a I . 2ndconditional . 3rd conditional Which of the sentencesin italics talk a b o u t t h e p a s t , t h e p r e s e n ta n d t h e future?
Proctice \ / 4 P r o n u n c i a t i o nL. i s t e n t o t h e s e n t e n c e s and write down the contractionsyou hear. Then listen again and repeat the sentences. 'd've (wouLd Exampte 1. have)/ 'd (had) 5 M " t e c o n d i t i o n a ls e n t e n c e sa b o u t t h e s e situations (1-6). Example 1, If he hadn't taken drugs,he wouldn'thavebeenbanned. 1 B e nJ o h n s o nt o o k d r u g s) h e w a s b a n n e df r o m s p o r t 2 a t h l e t e se a r na l o t o f m o n e y ) thevtrain hard s o m e o n ew i t [ r u n 1 0 0 m e t r e si n 9 . 3 s e c o n d s+ n o b o d yw j [ [ b e t i e v ei t E l e n aI s i n b a y e v ias v e r y f i t ) i t ' s e a s y f o r h e rt o j u m p v e r y h i g h . a n a t h l e t ew j L [w i n f o u r g o [ d m e d a t si n a t h t e t i c s) t h e y w i L tb e a r e c o r db r e a k e r ' i n 1 9 8 0t h e 0 t y m p i cG a m e sw e r eo r g a n i s e d i n M o s c o wt t h e U S Ad i d n ' t t a k e p a r t
Kfum funxnudnm# #fifrffififi-ffiffi finffi$Hmllffi$s? ony contempororyamateurothletesond swimmerswouldhove brokenworldrecordsif they hod tokenport in the first Olympic Cames.Sincethen,recordshavetumbledin trach fieldandswimming eventsas performance has improveddramatically. lf recordsfall, it is usuallydue to better equipment, troiningond diet but recentlyimprovementshave begunto slowdown.In recentOlympics, therehave beenfewerworldrecords.Someexpertspredicta ceilingfor manyevents,suchas 5 metresfor women polevaulters. Elenalsinbayeva's currentrecordis 5.Ol metresand she hopesshe cango muchhigher. pastpredictions However, are nearlyalwayswrong.All predictedin the 1930shad the levelsof performance beenreachedby the 197Os. RonMaughan, from AberdeenUniversity, believesthat if morepeople aroundthe worldtook partin organised sport,more records wouldhavefallen. One factoris the useof performance-enhancing
drugs,or'dopingiBenJohnson wouldstillbe the lO0 metresworldrecordholderif he had not beencaught takingdrugs.Otherrecords remaindubious, like 'l988. Florence Criffith'sIOOmetresrecordbackin Didshetakedrugs? lf the currentOlympicchampion took suchdrugs,shewouldprobablyhavebroken thatworldrecordmorethanonce. Unlesswe ore careful,'gene-doping'willbe the nert big threat.Formedicalpurposes, scientists have already foundwaysto buildmuscleand increase staminathroughgenetherapy.lf gene theropywere usednow, it wouldbe olmostimpossibleto detect.ln the future,genetically-modified athletesmightbe able ,l00 to run the metresin 8 secondsor the marathon in undertwo hours.However, if o generotionof genetic monsterswere creoted,it wouldshow thot the wholepoint of sport has been losf. lt would be muchbetterto forgetthe recordsand returnto the original Olympicspirit- takingpartis moreimportant thanwinning.
9o#ftarrt"tne Presentolion: Mixed Conditionols
Proctice
6 R e a at h e s e n t e n c e s( 1 - 4 ) . D o t h e y d e s c r i b es i t u a t i o n s that are:
8 Write answersto the questions.
a t r u eo r c o u [ dp o s s i b l yh a p p e n ? b i m a g i n a r yu,n r e a Io r c o n t r a r yt o f a c t s ? 1 I f t h e c u r r e n t0 [ V m p i cc h a m p i o nt o o k s u c hd r u g s ,s h e w o u [ dp r o b a b [ yh a v eb r o k e nt h a t w o r l d r e c o r dm o r et h a n 0n c e . 2 I f P e t e rw a s a m o r es k i l f u Ip l a v e r ,h e w o u t dh a v es c o r e d m o r en o i n t s . 3 B e nJ o h n s o nw o u t ds t i l " b t e t h e 1 0 0 m e t r e sw o r t d r e c o r d h o [ d e ri ,f h e h a d n o t b e e nc a u q h tt a k i n g d r u g s . 4 I f h e h a d b r o k e nt h a t r e c o r d ,h e w o u t db e a w o r l d - f a m o u s r u n n enr o w 7 W t r a t i m e d o e s e a c h c o n d i t i o n ( u n d e r t i n e d )i n the sentencesin Exercise6 refer to: past or present? W h a t e n s e i s u s e d ?C o m p l e t et h e t a b l e .
CoruomonTrueRrrrRrlcr Vrneronm 1
the present
PastSimpte
a
4
Whattime doesthe resultin the sentences in Exercise 6 referto: pastor present?Whatverbform is used? Complete the table.
1 W h a tw o u [ dt h e s i t u a t i o nb e n o w : a i f p e r f o r m a n c e - e n h a n c idnrgu g sh a d n ' tb e e n deve[oped? b i f p e n i c i t t i nh a d n ' tb e e nd i s c o v e r e d ? c i f t h e c o m p u t e rh a d n ' tb e e ni n v e n t e d ? d i f t h e S e c o n dW o r l dW a rh a d n e v e rb r o k e no u t ? 2 W h a tw o u [ do r w o u [ dn o t h a v eh a p p e n e d in the past: a b c d
if if if if
f o o t b a [ [w a sa l e s sp o p u [ a rs p o r t ? t h e A m e r i c a as n d E u r o p ew e r eo n e c o n t i n e n t ? peoptedidn't l"iketravetling? t h e s u n w a s c l o s e rt o t h e E a r t h ?
Compareyour answerswith your partner's. 9 Use the cues to write mixed conditional sentences. Exampte 1,If John weren't so tolL,he wouldn't have hqd to have the doors in his housechanged. 1 J o h n i s s e v e nf o o t t a [ [ + h e h a d t o h a v e t h e d o o r si n h i s h o u s ec h a n g e d ) h e j o i n e d a b a s k e t b a [t [e a m a t s c h o o I t h e h a d p r o b l e m sf i n d i n ga d a t e f o r a s c h o o l . d is c o 2 J e s s i c ah a s b e e na w o r l d - c l a sgs y m n a s t s i n c es h e w a s 1 L ) s h e s u f f e r sf r o m s p i n ep r o b l e m st s h e i s a f a m o u sp e r s o nn o w ) s h ei s a b t et o s u p p o r th e r f a m i t yf i n a n c i a [ [ y I 0 Cnooseone adjective from each pair that reftects your personality. a [azy/hardworking b sociabte/shy c w e t [o r g a n i s e d / d i s o r g a n i s e d Write three conditionaI sentencesabout some events in your tife that these personalitytraits contributed to. Exampte If I wos more hardworking,I would havestudied harderand passedthe Lastchemistrytest. I I Write about three things that you did or d i d n ' t d o , o r t h a t h a p p e n e do r d i d n ' t h a p p e n to you in the past and what the present consequencesare. Use mixed conditional sentences. Example If I had started to ploy tennis whenI was ten, I could be o championnow. Tel[ the ctass.
Power 23Bruin
S' 6
th
mt If
it':
the gapsin this summary. The brain consistsof grey andl uses3 It weighs 2 -.lt
tll
matter.
lr-
of
the body's energy.lt contains ouer 4
2 o
which make up neurons.Theseneuronsare
z
connected by electricalimpulses.Thereare more possible c o n n e c t i o n si n o n e b r a i nt h a n t h e r e a r e 5 - . Neuroscientists have mapped differentareasof the brain which are responsiblefor 6
3
lr-
Theareasofthebrainre|atedtocontro|ling7-cou|d
you storl Before
be comparedto miniaturefilm studios.Our eyesand earssend and it is our brain that interpretsthese signals8 -, signalsand builds up a picture of the outside world. Scientists
,l.ut''i t
:
1 uatctrthe KeyWordswith the definitions(1-5).
'
have also identifiedareasresponsiblefor different emotions, and laughter.Thereare also such as 9 -,love
if {
different areasfor differenttypes of thinking,such as learning y o u r o w n l a n g u a g ea n d l e a r n i n ga 1 0 language.
KEYWORDS: atom,bittjon,ce[[,neuron, organ 7 o n et h o u s a n dm i l U o n 2 a p a r t o f t h e b o d yt h a t h a s a p a r t i c u l apr u r p o s ee, . g . t h e h e a r t . the [iver 3 t h e s m a l t e spt i e c eo f a s u b s t a n c e t h a t c a n e x i s ta l o n e 4 a n e r v ec e t l 5 a unit of structureof livinq matter
Listening
S 7
yo th
si O
Yc fo (u gc
4 lirt"n to the [essonagainand answerthesequestions. 1 H o w d o y o u t h i n k t h e t e a c h e rf e e t sa b o u t h i s s u b j e c t ? 2 W h a t e x a m p t ed o e sh e u s et o e x p l a i nt h e w a y t h e b r a i n controlsdifferentparts of the body? 3 W h a td o e sh e c o m p a r et o a f i [ m s t u d i o ?
2 Readthe Strategies. Listening Strategies:
Wi
te
Completing a text . Beforeyou listen, readthe text and predictwhat kind of informationyou n e e d ,e . g . t h e f i r s t g a p i n E x e r c i s3e i s p r o b a b l ya c o [ o u r .R e m e m b eyr ,o u m a y n e e dm o r et h a n o n e w o r d . . U n d e r t i n se o m ei m p o r t a n tw o r d si n t h e text beforeeach gap, e.g. consistsof, weighs. . W h i [ ey o u a r e l i s t e n i n g ,[ i s t e nf o r t h e s e i m p o r t a n tw o r d s- t h e i n f o r m a t i o ny o u n e e ds h o u [ df o t l o wt h e m . . Y o u c a n c o m p l e t et h e g a p su s i n g abbreviations at first - this savestime. T h e nw r i t e t h e m i n f u [ t .
O
5 lirt"n to a student phone-in programmeabout revising for e x a m s .W h o s a i d t h e s e t h i n g s ( 1 - 6 ) : D a n ( D ) , C h a r t i e( C ) o r M o h a m m e d( M ) ? r
f]
You needto get someexercisejn the fresh air t o k e e py o u r b r a i nw o r k i n gw e t [ .
2 I
Keepyourse[fmotivatedby rewardingyourse[f.
S I
Cet organisedwith a revisiontjmetabte.
+ fl
Prioritise- study the important things first.
5
I
Leavesometime to relax.
6
l]
Don't drink lots of coffee.
W h i c h p i e c e o f a d v i c ed o y o u t h i n k i s t h e m o s t u s e f u l ? W h y ?
N sir l Y o
t?
1 (rr "
|
I are I tea
LJ
6 t i s t e n a g a i n a n d c o m p l e t et h e F u n c t i o nF i t e w i t h thesewords.
Vocobulory:Multi-port Verbs
m u s tm , u s t n ' t ,o u g h tt o . s h o u t d ,s h o u t d n . ta, d v i s e n , e e dt o , I f I w e r ey o u , h a v eg o t t o . C o u [ d T . here,n s o pointin, i t ' si m p o r t a ntto . W h a tt i p s , c a n b e c o u n t e r - p r o d u c t j vW e ,h a t
E*l
,,1I G i v i n g a n d A s k i n g for Advice 1
ltl
-
z l I thjnk 2 -
a
f
.
)pe0Ktng 7 Workin pairs.Taketurns to expl.aineachsituationto yourpartnerand ask for advice.Useexpressions from the FunctionFile. Situation 1 Y o uf i n d i t h a r dt o s t u d y f o r e x a m sa t h o m e ( w h y ? )Y . o ut h i n k y o u a r e g o i n gt o f a i I b u t d o n ' t w a n tt o s p e a kt o y o u r teacher(why not?). You d o n ' tk n o ww h a t t o d o .
Situat Yourp onhol (where want t( (whynt arewor teaving W h a st i
Situation2
Somefriends have invited
hoirday in I#.?,li"lpins ru, (w h e re ?). you :j:.-.rlT w antto go. Thev
, 16;';;j;;;a r J ,;:',Y. ::",'lr, jl,l"Jl.l, "f activities
notvery li:1...t?r.are but you
(sucf
wanti^ ;portV nt roi *,"-r'r"#;:11' il'r rn", > r r u U l oy o u d o ? .s are soon rr you with ; Your about at ho you I
8 M"tclr the words and expressionsbetow w i t h t h e v e r b si n t h e t e x t ( 1 - 1 1 ) . ExampleL postpone
haveyou got for me and our [isteners? p t a ny o u r r e v i s i o n . n l I think you 3 _ m a k ea t i s t o f a t t t h e t h i n q s you'vegot to study. zl You4 work out what the prioritiesare. ttl 5 d o y o u t h i n k I s h o u t dd o ? u-=, I ' d m a k es u r et h a tI g o ts o m ee x e r c i s e . Y o u7 g e t o u t o f t h e h o u s ea n d g e t s o m e freshair. I t h i n k s p e n d i n gh o u r sa n d h o u r si n t h e [ i b r a r v withoutabreakS_ You9 drink Lotsand lots of coffee. 10 y o u g i v e m e s o m ea d v i c e ? -You11 give yourselfrewards. A n dy o u 7 2 g i v ey o u r s e t a f break. j u s t t h i n k a b o u t t h e e x a ma t [ t h e Y o u1 3 ti me. 74 that. - doing I ' d1 s peopteto watch a good fi[m. J
Lexicon,pagest\e-176.
Situation 4 A friend is alwaYs9o.P,Ytns tdeas v o u r h o m e w o r ka n d t r t e no b u t Y o u r inow?\ u-t*uYtseemsto get.!."t'"t You **ttf." ttft;tt' subject?)! teacher-thinks the ;"; ;;; friend """ *oV from Your way other and not the do? ;;;";. what stroutdYou
a p p e a rd, i s c o v e r[,e a r nf r o m , l o o k a t i n d e t a i t( x 2 ) , m a k ea n o t e o f , m e n t i o n ,p a s s . p o s t p o n es, t a r t , u n d e r s t a n d
L a s tm o n t h ,I h a d a n i m p o r t a n tE n g i i s h exam.I decidednot to 1 put off studying (as I norma[y do!) and got up eartyevery morningto 2 get down to work straight a w a y .I ' m a ' m o r n i n gp e r s o n ' a n dI 3 g o t a lot out of my revisionsessions.I alwavs -had began by 4 going over a practicetest I d o n e- c h e c k i n gm y a n s w e r sa n d 5 f i n d i n g out what things I'd got wrong.I also tried to 6 work out why I'd mademistakes.If I didn't understandsomething,I'd 7 write it d o w n a n d t h e n 8 b r i n g i t u p i n c l a s sw i t h my teacher.Shewas very hetpfuIand she 9 w e n t t h r o u g h a l " to f t h e t h i n g s that w o u t dp r o b a b t y1 0 c o m e u p i n t h e e x a m . I n t h e e n d ,t h e e x a mw a s n ' ts o b a d a f t e r a [ [ a n d I t h i n k i 1 1 g o t t h r o u g h i t . M i n dy o u , I stit[ haven't had my resuttsyetl
9 Wort in pairs.Discussthesequestions. W h a t n e w i n f o r m a t i o nh a v ey o u f o u n do u t a b o u tb r a i n s ? W h i c hs c h o o Is u b j e c td o y o u g e t m o s to u t of? D oy o u t r y t o w o r k o u t y o u r E n g L i s h m i s t a k e ys o u r s e t fb e f o r ey o u a s kt h e teacher? D o y o u w r i t e d o w nv o c a b u l a r yL i s t so r j u s t t r y t o r e m e m b eer v e r y t h i n g ? D o y o u p u t o f f s t u d y i n gf o r a n e x a mo r a test untiIthe nightbefore? H a v ey o u e v e rg o t t h r o u g ha n e x a mo r a t e s t y o u t h o u g h ty o u ' d f a i t e d ?
pUoft,....UNBUoTT,
'Th. trai.,
is a wonJerfi,lor{an;it starts worLind the nroytrent you{et up in the rnornindanddo.sn't stopuntil yorr{et into the office.' Pc,tert Frc,st,Arrericanpoet(t}l|_:frll)
24Communicq rksh,ipt Writing
,ti
youstort Before 1 Rewrite the information betow using each word or expressionto join the two sentences. , v e nt h o u g h , a l t h o u g h ,d e s p i t e e however,in spite of, o n t h e o t h e r h a n d ,w h e r e a s S o m ep e o p t ef i n d t h e i d e a o f c l o n i n ga whote personrepulsive. T h e yd o n ' t m i n d t h e c l o n i n go f h u m a n organsfor transp[antoperations. Example Although some peoplefind the idea of cLoninga whole person repulsive, they don't mind the idea of cloning humon organsfor transplant operations. 2 neaa the article. Match these headingswith the paragraphsA-D. . . . .
c o n c t u s i o (ny o u r o p i n i o n ) a r g u m e n ta s g a i n s tc t o n i n g introductionof the topic argumentsfor cloning
't '.'
Every week we invite a well-known personality about an issue in the news. Tltis week, Sophie Maclean looks at cloning and asks ...
DoesMotherNature knowbest? Cloning - using genetic engineedng to make exact copies of living plants and animals - has been in science fiction for years. Since 1997, with the cloning of a sheep, Dolly, it has become part of real life and the subject of public debate. For some people, human cloning is acceptable in medicine t the criticism that it is urmatural. For example, human tissue can be cloned for use in organ replacement or gene therapy. Also, organs provided by human clones could be 100% donor provided in other ways might not be compatible 2 -organs as successful. Moreover, couples who can't have children might be able to clone a child from themselves. Finally, endangered animals could be cloned to increase their numbers. there are many arguments against cloning. 4 many people saw the cloning of Dolly as a major breakthrough, now they have to face the fact that the sheep is no longer alive. what some say, scientists have no idea of the Thus, 5
C 3
3 Comptetethe text with these tinking words. , v e nt h o u g h , a l t h o u g h ,d e s p i t e e however,in spite of, o n t h e o t h e r h a n d .w h e r e a s t ,
,;
term effects of genetic engineering.A growing number of genetically created creaturesmight be acceptableto society; 6 -, creatirg'perfect'plants and animalscoutd eliminate great variety of natural species on our planet. Furthermore, 7 -organs from cloned animals could be transplanted into humans, the risks to health are enormous, and some people find the idea repulsive. All things considered, I am against cloning. It is clear to me that need to regulate genetic engineering and stop experiments now, before it is too latel
t@ t@@
hot?(lah"tne
t
(I) Discursive Essay
lisfening
Writean essaywith the title: 'shoutd SmokingBe Banned?'Fottowthe stages.
Before you stort 1 I-oot< at the picture.What kind of programme do youthink it is?
S
Writing Help 6, page 141.
a chatshow,a documentary, a paneldiscussion, a gameshow
StageI Workin pairsto brainstormideas.List as manyargumentsas you can - both for and againstbanningsmoking. Example
#i $;
For
Against
Qouerru,ttzntwou,/d' tax? woney on/ m"eltca/ireatwznt.
Qouerwaznt wou/d, { l"osewntTfrom' tax on,ulare,{ter.
;;n,;
o
Workindividua[[y.Decidewhat your opinionis. Write notesfor four paragraphs.
. freezingdead bodjes . geneticengineering . long life
Stage 3 Useyournotesto write the essay.
A TVProgramme
Stoge 4
Listento a doctortaking part in a TVprogramme. Answerthe questions.
Checkyouressay.
Tolkhock
2 tisten and check your answersto Exercise1. Then put these topics in the order they are mentioned.
eachstatementfrom Dr Cartwrightwith O 3 Urt"n again.Complete a few words.
Workin pairs. Readeach other's essaysand assessthem:
1 0ur knowledgo e f t h e h u m a ng e n o m ew i t t r a d i c a t t cy h a n g e m e d i cni e 2 T h e r e ' sn o d o u b tt h a t i t w i t l .h e l . pu s _ . 3 We havealreadyidentifieda lot of genesthat 4 W e k n o wt h a t m a n yc o m m o nd i s e a s e s[ .i k e c e r t a i nk i n d sof 5 We can manipulateprocesses but 6 We may be abte to freezecertajn body parts which 7 By the year 2020, over 20 percentof the poputation
a a g o o da r g u m e n b t u t I d o n ' ta g r e e b t o t a t t yc o n v i n c i n g l c n o t a v e r y c o n v i n c i n ga r g u m e n t
Pronunciulion O
4 lirt"n to threesentences. Choose the correctmeaning, a, b or c, accordingto the way each sentenceis stressed. 1 T h e m a n a t t h e b a c ki n t h e b t u e j a c k e t . a n o t t h e w o m a n b n o t t h e f r o n t c n o t t h e g r e e nj a c k e t 2 Thereis no doubt that it wil"l"heLpus to cure a[[ sorts of il[nesses. a n o t s o m ed o u b t b n o t i d e n t i f y c n o t d i s e a s e s 3 B y t h e y e a r 2 0 2 0 ,o v e r 2 0 p e r c e n to f t h e p o p u t a t i o nw i [ [ b e over eighty. a n o t t h e y e a r 2 0 L 0 b n o t 3 0 p e r c e n t c n o t o v e rn i n e t y Work in pairs. Practisesaying the same sentencesbut with a different stress to show the other meanings.
(ommunicotion Workshops G
a
.
)pe0Krng
L h a
Beforeyoustart Q 1 listen to two peoptediscussing geneticengineering.Howwouldyou describeTom'sandJan'sopinionson the subject: . strongtyin fuvour? . strongty against? . in fuvourbut with reservations?
A Discussion
I
A a
issuesrelatedto Discuss heatthand medicat Fo[[owthe stages. advances.
a
StageI Read the Strategies.
&hafi,otn
a a
Speaking Strategies: Avoiding problems . Try to avoid difficu[t subjectswith vocabu[aryyou don't know. . D o n ' tp r e t e n dy o u k n o wa b o u t t o p i c sw h e ny o u d o n ' t ! . I f y o u d o n ' t h a v ea c t e a ro p i n i o na b o u t s o m e t h i n gb, e honest,e.g. Io be honest,I hqven'treallythoughtabout that.
CottoquiatExpressions O 2 Listen again and match the words betow with the colloquial e x p r e s s i o n s( 1 - 6 ) . a r e n o t a t a t [ i n t e r e s t e dI, d i s a g r e ea, m s u r e ,n o t i n a n y c i r c u m s t a n c e s , c o m p t e t e l yu n a c c e p t a b loer a b s u r d , fromthe beginning 1 2 3 4 5 6
E.
From the word go Theydon't care two hoots about ... I b e t y o u w o u l d. . . I w o u [ d n ' tt o u c h i t w i t h a b a r g e p o t e ! lt's totalty off the map! Come off it!
Which of these subjects betow would you avoid? . yo d i f yp t a n t sa n d a n i m a l s ? S h o u t dw e g e n e t i c a t l m W h a tp r o b l e m sw o u l do c c u ri f p e o p [ el i v e dt o b e o v e r 1 0 0 ? S h o u l "tdh e g o v e r n m e nbt a n s m o k i n g ? Shoul,dwomenover fifty be atlowedto take fertil"itydrugsto he[p t h e m h a v ea b a b y ? 5 D o y o u t h i n k t e e n a g e r si n y o u r c o u n t r ya r e b e c o m i n gm o r eu n h e a t t h y ?
1 2 3 4
Stoge2 Write a few notesaboutthe topicsabovethat you cantalk about. to helpyou. Usethe photosaboveand headlines
page 164. Lexicon,
curetheonlyhopefor eatin$disorders Genetis
Formatand Informal Expressions %4e,
3 M"t.tr the formal expressions (1-5) from the TV programmein the Listening Workhop with the informal expressions(a-e) from Tom and Jan's discussion. 1 2 3 4 5
T h ef i r s t t h i n g I ' d L i k et o s a y i s . . . T h ei m p o r t a n tt h i n g i s t o . . . I ' d t i k et o p o i n t o u t t h a t . . . T h e r e ' sn o d o u b t t h a t . . . I n m y o p i n i o n. . .
a b c d e
W e ' v eg o t t o . . . L e t ' sf a c e i t . . . F o rs t a r t e r sI, t h i n k . . . I r e c k o n. . . J u s t l o o ka t . . .
a*.e-
q*-",e4#
It
6.-6@
i
Uany, I designer $ n0il0DlBm! I;
g €
All fruit mavsoonlook{ toogoodto betrue i ^ -*P** erar-.*_-r!
*,@-.r4a-adn^^
illness {..{ hereditary to eradicate engineering Genetic 3 Stoge and in the FunctionFileon in the Chatroom Lookat the expressions page45 (Lesson15). Practisesayingyour opinionsto yoursetf.
Stoge4 Workin groups.Discusssomeof the issuesabove.
Tulkbock Teltthe ctasssomeof the opinionsof the peoplein yourgroup.
I ;
a c
I ll
t
a
b
Y:tt*## The Courageof a Winner
I n e a dt h e a r t i c t e a b o u t LanceArmstrong. What havebeen his two major achievements?
Many people will know about LanceArmstrong'sseven wins in the Tour de France, but fewer people will have heard of his battle with cancer' ,l996, everythingmust have been going perfectlyfor the tuventy-fiveln the summerof He hadjustwon a majorraceand was ranked7* in the world.He had year-old Texancyclist. suchas Nike,and did not need to worry by big sportingcompanies, beenofferedcontracts aboutmoney.Hisfuturelookedbright. wentto the doctorwith a pain.He should have gone Then,in September1996,Armstrong Whenhe went to the earlierbut he had ignoredthe painso that he could continue racing. to him.Withintwo to happen about what was doctorthat day,he could not have known his lungs.Therewas a 600/o to had spread which as havingcancer hours,he had beendiagnosed die. might he 4Oolo chance chancehe would surviveand a when he lookedup he said However, Lanceput his headon the doctor'sdeskin despair. 'Let's next few months,he had to have ln the kill this stuff.' get Let's started. with determination: and felt so tiredthat he lost weight He treatment. chemotherapy to undergo and two operations had to sleep tvuelvehoursa day.But throughouthis battlewith cancer,Armstrongwas determinednot to let it beathim. Armstrongrecoveredenoughto starthis nextbattle:to win the Aftermonthsof suffering, he rodehisbike Duringperiodswhen he did not have to have chemotherapy, Tourde France. 30 to 50 milesa day.By the summerof 1999,he did not need to tal
2 Uo* do you think Armstrongmust have fett a t t h e s et i m e s ? . beforehe went to the doctor . w h e nh e r e c e i v e dt h e d i ag n o ssi . d u r i n gc h e m o t h e r a p y . w h e nh e w a st r a i n i n g f o r t h e T o u rd e F r a n c e . w h e nh e w o n t h e T o u r d e F r a n c et h e f i r s t time
I 0
{
O
F
-
O a <(
ll
'i{
;F.,
cancer" agarnst abilityto becomea top cyclistagainbut ManypeopledoubtedArmstrong's *.*.* . they need not have worried. Thisyoungman must have a specialkindof drive ,l999 and 2005, Armstrongbecamethe first ridereverto win the Tour , B"Wu""n , de Francean amazingseventimes! He does not have to worry LanceArmstrongis now a sPortingsuPerstar. not forget that he rs must we However, more. r about provinghimselfany now more than a sports is, of course, Armstron8 Lance from other stars. different Foundation Armstrong The Lance cancer. fight against in the is a symbol he , star l: to raisemoneyfor cancersufferers. hassoldnearly50 millionwristbands ' Armstronggivesadviceto youngmen betweenthe ages ln his autobiography, f,i,,,.,,,,,,:,,,,ri,, I'd get of 20*34 who shouldbe awareof the diseasehe suffered.'lneverthought he says.'Butyoung,strongmen must realisethatthiscan happento them,too.' cancer,'
a q a
P b
.a
a
so
l i,
e a e Q \e a p
tr
{
O I
Fiirrlisrli:i
Modality E
c obtigation? a future? b specutation? Armstrong's wi[[ knowaboutLance 1 Manypeopte threewinsin the Tourde France. 2 Fewerpeoptewit[ haveheardof his batttewith cancer.
3 loot at the sentenceswith must in the text. When does ,?tustexpress:
a,:**id "aq=M,l
*r:91\ 4 loot< at the expressions in red.Which of them say that someone: a d i d s o m e t h i n ga t t h o u g hi t w a s n ' t ry? necessa b d i d n ' t d o s o m e t h i n gb e c a u s e j t w a s n ' tn e c e s s a r y ?
c
from the text. Doeswilt 5 neaUthesesentences express:
GramffisrSummnry"Page 15a.
a o b t i g a t i o n ?b s p e c u t a t i o n ? c prohibition?
:irt,::ili[:a:'jur'si{,:r::iiiiiN,.,i:nitlir{ri:::lH!'aFl{}rrrl':,$1tq$::i:lffir;iiif4q;{n}!
'";:"'!*\
talk about? Whattime doeseachsentence in blue 6 Wtti.trof the modaIverbsand expressions express: b Lackof obtigation? a obtigation? d prediction?e possibiLity/abitity? c speculation? Whichof themtalk about: a present?b past? c future?d futurein the past? 4'
page86. Powerbook, Morepractice.Language
rt I I
Review
]:
Grommor 1 C o m p t e t et h e c o n d i t i o n a ls e n t e n c e su s i n g a suitable form of the verbs in brackets. 1 If Fleming ( n o t l e a v e )b a c t e r i ai n a d j s h . h e w o u t d n ' th a v ed i s c o v e r e pd e n i c i t L i n . (not oo) H a v ey o u s e e ny o u r h o r o s c o p eI? o u t t h i s a f t e r n o o ni f I w e r ey o u l If you____ (not go out) in the rain,you w o u t d n ' th a v ec a u g h ta c o t d . M a n ya t h L e t e_s_ _ ( n o t b r e a k )r e c o r d si f t h e y h a d n ' tu s e dd r u g s . Untesw s e c o n t r o [ ' d o p i n gt 'h, e o r i g i n asLp i r i to f the Olympics (disappear). I f y o u t a i d o u t f l a t t h e g r e y m a t t e ro f a h u m a n b r a j n ,i t ( c o v e r )a n o f f j c ed e s k l I f y o u h a v ea h e a d a c h ew, h y _ _ _ you__( n o t t a k e )a n a s p i r i n ? I f f a r m e r su s e dt h e n e wt y p e s o f p t a n t s ,t h e y ( h a v e )c r o p st h a t c a n r e s i s td i s e a s e . I f p l a n t sw e r ee n g i n e e r eidn t h e r i g h t w a y . t h e y_ _ _ ( h a v e )t h e t a s t e a n d c o n s i s t e n coyf m e a t- g o o d n e w sf o r v e g e t a r i a n s l 1 0 I f w e h a d n o t b r e df r o m t h e w o l f . t h e a s t o n i s h i n q rangeof dogs_-(not exjst). 2 Write sentencesabout what tife woutd be l.ike now i f t h e s e t h i n g s h a d n o t b e e ni n v e n t e d o r d i s c o v e r e d . U s e m i x e d c o n d i t i o n a ts e n t e n c e s . e L e c t r j tci g h t b u t b sa, v a c c i n ef o r c h o l e r ap. r i n t i n g , p e n i c i [ [ i nt h . e a t o m i cb o m b ,c o m p u t e r sg,u n s .t h e w h e e t , c l o n i n g c, a r s Example If electricIightbuLbshadn't been invented,we wouLdstill haveto use cqndles. 3 C o m p t e t et h e s e s e n t e n c e ss a y i n gw h a t t h i n g s w o u t d h a v e h a p p e n e di n t h e p a s t i f t h e w o r l d w a s different. Use mixed conditionats. Example t Ifthe Earth wascoveredbVsea, humanswouldnot have evolved. l
I lIl I
I
I I
1 2 3 4 5
If If If If If
t h e E a r t hw a s c o v e r e db y s e a , . . . h u m a n sh a d s m a t b [ rains. .. s p a c e s h i pcso u [ dt r a v e Ia t t h e s p e e do f L i g h t ,. . . h u m a n st i v e d2 0 0 y e a r s ,. . . t h e r ew e r ei n t e l t i g e n tr o b o t s ,. . .
4 loot at someof the ideas from NASA.Write predictions about them. fxample Personally,I don't think that in fifty years'time we'lLhaveOrrM1:... NIAC:the NasaInstitutefor Advanced Concepts
. a liftto takeusintospace \ li - spacerockets . 'astrotels likehotels *\ _ \ goingbetween theEarth, themoon o..i,tHl 'tl; andMars . the perfecttelescope to observe the \ t unrverse . plantswe canprogramandgive 1 l commands to, e.g"'rturtgroriring, I 1 'produce fruit' \ , . usingplantsfor producing armospheres " i[j\ 1
pranets, onother *;#;;ffi;i
. using robotsto exploreother pianets . usingrobot'fish'to explorethe oceans
i,,,fri' [_,10, $,
___:::::::1*:tt*:::":o'o::, l' "_.*_. 5 Wtite predictions about your own [ife. What do you think: . y o u w i t l b e d o i n gj n f i v e y e a r s ' t i m e ? . y o u w i t [ b e d o i n gi n t e n y e a r s ' t i m e ? . you wit[ haveachievedby the time you are thirty-five? 6 C o m p t e t et h e s e c o n ds e n t e n c es o t h a t i t h a s a similar meaning to the first one. Use the word given and up to four more words. 1 I d o u b ti f w i n n i n gt h e m a r a t h o nw a s e a s yf o r h e r . must W i n n i n gt h e m a r a t h o n for her. 2 W e s h o u l dg i v e t h e m a r i n g i n c a s et h e y t h j n k w e ' v e hadan accident. wilt W es h o u l dg i v et h e m a r i n g o r h a da n ac c i d e n t . 3 I t w a sv e r y k i n d o f y o u t o c o m ea n d c o t l e c tm e b u t i t w a s n ' tn e c e s s a r y . need It was very kjnd of you but you _______ a n d c o l l e c t e dm e . 4 I c u t m y h a n db u t l u c k i [ ys t i t c h e sw e r e n ' tn e c e s s a r V . need I cut my hand but I **-____ . 5 S h e ' sp r o b a b [ yf e e [ i n ga b i t d e p r e s s eadf t e r g e t t i n g her examresutts. can't She___ after getting her examresults.
Qoftfturttne
Vocobulory 7 Completethe sentenceswith these words.
Pronunciolion O
7 /ut/ you 2 /ct/ sort 3 /eu/ go 4 /t/ ott 5 /t,/ shtf.f.
o f f ,o u t ( x 3 ) , o u t o f , o v e r( x 2 ) . u p ( x 2 ) tidying my room as [ong as possib[e! t I atwaysput _____ 2 I picked a ' f [ u b u g w h i t eI w a sa w a y .I t t o o k m e it. two weeksto get __ so easity- keeptrying! 3 You shouldn'tgive ___ the 4 It took us a long time to carry---* research,but we got a lot the project. I usedthe Internet to find about genetically e x a c t l vh o w m o d i f i e df o o d b u t I s t i t l c a n ' t w o r k theydo it. our lives. 6 S o m ep e o p t et h i n k c o m p u t e r sa r e t a k i n g_ _ 8 C o m p t e t et h e c o m p o u n dw o r d si n t h e s e s e n t e n c e s . 1 T h e n e a r e sst t a r t o o u r s o l a r i s o v e rf o u r tight __ away. it? 2 A r ey o u s u r et h a t ' s c o r r e c t ?C a ny o u d o u b [ e - m o d e l so f d i n o s a u r s . 3 I n t h e m u s e u mt h e r ea r e t i f e - _ i n f a c t o r j e sn o w a d a y s . 4 M a n yt h i n g s a r e m a s s - _ reptayof the goat. 5 Theyshoweda slow__ 6 I a m a g a i n s tg e n e t i c o f p l a n t sa n d a n i m a t s . a t h l e t eb u t h a s b e e nu n d e r 7 S h ei s a r e c o r d - _ drugs. suspicion o f t a k i n gp e r f o r m a n c e - _ and years of time8 After severaIset __ the scientistsfina[[y madea experiments, in the fietd of artificial maiorbreak 9 British-_ , fifteen-_ J o n K a s p airs a s o f t w a r ee n g i n e e r . havefirst knowtedgeof 10 Neuro abititiesof the brain through studying the data-_ i t s e l e c t r i c aiIm p u t s e s . 9 Comptetethe sentenceswith the words below. 'flu,
m a L a r i am, e a s t e sp,n e u m o n i ap, o l i o ,t e t a n u s ,T B
1 P h i t h a s a p a i n i n h i s l u n g sa n d f i n d s i t d i f f i c u L t o or -breathe.He could have-__ . 2 S o n i ah a s a v e r y b a d c o l d a n d a h i g h t e m p e r a t u r eS. h e may deve[op e n d s m a [ [r e d s p o t so n h e r s k j n . 3 M a r yh a sa t e m p e r a t u r a S h em i g h t h a v ec a u g h t 4 S t e w a r ti s i n t h e t r o p i c sa n d h a s g o t a v e r y h i g h . temperature.He coutd be sufferingfrom _ when he was a chitd; it affected 5 Ian contracted---t h e n e r v e si n h i s s p i n ea n d n o w h e c a n ' t m o v et h e m u s c t e s i n o n eo f h i s [ e g s . 6 I c u t m y h a n d r e c e n t l ya n d n o w I c a n ' t m o v em yj a w . D o y o u t h i n k I m a y h a v ep i c k e du p - - ?
f O Listento the soundsin thesewords:
Nowmatchthe soundswith the wordsbetow. Examplefought= 2 f o u g h tt,h o u g ht,h r o u g hc,o u g ht,h o u g h to, u g h t . e n o u g ha,t t h o u g hr o. u g ht,o u g h b , ought Q
Listenand checkyouranswers. Thenlisten againand repeatthe words.
O
1 1 Listenand repeatthesesentences. How manydifferentsoundstor'ou'canyouidentify? 1 Theyoungcoupteboughta newhouse. 2 Atthough hewaswounded, the toughboxer foughtanotherround. for aboutfourhours. 3 Youwereunconscious t2 Canyousaythis proverb? Usethe phonetic chart on the inside backcoverto hetpyou. /crl wsft end neu pler merks dsek e d,rl bcr/ Whatdo youthink the proverbmeans?
Tronslolion into Engtish. I 3 transtatethe sentences t
B nocnpeceHbe;ariM) rrl uorlol'o]rl4Nlr4 rro:lll)aBJ reHrrflMr4.oTKla,llbrBarby)Ke HerBfl.
y \,reHrrrar( z Ec.lre 6rr pa6o'ra He orHr4N4aJra Nrnofo BpcMeHr.{, n 6rr yexa:ra 3a ropoil elte Bqepal,r ceriqac Bece;iu4.;racb 6br B\aeclec Xll.Y'll,ttM11. 3
V o x c ' r 6 r r r r , . u s i l H e r i l K ( ) r 4( : T i t p i t r e . r , H b u 4 , HO 3aro C006pa3l.rre.rnHnrr.i. TaK .tro BaM He
c'r'or4'l' 6eoronouucfl. Jl nyvan, oH c .)K3a\,leHaMt4. C|lpaBh't'cfl Ec.rua5r,r He o'r'Kl)brl.re/lt{K, Koropoe 6br.ro B t)6.rract'u oI'poMHbrM rocrr4)Kerrr4eM feHerr4lfl4, ulr 6lt lle cMol'll4 orpaBh'ncfl crt) \1[lor't4\4t4 llac' Ie]ICTBcHHbtN,tI{Ilpo6-r{]]taMl4.
rlr, flponepneeutepa; nce pe3y.lr,ra coTpy,itHr.{Kr4na6ol)aropr4r4 [oHfr.ru.4,q'r'o oilblr' y.{ancfl. I4r pa,rocru He 6br.iro rpere.ra BerL BCe :rra:ur6 q'r'o J1'o o'r'KpbrT'ileilNtero orpoMHoe 3HarreHr.re rlrfl 6yi1)'rilefo \4e/IntlI4HbI.
r#
.t',
i:t i64rr' ',tf ,,,.{,"
'tl
d@m,
*eggd"
&
g &re # er*#psrg..'*sr E r u o l r sA Hn o u N DT H EW o R L D U''K 5wrorn
lnrulro
Tur Nrtnrnuruos.'
.
Pnrtsrnr,rj "j.,
r'
lruorn ,1 Hewnrr
r'
Jnmnrcr
Honc KoHe Mauysn
i Ktnvn
> SINGAPoRE "!''
.1, ""Zrttislewr -j"
TnePHrr-rpprnrs
1
Ausrnnlrn
-*5burH Arnrce
i
p
r/'
NewZe*Lano
-/
, j r L o o k a t t h e m a p a n d c t a s s i f yt h e c o u n t r i e sa c c o r d i n gt o t h e f o l l o w i n g g r o u p s . . .
E n g L i sshp o k e na s a f i r s t [ a n g u a g e F n E L i sshp o k e na s a s e c o n dL a n g u a g- ei t i s u s e di n s c h o o Lasn d u n i v e r s i t i easn d a s a L i n g u far a n c a . E n g L i sshp o k e nw i d e l ya s a f o r e i g n Language ,r, tisten to the first part of a [ecture and c h e c ky o u r a n s w e r st o E x e r c i s e1 . ',, Listen
t o t h e s e c o n dp a r t o f t h e l e c t u r e . M a t c ht h e s e d a t e s w i t h t h e e v e n t s b e l o w . 1 7 8 8 ,1 8 0 6 , 1 7 8 2 ,1 . 8 4 0 1, . 6 0 7 1, . 8 4 8 1 _ t h e f i r s t p r i s o nc o l o n yi n AustraLia 2 _ B r i t i s hL o y a [ i s tm s o v en o r t h i n t o C an ad a 3 _ t h e f i r s t B r j t j s hc o L o n vj n Virginia 4 _ W e b s t e r 'D s i c t i o n a r yo f A m e r j c a n EngLish 5 _ t h e t r e a t y b e t w e e nt h e B r i t i s h a n d t h e l t 4 a o r i ns N e wZ e a [ a n d 6 _ L h es t a r to f m a s s i v e m i g r a t i o n f r o m C e n t r aE L u r o p et o t h e U S A
76
{ . } 4 f - i r t " n a g a i n . A r e t h e s e s e n t e n c e st r u e o r f a t s e ? 1 A t t h e t i m e o f t h e U Si n d e p e n d e n ct e h e r ew e r et h i r t y s t a t e s . 2 A m e r j c a nE n g l i s hb o r r o w e dw o r d sf r o m N a t i v e A m e r i c a [na n g u a g e s . 3 N o a hW e b s t ecrh a n g e d t h e s p e L l i nogf m a n yE n g L i swho r d s . 4 C a n a d i a ndso n o t u s eA m e n ' c awno r d s . 5 A u s t r a l j aE n n g [ i s h a ss i m i L a r i t i ewsi t h a L o n d o n ' c o c k n e y ' ac c en t . 6 N e wZ e a [ a n dE n g L i ssho u n d sv e r y d i f f e r e n tf r o m A u s t r a U a n EngLish. { } S l i r t . n t o s i x p e o p L et a t k i n g . U s et h e c t u e st o i d e n t i f y their accents. A m e r i c a nA, u s t r a l i a nN, e wZ e a [ a n d , C a n a d i a nJ .a m a i c a nS, o u t hA f r i c a n L , +$ l *L i s t e n a g a i n a n d a n s w e rt h e s e q u e s t i o n s . 1 W h j c ho f t h e v a r i e t j e so f E n g l i s hs o u n dv e r y s i m j [ a r ? 2 W h j c hd o y o u f i n d m o s t d j f f i c u l tt o u n d e r s t a n d ? 3 W h i c hd o y o u f i n d t h e e a s j e s t ? " F W o r t i n p a i r s . D i s c u s st h e s e q u e s t i o n s . 1 W h a ta r et h e p o s i t i v ea s p e c t so f E n g L i sbhe i n ga g t o b a L Language? 2 W h a ta r et h e n e g a t i v e aspects?
\ ) t j( ( e
a b c d e
; v
7 finrnfqq
% %***
ri' ,lr ji t,:
-;'
r e a d a t r a v e Ls t o r ya n d a n a d v e r t ;u s e r e a d i n g s t r a t e g i e fso r a n s w e r i n tgr u e / f a L s q e u e s t i o n isn m o r et h a n o n e t e x t . l i s t e n t o m o n o L o g u edsi,a l o g u e sa, T V a d v e r t , a s o n ga n d a p r e s e n t a t i o nu;s e [ i s t e n i n g strategiesfor identifyingsituatjons. t a l k a b o u t t r a v e le x p e r i e n c easn d g i v ea presentatron. write a formaILetter. l e a r n a b o u t v e r b p a t t e r n sa n d e x p r e s s i o n s u s i n g- i n g f o r m sa n d i n f i n j t i v e s .
Worm-up 1 took at the photos.Wheredo you think the ptaces are?Checkyouranswers on page135.
,@ ,
;,t
:i,
{.*i
O 2 lirt"n to four peopletalkingabout journeysthey'vemade.Matchthe speakers (1-a) with what happened (a-e).There's one extraevent.Whichperson: a b c d e
Li irtl :
didn'tgo as far as ptanned? t o o kt o o m u c hl u g g a g e ? b u m p eidn t oa f r i e n d ? hadthe hotiday of a [ifetime? s p e ntth e n i g h ti n a n a i r p o r t ?
3 Choose two placesin the picturesthat you woutd[ike to go to. Usethe KeyWordsto writebrief notesaboutthem. K E YW O R D S : b r e a t h t a k i nvgj e w s ,b u s t l i n gs t r e e t s , c u l t u r am I e L tni g - p o t ,d e t i c j o u sf o o d . d r a m a t iscc e n e r ye,L e g a naLr c h i L e c t u r e , e x o t i ca n j m a l sh, j s t o r j cb u i l d i n g s , i d e a Lf o r a d v e n t u r es p o r t s , i n t e r e s t i n fgl o r a a n d f a u n a ,L i v e Lnyi g h t t i f e , r o m a n t i ca t m o s p h e r es,n o w - c a p p e d m o u n t a i n s ,p e c t a c u Lbaur i L d i n g s , t e e m i n gw j t d L j f eu. n s p o i t tf o r e s t s , w i d eo p e ns p a c e sw, o r L d - c l a as rst g a [ [ e r i e s
4 W o r t
:t't:'t*'r't 4fi*r'l*7.ttrt'l:\:.ttt'*
!tt*r:t''"tr::
:"j*:.4'!:t*{'
r
rF
: l.r
I
i: t
250nTheRoud
1*
ir
i [-
r{
In Decelnber 1951, two young men, a biochemist and a medical btudent, set out on a journey from their native Argentinh through Chile, Peru and Brazil to the United States of Ameriba.The biochemist was Alberto Granado; his companion wa twenty-three-year-old Ernesto (Chr4)Guevara, the future revolutionary and cultural icon. Here are three extracts from Guevara's diary of the journey, published as The Motorcycle Diaries.
Before yous]ort 1 l o o t a t t h e p h o t o s .W h i c h objects in the Key Wordsdo you think woutd be most useful on a t r i p t i k e t h i s ? R a n kt h e m from the most to the Least useful. K E YW O R D S b a c k p a c kc,a m pb e d , f i s h i n gh o o k s m . o s q u j t on e t , w a t e rb o t t L e aLarming, a p p r e h e n s i vceo,ur a g e o u s . comfcrtabLe d ,a u n t e d e , xcited, jm exhausted , patjent, , romising, i m p r e s s i v pe a, i n f u [ p f r i g h t e n e dt u, r b u L e n u t .n e a s y
Reoding 2 neaa extract 1. Choose adjectivesfrom the Key Words to describethe narrator's e m o t i o n sa n d e x p e r i e n c e s ? E x p l a i ny o u r c h o i c e s .
{
i
fL t
f'Throggh ) ,'The
{*
iI f*
&
Argentina
by motorbike
night before our departure, I came down with a cough and a high tempqiature and consequently, we were a day late leaving Bahia Blanca. Finally, at three in the afternoon, we left under a blazing sun and by the ti"ye we reached the sand dunes around Medanos, it had become even hbtter. The bike, with its badly-distributed weight, kept bounding out of 'i control, the wheels constantly spinning over. Alberto fought a painful battle with the sand and insists he won. The only certainty is that we found ourselves resting comfortably in the sand six times before we finally made it out on to the flat. We did, nevertheless, get out, and this is my compafrero,s main argument for claiming victory over M6danos. From here I took over the controls, accelerating to make up for precious lost time. A fine sand covered part of a bend and - boom: the worst crash of the whole trip. Alberto emerged unscathed but my foot was trapped and scorched by the cylinder, leaving a disagreeable souvenir which lasted a long time because the wound wouldn't heal. A heavy downpour forced us to seek shelter at a ranch but to reach it we had to get 300 metres up a muddy track, and we went flying another two
F {,
r
3 ReaOextracts2-3. Find adjectivesin the KeyWordsto describe eachsituation.
times. Their welcome was magnificent but the sum total of our first experience on unsealed roads was alarming: nine crashes in a single day. On camp beds, the only beds we'd know from now on, and lying beside our bike, La Poderosa, our snail-like dwelling, we still looked into the future with impatient joy.
2 Hitchhiking
through
Chile
Scarcely a few metres separated us from the Civil Guard post marking the limits of the town, but already our backpacks felt a hundred times heavier than they were. We decided to make our first stop and test our lucl< with t passing trucl
thumbs apprehensively and to our surprise the driver stopped just ahead of I us. Alberto took command of the operation, explaining the purpose of our
r'' I t
journey
and asking him for a lifq the driver gave an affirmative nod, indicating we could climb in the back, with a whole band of Indians. Collecting our bags and crazy with gratitude, we were about to climb up when he called out to us: 'Five soles to Tarata, you know that, right?, Alberto furiously asked why he'd said nothing earlier, when we'd asked to be taken free of charge. The driver wasn't sure exactly what 'free of charge' meant, but to Tarata it was five soles ... And every one of them will be like that,' Alberto said angrily, directing all his frustration toward me, who had . suggested the idea of walking out of town to hitch a lift, rather than wait t o'there like he wanted to do. The moment became decisive. I.0f6could go back, which case we'd be admitting defeat, or we could continue on foot, letting nin ". whatever would happen, happen. We decided on the s€bond course and started walking.
3
I
TWa .rarv
had horn Whi rno\
on t stre defi and witl intc at lr rnos I c1 thir we I
inruneqo
5 Read extracts 1-3 again and decideif these statements are true (T) or fatse (F). Use the Strategiesto hetp you. f
' I Rowing a raft
in
Br azll.
llvo or three mosquitoes alone could not beat my desire to sleep and within a few minutes it had defeated them. My triumph was empty, however, as Alllerto woke me to help him. l\ihat followed was the hugely arduous task of moving the raft towards the lights of a town on the opposite bank. We rowed at full strength, and just when it seemed we were definitely on our way, we'd turn a half circle and head back into midstream. We watched with growing desperation as the lights drifted into the distance. Exhausted. we decided that at least we could win the fight against the mosquitoes and sleep peacefully until dawn. ... I clung to the thought that no matter how bad things became, there was no reason to suppose we couldn't handle it. ,1"-#.
n t l e r t o t h o u g h f h e h a d b e a t e nM 6 d a n obs e c a u s teh e y ontv fe[[ off the bike three times. 2 [ ] T w ; o f t h e i r f a t t sh a p p e n e db e c a u s eo f t h e w e a t h e r conditions. 3 [ ] T h e i rf i r s t n i g h t o n t h e r o a dw a s . s p e ntty i n go n t h e , , + ZAg rl bo eu rntdonweaxstat on gt hr ye i r b i k e . b e c a u s eh e b e t i e v e dt h e t r u c k d r j v e r h a d a g r e e dt o t a k e t h e m w i t h o u t p a y m e n t . 5 [ i A l b e r t oa n d C h eh a d d i f f e r e n tj d e a sa b o u tt h e s t a r t i n g p o i n tf o r t h e i r h i t c h h i k i n g . 6 E Despitetheir efforts,the raft didn't comecloseto the shore. He managedto beat the mosquitoesby faLLing asl.eep. 8 I N o m a t t e rw h a t h a p p e n e do n t h e i r j o u r n e y t, d e y c o n t i n u e dt o f e e I o p t i m i s t i ca b o u t t h e f u t u r e . fl
7 a 6
Readthe extracts again and answerthese'questions.
7 F i n dw o r d sa n d e x p r e s s i o nj ns t h e f i r s t e x t r a c t h a t t e L [y o u d o t o r c y c lter a v e l t e r sw h e n t h e m e nw e r ei n e x p e r i e n c em they set off. W h yd o y o u t h i n k t h e y f i r s t f e l t ' c r a z yw i t h g r a t i t u d e ' a n d 'furious'with then the truckdriver? W h yw a s t h e n a r r a t o r 'vsi c t o r yo v e r m o s q u i t o edse s c r i b e d as 'empty'?. 4 W h a tw e r et h e i r s t r e n g t h sa n d w e a k n e s s eass t r a v e t l e r s ? 5 W h a td o y o u t h i n k t h e y w e r e t i k e a s p e o p l " e ?
.'a-.a:a5sg{",frqfga!€',,'r.o,r...ri,Es.{ury3.,egt",4@1ft}-:;iltffE:*@+rf$*|a
r
V o c u b u l u rW y :o r d b u i l d i n g
r , l 4 Readthe Strategies.
$ i l
ReadingStrategies:
taI
- = * " ; .,
:
. F i r s t r, e a dt h e e x l r a c l sL o g e La g e n e r ai Id e a o f e a c ho f t h e m .T a k ea n o t e o f t h e h e a d i n g s a n di m p o r t a n w t o r d si n e a c he x t r a c t . . Read t h e q u e s l i o nasn d r o u g h t a yssign them t o e a c he x t r a c t .R e m e m b et rh a t t h e r ei s n ' t a L w a yasn e q u a ln u m b e ro f q u e s t i o nps e r t e x t l . D a vs p e c i aaI t t e n t i o nt o t h e f i n a Lq u e s t i o na s t h i s m a y r e q u i r ek n o w L e d goef a L Lt h e e x t r a c t s . . U n d e r l i nt he e i m o o r t a nwt o r d si n e a c h q u e s t i o nW . a t c ho u t f o r s j mj t a r w o r d sa n d e x p r e s s i o nj ns t h e t e x t s . . F i n a t l yc,h e c ka l l L h ea n s w e r o s n c ea g a i n .
7 matchthe prefixeswith the wordsto makethe opposites. Exampteto disoppear, uncomfortabLe p r e f i x e s d i s .i [ , i r , i m , i n , m i s .u n a p p e a rb, e L i e v ed,o , d r e s sp, a c k ,q u a L i f yu. n d e r s t a n d , wrap
verbs
adjectives comfortabLe, convenient,correct,crowded,efficjent, f r i e n d L yh, e L p f u th, o n e s t i,n t e r e s t i n gL, e g a ll,o y a l , lucky,patient,possib[e,retiabLe, responsibLe. sensitive,similar, spoitt, to[erant
G
a
)pe0Krng
8 Workin, pairs.Imagineyou are on hotidaytogether and'tatkabout thesethings. Useprefixesto contradict
Q Co ' [ l ] . . U . . N ? UO'It,
'l-;{:e.,rll srt:rt tr"lvellcrs.I h'ln. sccnrrrolcth:rn i r.r"r,.rr,L.r: ;rn.lrqhenrLcrr'trorc tir:rrrI h,ar"s..n. l \ . . r r i , r r t , li -r )r i q 1 . . ; ,1. 1Air 1 J p , 1 , 1,
I)ritishIf inrcMinistcl
your partner. h o t e t ,b e a c h e s[,o c a Ip e o p t e c, o u n t r y s i d et o, u r g u i d e ,w a i t e r s , f o o d , [ o c a Ib u s e s Example A I like the hotel we are stoying at. It's qufte comfortable. B I disagree.I think it's reaLIyuncomfortabLe!
% . : ,bi
;:'); m"'":::lnl::"lJ: winters' *ert:i.:::;;; lmericu
j'l
Salmon live most of their life in the sea but each generation has a very strong instinct to migrate. They swim hundreds of miles up rivers and streams to lay their eggs in exactly the same place where they were born.
i
btt t_"j:'."10 *ittt.tt. t hard
rheredur]1u.,'iio,,ooo o* to wheretl autumn,tn"Y_'j1.i..,
tiliffikL')ffi '.'.TTT".;.l"T T:l|#xffi:l'$;'lil' ,1f*:::ndeer## w_arrD
;r#l;5f:}:ff s.#;:
",::r:"
er foresrs
1"*r roor_'""trlr"l,j,
A B
Green turtles migrate all the way from the coast of Brazil to breed on t h e s m a l l i s l a n d o l A s c e n s i o n ,s o m e 3,140 km out in the Atlanticl They are an endangered species and ecologists expect them to have been made extinct by hunting by the end of the century.
-ingformondInfinitive Revision: 3 toot at the examplesfrom the listening text. Try to choosethe correct verb forms in italics. 1 2 3 4 5 6 7 8 9 10 11
72 73 74 15 16
l, l l
Q
I've atwaysenjoyed to travel,/travelLing. lt's no use to complain/complaining. What about fo go/going abroad? We decidedto see/seeingthe wortd. I refuse to stand/standing still. There'sno point in sit/sitting around. I can't stand fo do/doing nothing! i put off to go/going abroadatL my l.ife. It's worth fo spend/spending my savings. I expectto live/livingfor a few moreyears. I've alwaysbeen interestedin fo look/Looking at nature. Byfind/finding hotidaybargainswe've managedto travel/travelLing... It's amazingto see,/seeing ... It'd be a good idea fo do/doingthat soon. We'reptanningto go/going to Mexiconext year. I'm lookingforwardto watch/wotching...
tisten to the womanagainand checkyour answers.
Blue whales eat tons of in the polar seasbut in the wi the sea freezes over. By migrating temperate or tropical zones, the whales are able to survive the winter but often without eatins anything for months!
4 prt the verbsand expressions from Exercise 3 in the correctcotumnin the tabte.Add moreitems to each column. VrnssnNoExpREssroNs VrnesnHoExpREssIoNs FOTLOWED BY..Tfl6 FORM
FOLLOWED BYINFINITTVE
enjoy
decide
5 Wnat verb form always follows a prepositionzan -ing form or infinitive? 6 Choosethe correct meaning (a or b) for the verbs in bold in each sentence. 1 I r e m e m b e rh a v i n g a g r e a tt i m e . a not to forget an obligation b to recat[a past situation 2 I regretted not having been abroad. a t o f e e I s o r r ya b o u t s o m e t h i n gf r o m t h e p a s t b t o f e e I s o r r ya b o u t s o m e t h i n gy o u h a v et o d o 3 I stopped working and retjred. a to give up the activity b to interrupt an activity i n o r d e rt o d o s o m e t h j n qe l s e S a [ m o nw e r e t r y i n g t o f i g h t t h e i r w a y u p . a t o m a k ea n e f f o r t t o d o s o m e t h i n g b t o d o s o m e t h i n qi n o r d e rt o s e et h e r e s u l t s
A B
A B
A B
A B
t
c a e
a
a
E T
VrneParrrnNs \ ihe
dlq* Hn*
;;#tu
lonrneqo
-ingfornorInfinitive Presentotion:
tL) trip
9 Wnl.f, of the sentencesbelowsaythat somebody saw: a t h e a c t i o ni n p r o g r e s s ? b t h e c o m p l e t e da c t j o n ?
leY t11
, I saw herdsof reindeertrekking south. I saw a btue whale come to the surface. 3 W e w a t c h e dt h e m s w i m m i n g o f f t h e c o a s ti n P a t a g o n i a . 4 I watchedit dive with its taiI in the air.
I, -?
)no
.&\r,
Prurtice 7 put the verbs in brackets in the fottowing mini dialoguesin an '-ing'form or infinitive. A Howwas the party? B HorribLe, (go) there. I regret1 A G o o dm o r n i n g ,M r J a c k s o n H . a v ey o u correctedour tests? B Yes.I have and I regret2 _ (tett) y o u t h a t y o u ' v ea L tf u j L e d . A I c a n ' t o p e nt h i s j a r o f h o n e y . ( p u t ) i t i n h o t w a t e rf o r a B T r y3 few minutes. A I t l o o k sl i k e o u r v i d e oh a s b r o k e nd o w n . B W h yd o n ' t w e t r y 4 ( l " o o ka) t the manua[? A A r ey o u s u r ey o u [ o c k e dt h e d o o r ? B I c t e a r t yr e m e m b e5r lturn; tho
A B A B
lzorli
n
l-ho
lnrlz
D i dy o u r e m e m b e6r ( b u y )a p r e s e nfto r g r a n n y ? Y e s ,I d i d . A n d I r e m e m b e r e7d ( g e t ) h e r f l o w e r s ,t o o . I c o u l dd o w i t h a d r j n k o f w a t e ro r j u i c e . I ' m q u i t e t h i r s t y m y s e t f .L e t ' ss t o p 8 lget; a arinL. W o u [ dy o u U k es o m ec h o c o | " a t e ? N o ,t h a n k s I. s t o p p e d9 (eat) qr^/apt< 2na<
10 Uatcttthe expressions in botdin the sentences (1-3) with their meaning(a-c). a a h a b i ti n t h e p a s t 1 W e u s e d t o g o c a m p i n ga [ o t . b t h e p r o c e s so f b e c o m j n gm o r e 2 I ' m u s e d t o d o i n gt h i n g s . g o t 3 We've u s e d t o b e i n ga b r o a d . a c c u s t o m etdo s o m e t h i n g c t h e s t a t e o f b e i n gv e r y f a m i t i a rw i t h s o m e t h i n q Which of the expressionsare followed by an infinitive and which are followed by an -rng form? Grammar Summary 7, page 147.
ffi,
Ptoctice I 1 Matclt the sentenceswith the pictures. 1 2 3 4
I I I I
sawhim get off the trajn. s a w h i m g e t t i n go f f t h e t r a i n . w a t c h e dt h e m a nc t i m b i n gt h e m o u n t a i n . w a t c h e dt h e m a nc [ i m bt h e m o u n t a i n . B
2nn
8 t m a g i n ey o u a r e i n a b i g c i t y i n a f o r e i g n country.You havejust tost your passport a n dy o u r m o n e y .W o r k i n p a i r s a n d u s e t h e e x p r e s s i o nbse t o wt o d i s c u s st h e s e i d e a s : . c o n t a c t i n gh o m e . g e t t i n g m o n e y . f i n d i n gs o m e w h e rteo s t a y . f i n d i n gf o o d . g e t t i n gb a c k h o m e Exampte A lt'd be o good idea to find the poLice stotion. B Yes,but first it's worth ... W h a ta b o u t , I t ' d b e a g o o dj d e at o , I t ' s w o r t h , T h e r e ' sn o p o i n t i n , I t ' s n o u s e . W ec a n ' t r i s k . I c a n ' ts t a n d , I d o n ' tm i n d
#tt* 1 2 Comptete the sentences with be usedto, get usedto or used to in the appropriateform.
2 3
5 6
W j l d a n j m a t si n t h e S e r e n g e _ ti t h e s i g h to f p e o p l e t a k i n gp h o t o so f t h e m . Dinosaurs b e t h e m o s ti n t e t l i g e n ct r e a t u r e os n E a r t h . W h e nI [ j v e di n A f r i c a ,I g r a d u a l l y s t e e p i n gu n d e ra m o s q u i t on e t . A h u n d r e dy e a r sa g o , p e o p l ei n E u r o p e e a t [ e s sf r u j t andvegetables. W e h a v e n ' tb e e na b t et o _ _ _ a [ [ t h a t t r a v e l l i n gy e t . Travellers Livingin differentclimatesand conditjons.
27Trqns-Confinentul 3 R e a Ot h e S t r a t e g i e s . W o r k i n p a i r s . A s k a n d a n s w e rt h e q u e s t i o n s .C h e c ky o u u n d e r s t a n dt h e w o r d si n i t q l i c s .
Listening Strategies:
\ i V h adt o y o u L j k ea n d d j s Lki e a b o u tt r a v e l ? W h a ti s t h e [ o n g e s t j o u r n ey yo u ' v eb e e no n ? W h a tw a st h e b e s t f r i p y o u ' v ee v e rb e e no n ? W h a tw a sl h e L a s ts c h o o o L u t i n gy o u w e n t o n ? H a v ey o u e v e rb e e n o n a p a c k a g et o u r o r o n a n e x c u r s i o n w h j L eo n h o L i d a y ? 6 W o u l dy o u L i k et o g o o n a c r u i s e ? 7 W o u l dy o u L ki e t o g o o n a L o n gs e a v o y a g e ?
1 2 3 4 5
. B e f o r ey o u L i s t e n [, o o l
l-ho
nonnla
. I i s t e nt o t h e i n t o n ai lo n o f t h e p e o p Lteo i d e n t i f yt h e i r m o o d s .
L i s t e n a n d c o m p t e t et h e s e n t e n c e sw i t h o n e o r t w o w o r d s .W o u t dy o u [ i k e t o g o o n t h e t r i p ? W h y / W h yn o t ?
I's
s L i s t e n t o t h e C a n a d i a nt r a v e l d i a l o g u e s .U s e
t h e S t r a t e g i e st o c h o o s et h e c o r r e c ta l t e r n a t i v e f o r e a c hd i a l o g u e .
TRANS-CANADA 1 Thc comoanv offels a holiclav that lasts for 2 Yor-rcan sleep in a cornpartment or arprir,ate ber-lroom. 3 You cart herr,'ct,orrr fbod in \-()ur rr)()m rrl in tire 4 5 6 7
The obsen ation c'lomcis Lhc.bcst plarct-. for The compan\r ofgall L S L - S trips errreryyear. tof Priccs rarlgc from € 'l'lt,'ltol i d i r r i r t rl r r t l e sl l r r :l l i q l r lh o n r lo ( laltarlan,l
1 W h e r ea r et h e p e o p L e ? a i n a t o u r i s t i n f o r m a t i o no f f i c e b i n a h o t e I c a t t h e o b s e r v a t i odno m e d a t t h e t r a v e La g e n t ' s W h oj s t a l k i n g ? a a t o u r i s ta n da t r a j n e e b a r e c e p t i o n i s t a n d a h o t e Lg u e s t c a p a s s e n g ea rn d t h e tour manager d two passengers W h a ta r e t h e y t a L k i n ga b o u t ? a a t o u r a r o u n dt h e c i t y b a d e t a y c s t o p p i n go f f s o m e w h e r e d t h e c i t y ' sb u i t d i n g s
il Yorr also get in Toronto and Vanr;ourrer. 9 For a flee broclmre, phone 10 The nalne of the companv's webs.iteis
. :la:
: r :
& ?....,.. "
ffi*n - ,, ir:'
6Z
b
:
JOMftEilq
O 4 l l r t " n a g a i n a n d u s e t h e s e e x p r e s s i o n tso c o m p l e t et h e F u n c t i o nF i L e .
Vocobulury:Multi-port Verbs
W o u l .idt b e p o s s i b t eC , o u l dy o u , I , m s o r r yb u t , I w a sw o n d e r i n gi f . D o y o u t h i n k I c o u l d ,W i L yt o u b e , I ' d p r e f e rn o t , I ' m a f r a i d ,I s i t a t t r i g h t i f , I f y o u , d t i k e , C o u t dy o u p o s s i b t yI, w o n d e rj f
ij rotit" Requests
*l
1 __---to fitl.in this formhere,ptease. 2 I knowthis is unusuaL, but afterthe Longfl"ight =l go to on with the group. Fl 3 just I go -_-_-_ off on myowna bit later? Zl o she won,t be here titt aboutten ,il _ o'cto ck. 5 -.-_"havinglunch in the hotet, sir? 6 -..-----_ give me a map of the city, please? 7 -"---.-_you could give me informatjon a b o u tv i s i t st o s o m eo f t h e b u i t d i n g si n T o r o n t o , please? g ----.--havesomethingabout the modern b u i t d i n g sp, l e a s e ? 9 -.=_.--.ask someonee[se, ptease? 10 _-_-___ I could ask you something? 11 ---to stay over an extra njqht in Winnipeg? 12 _-_--_we haveto keepto the timetabte, sir. Are the expressionsin the Function File direct and not very polite or indirect and polite? [ / 5 P r o n u n c i a t i o nL. i s t e n a n d t h i n k a b o u t [ a n g u a g e and intonation. Which requestsare: a p o l i t ea n d i n d i r e c t ? b t o o d i r e c ta n d p o s s i b l yr u d e ? Q
now listen and repeat six potite requests.
@t 6
Lexicon,poges LZA-176" Completethe requestswith these verbs.
keepto, stop off, stay over,set off, get in touch with, g o o f f , p i c k m e u p , c a t c hu p w i t h 1 Cou|"d you __---_ outsidethe hote[ in ten minutesp , lease? 2 Is it aLtright if I just ________ on my own? 3 Whencan I _____--_ the tour guide,ptease? 4 D oy o u t h j n k w e c o u t d_ _ _ _ _ _ _ a t t h e s h o p s f o r a c o u p [ eo f m i n u t e s ? Wouldit be possibteto _______ an extra njqnt i n W i n n i p e ga n d _ _ the trajn [ater? C o u t dy o u p o s s i b t yb e h e r ea t t e n , p t e a s ea, s w e h a v et o the timetabte? 7 C o u t dy o u p t e a s et e [ [ m e w h a t t i m e w e tomorrow? a
l .
)pe0Ktng 7 ReaAthe Strategies. SpeakingStrategies:Beingpotite . For requestsin at[ situations, always use please and thank you. . I n f o r m a Is i t u a t i o n su. s e m o r e i n d i r e c te x p r e s s i o n s ( s e eF u n c t i o nF i t e ) . . T r yt o u s e p o l i t e j n t o n a t i o n . . W h e nr e f u s i n ga r e q u e s t g , i v ea r e a s o n , e . g .I ' m s o r r yb u t . . . , I , m a f r a i dt h a t . . . . T r yt o l o o k f r i e n d [ ya n d s m j t ea t t h e p e r s o ny o u a r e t a l k i n gt o .
W o r k i n p a i r s .S t u d e n t A t u r n s t o p a g e 1 3 4 a n d S t u d e n tB t o p a g e1 3 6 .
honpwtug hntrues I s y o u r [ a n g u a g em o r e o r l e s s d i r e c t t h a n E n g t i s h ?T h i n k o f e x a m p l e s .
uNBUoTn ?uoTn....
'GooJ breeJindconsistsof concealind horvrrlr,chw. thinL of c,trseivesandhorr,little wcih;nk "f thc other
(fiv,-nrc) XarL Trvain
', rfitf
i,lli','':
28Co
%
you start Before
fr'.1
ionWorkshops
are beingtakenfor the first FfOm tOday, reservations trip into spacewhichwe hopeto offer from 2008 sightseeing canbooka week'strip onwards.ForaroundE75,000,astro-tourists into a low orbit 60 milesabovethe Earth,stayingin comfortable accommodation on our spacehotel.Thepriceincludes: . full physical spacesuit training r a made-to-measure r preparations for zero-gravity ' spacewalks A teamof ex-Nasascientistsand astronautsare involvedin the proiect.Theflight to the spacehotelfrom CapeCanaveral lasts three hours.Thenorbit the Earthonceeverythree or four hoursfor breathtaking viewsof home!
1 Readthe advertisementand the letter to 0rbitaI Tours. Whichof thesethings is the letter writer worried about? t r a i n i n g ,s p a c es u i t , s p a c ew a l k s , w e i g h t[ j m i t f o r b a g g a g e , h e a l t hi n s u r a n c ea, c c o m m o d a t i o n , fl.ights,the price,work 2 rina mistakes of styte in the letter. 1 ( l . i n e1 ) 2 ( t i n e 3 ) 3 ( l . i n e5 ) 4 ( l " i n e7 ) 5 ( t i n e8 ) 6 ( l " i n e8 ) 7 ( t i n e 1 1 ) 8 ( t i n e1 5 ) 9 ( L i n e1 6 ) 1 0 ( l . i n e1 7 ) Example 7 Hi there
I I I I
,, i
: :
3 Reptacethe mistakes with these formal words and expressions: can be guaranteed,woutd prefer not, D e a rS i r / M a d a mi f, p o s s i b [ e , I [ook forwardto hearingfrom you, to reserve,would [ike, I w o u l d b e g r a t e f u Ii f y o u c o u [ d , Yoursfuithfutty, C o u t dv o u p l e a s et e [ [ m e
Hi there,
'Orbital Tours' abo.utthe I aw writinl to askfor moreinfownation holiday'but / want some/etails' ho/iday.I arn vety ;nterestedi' the ar nies fghts fron cututfan)/ r;rrt'f, it is not clearwhetheryour
allrtiht withyou' rrrip,, I wo,ldliket, fy f"^ London' !.*:tO whatkindof 'ne suoirdly,I wouldbeyai1"t ;pt" co'.ldtell
I wouldltkeyouto saremeaplace' is available. accomwodation want toshare thesafelrof thetrtp * O1 ,tre,all/don't 'provide/that behelped' o ,oo^ with anybodyelseunlessit can't trainini atyour specialspace rhirdly,you uoyth' priceincl^/esf'll inrolresexactf' u*ir..1rrt til ^' what thetraining alsomentionsNASAexpertsandspace your advertisement Ftnally, veryinterestini'as longas I *oli. rt, ideaofspacewalksso'nds NA9A'. arn not expectedto do a^y work for andprizes' Sendme ,noredetailsabout the dates Write soon. Allthe best MichaelDavi/son
14$11!:::li'ilt}:,iF,ts5rr$nfl
f ii:r{\!ql-1rry-ri:F{q:tl{
!i
I
(
c
s t f o
Iortneqo
4 t o o t
Stoge 2 Planyourparagraphs.
Stoge 3
I t i s n o t c L e a r , v h e t h eyj0 u r c o m p a n yo n l - ya r r a n g e fst i g h t s fromthe USA. I w o u [ d[ i k ey o u t o r e s e r v em e a p L a c ep, r o v i d e dt h a t t h e s a f e t yo f t h e t r i p c a n b e g u a r a n t e e d . I w o u l dp r e f e rn o t t o s h a r ea r o o mq 4 g t s I h a v et o .
Write your letter. Rememberto write in a format styte. Try to include examptes of unless, whether, as long os and provided thot.
Nowchoosethe correct words from the brackets.
Checkyour letter.
1 I t i k e g o i n gt o t h e b e a c h( a s [ o n ga s / u n L e s sj t) i s n ' t too crowded. 2 I w o n ' t g o ( p r o v i d e dt h a t / u n t e s s t) h e r o o m h a s a shower. 3 I d o n ' t k n o w( u n t e s s / w h e t h eIr )w o u t de n j o ya b a t l o o n ftight. 4 T h eA r c t j cc r u i s es o u n d sg r e a t ( p r o v i d e dt h a t / u n L e s s ) i t i s n ' tt o o c o L d l 5 I d o n ' t t i k e s i g h t s e e i n (gu n l e s s / w h e t h e Ir )h a v ea gu i d e . 6 T h es u b m a r i nheo t i d a ys o u n d sf i n e ,( a s t o n ga s / w h e t h e r i)t ' s s a f e . 7 I a m n o t s u r e( i f / p r o v i d e dt h a t ) i t ' s s u c ha g o o di d e a . 8 I ' d l o v et o s t a y ( u n l e s s / p r o v i d et d h a t ) t h e r ea r e e n s u i t eb a t h r o o m s .
A Formol Letter Write a letter replying to a magazine advertisement b y a h o l i d a y c o m p a n y .F o I t o wt h e s t a g e sb e l o w . El
Writing Help 7, page 142.
Stage I Choosea type of hotiday, e.g. Antarctic cruise, African s a f a r i ,b a l t o o n i n ga c r o s sE u r o p e ,d e e p - s e ad i v i n g i n t h e I n d i a n 0 c e a n . D e c i d ew h o y o u a r e g o i n g w i t h , e . g . f r i e n d s f, a m i l y , a n d w h e n y o u w a n t t o g o . T h e n w r i t e a list of things you want to find out.
hour mttc/t l nrhnt doe,sLt u,utLu"d,o? ylce,a"re tl.Lero a,tc)tsxtrorl - terLt? cabwl hatelf t*rtb a"cc-olr,tra,od,a,ttzh, or d.owblc.rootu,? - ulhrLt kuodt are u,te,alsuurl{,1d.e.d., w fo.oil th,o prtce? bqq"q, - any nrtqltt /L.nt/t/ ck|lds - urlLat clithzs are suttable ? eanLlraae+lt - Ls ut prod.d.e/-.? heaX.tlt'arcd,acculirct Lnswraltc,e h.oorsa.fek ttl La,ryuage - do jwld,es syak.,rngbslot
Stoge 4
Tolkhock Work in pairs. Readyour partner's letter. Then imagine you are a travel agent. Answerthe questions from his/her letter.
Lirlening: A Song 'Oariel'by
tltonJahn
I took at the lyrics. Tryto guessthe missingwords. Forthe final wordof each tinethink aboutwordsthat rhymewith the previous line, e.g. cry, my Danielis travel[ing1 --on a plane I can see the red tait tights headingfor 2 0 h a n d I c a n s e e D a n i e Iw a v i n gg o o d b y e G o di t l o o k sU k eD a n i e t ,m u s tb e t h e c l o u d si n m y 3 Theysay 4 -is pretty though I've neverbeen Welt Danietsaysit's the best placethat he'sever 5 0 h a n d h e s h o u l dk n o w ,h e ' sb e e nt h e r ee n o u g h L o r dI m i s sD a n i e l ,o h I m i s sh i m s o m u c h D a n i e Im y b r o t h e ry o u a r e 6
Doyou stittfeeLthe 7 won'theaI
thanme of the scarsthat
Your eyeshave died but you see morethan I Danielyou'rea star in the face of the 8 O 2 N o w l i s t e n t o t h e s o n g a n d c h e c ky o u r guesses.Answerthese questions about the song. 1 H o wd o e st h e s i n g e rf e e t a b o u t h i s b r o t h e r ? 2 W h yd o y o u t h i n k D a n i e iLs g o i n ga w a y ? 3 W h a td o y o u t h i n k m i g h t h a v eh a p p e n e di n the famil"v?
Communicolion Workshops A fopk Presentolion
Speoking
Preparea presentationon the advantages and disadvantages of traveltingon an organisedtour. Followthe stages.
you start Be1ore Q
1 listen to a presentationon
the topic 'Travetbroadensthe mind.' and complete the notes.
1 .-.-
H,
StageI Lookat the table betowand useit to make notes. Exampte Aovlrncrs
Drslovlutnets
. Y o uw o n ' t m i s s . Youcan't planyour placesworth visiting. own route. . You can travel in . You needquite a comfort. lot of money.
L o o k f o r m o r ei d e a s i n t h i s m o d u t e .
Whatconctusion doesthe speakerreach?
GSs oharroon Expressingopinions O 2 firt"n to the presentationonceagain.Whichof the expressionsbelow signal a different opinion? apart from, as, as a resutt,but, contraryto, I disagree.in fuct, insteadof, secondly,whereas 3 mot at the quotes (1-4) about travetting. Think of one argument to support and one argument to contradict each. 1 2 3 4
Peoptewho travel atone,travel the fastest. The wortd is a book, and those who travel readonty a page. Two great tatkerswit[ not travel far together. I love to travel, but I hate to arrive.
Example 1.In favour: whenyou are olone,you ore the onty person to mske decisions;you don't need to negotiateplans with anybody Against: whenyou travel with somebody,they can help you out in many situations; decisionsore often easier ta toke whenyou can discussoptions with somebody
Stage2 Think about how to present your argument. C h o o s eo n e o f t h e s e m o d e l s : A . B e g i nw i t h y o u r g e n e r aol p i n i o na b o u t this kind of trip (for or against) . Presentatl advantages . Presenta[[ disadvantages . Conclude(for or against) B . B e g i nw i t h y o u r g e n e r aol p i n i o na b o u t this kind of trip (for or against) . Presentthe first advantageand give a counter-argument for it . Presentthe next advantageand disadvantage, etc. . C o n c l u d(ef o r o r a g a i n s t ) . Prepareyour presentation using expressionsin Chatroom,Exercise2, and the ways of contrasting argument in Exercise3.
Stoge3
4 Oo these expressagreementor disagreement?
Workin pairs.Giveyour presentation to eachother.Usethe expressions from Chatroom,Exercise 4, to commenton your partner'sopinions.
1 2 3 4 5
Tettthe classaboutsomeof yourpartner's best argumentsfor andagainstthis kind of trip.
T h e r em a yb e s o m et r u t h i n t h a t b u t I d o n ' t r e a t t yt h i n k . . . B u t i s i t a t w a y st r u e ? F o r e x a m p l et,h i n k a b o u t . . . I think that's tota[[y right. A good exampleof this ... You'vegot a point there, especiaLLy that ... I w o u t d n ' ts a ys o ! F o re x a m p t ei ,m a g i n e. . .
Tolkhock
8 hhin(lssnfo 48
1.5billion more
btlg3! people
p a g e ,a n e w s p a p earr t i c l ea n d r e a da m a g a z i n e a report;use readingstrategiesfor doing (anlan.a
n:n
4.0
"",',X*ffi;
32
,ry
21
s
1.tl
:rtirritioc
fuv"
:
[isten to the news,a lecture,a radio p r o g r a m maen d d i a L o g u e su ;s e L i s t e n i n g
oo ,*\dtrdotr*e**
strategiesfor taking lecturenotes. t a l k a b o u t i m p o r t a n th u m a na n d e n v i r o n m e n t iasl s u e si n t h e w o r l d t o d a y . write a Letterof appLication. l e a r n m o r e a b o u t r e p o r t e ds p e e c h .
'r*
r $,'
,#.;'q. d+'iH ..t
Worm-up
2ooo 21oo
4fl.. n*il
n'T:'_;*ffi'ffi
fl
1 tutatchthe Key Wordswith the photos, g r a p h sa n d h e a d l i n e s . K E YW O R D S : d e f o r e s t a t i otnh,e d e s t r u c t i o no f h a b i t a t s , e r d a n g e r esdp e c i e st h , e e x p L o i t a t i oonf w o m e nf ,a m j n ef,l o o d i n g g, l o b a lw a r m i n g . t h eg r e e n h o u seef f e c t ,m a L n u t r i t j onna, t u r a I disastero s ,v e r p o p[ua t i o n ,p o v e r t y
^^
,;ffi6'k;;; *J.' P'ressu'b
2 listen to four news stories and identify t h ei s s u e s .
-i',ir
3\
r / 5 Listen again. What do these figures refer to? Example1. temperatureincreasein the 20thcentury
.J[irtr
1 0.6"c 2 6"c 3 5,000 4 1"1.,000 5 6 b i t t i o n 6 4 0 Y o 7 9 bitLion 8 L 2 c m
Villages cut off , byfloods
4 Wort
Tettthe classwhat youagreed.
CO2 levels climb 380 3o6
--.",.t.t'o'" in"' '*o-rt'"'"
PP'"'
3f,0
E
E
L e x i c o np , aqe 154.
320 3oo 261) 250 t'",ooo
t'*
.!:r'iiJilf 'rllrll'
r4O0
1600
1800 2OO0
Destructidn of natural habitats puts some animals on ,
the brink of extinction
29Unnol
Sc pc hc th
years
disaiters a experi are predicting Tim Radford reports.
Belore youstarl 1 Wtrictrof the disastersin the KeyWordsdo you think are:
?::,f :TrfffJ":;:x,1J-*"1'I:Ti, :: ;'ll;l:ft ':.xil':li;ff A I
!, $,1 :gil ffij '
KEYWORDS: u-ryrghtr, earthquakes, floods,forestfires, hurricanes, [andslides, votcanic eruotions. windstorms
$$
2 ReaAthe articleand check ' your answersto Exercise 1. : 3 neadthe Strategies. ReadingStrategies: Completingtexts with gaps sentence . Readthe text to get the nonore
I
ere is how to become a disaster statistic. Move to a shanty town on an
means more rain, which means the slopes will get progressively more waterlogged. One day, the land will turn to mud and the neighbourhood will begin to go downhill. Literally. And if the slope is steep enough, the landslide will accelerateto more than 200 miles an hour. Peter Walker, of the international federation of Red Cross and Red Crescent societies.has seenit all too often. "First, your house has been washed away. Second the land that you farmed has disappeared.(l)
W ffi
E
B In the last decade,floods, droughts, windstorms. earthquakes,avalanches, volcanic eruptions and forest fires have become increasingly common. There has been disastrousflooding in Asia, Africa, Central and South America and Oceania'(2)-Stormshavebeengettingworseeverywheretoo,with a growing number of hurricanes hitting the US, the Caribbean and Central America. Drought has affected large areasof Sub-SaharanAfrica for years and A number of nations many other zones are becoming drier. (3) have already been in armed conflict over water, and drought in the West of the US has resultedin enormousforest fires.
ffi
C Volcanic eruptions and earthquakeshave always been a threat in certain parts of the world. A volcanic eruption virtually wiped out the small Caribbean island of Montserratin 1991and there have been seriousearthquakesin Greece,Turkey and El Salvador.The quake that rocked the smail Central Americancountryof El Salvadorin 200I cameas the peoplewereslill rebuilding their housesand recovering from 1998's Hurricane Mitch.
4 no* uiethi es to comP thesesentences(a-S). Thereis one extrasentence. :.:.=-,:+'u1 ' a But geotogicatevidenceshowsthat 73,00Ay".* igo there was a muchgreatereruption. b E v e np r o s p e r o uEs u r o p eh a s s u f f e r e da n d l a r g ea r e a so f France,Britain and Germanyhave at[ been underwater. c That is probabLynot the most important factor either. d T h i r d ,t h e o t h e r b i t s o f [ a n dy o u m i g h t h a v eb e e na b [ et o farm are now useLess. e 0 n t o p o f a [ [ t h a t , a d d c t i m a t ec h a n g ea n d t h e s p e c t r eo f g [ o b a Iw a r m i n g . f For example,the YetlowRiver,once notoriousfor ftoodingthe Chinese l a n d s c a p ef a, i t e dt o r e a c ht h e s e aa t a [ [ o n 2 2 6 d a y si n 1 9 9 7 . g 0 n e a n s w e irs o v e r p o p u t a t i o n .
!
p T f: n n tr
=J
I idoe
. R e a da p a r a g r a p h with a s e n t e n c eg a p a n d i d e n t i f y t h e t o p i c , e . g .d i s a s t e r s . . R e a dt h e s e n t e n c ebs e f o r e a n d a f t e rt h e g a p a n d [ o o k f o r c t u e sa b o u tt h e m i s s i n g s e n t e n c ee. . g . i s i t a n e x a m p l eo f w h a t i s m e n t i o n e d before? . C e r t a i nw o r d sm a y h e l py o u : time references(then), pronounreferences(it, that), l"inkingwords(however). . D e c i d ew h i c hs e n t e n c eg o e s i n t h e g a p . C h e c kt h a t i t f i t s t h e s e n t e n c ebs e f o r ea n d after it.
ar br m rir th bt qr dr A tl
" . . t
-
. caused by peopLe? . madeworseby peopte? . naturat?
Reading
UI
v F
/
o
E
r l I ( ( I
hhia(lssnes
Prefixes ocobulury: $
page 156. Lexicon,
6 tool at the words (1-10) from the text and the other examplesin brackets.Match the prefixes with the meanings (a-j). The So why is nature beginning to turn on us? (a) populationof the world is growing at the rate of I0,000 people an hour, 240,000 every day, nearly 90 million a year, with most of the growth in the developing world. People in agricultural areas, unemployedand sometimes undernourished,move to the cities, and then set up homes on poor soil, crowded into substandard buildings.(5)-Thishasmainlybeencausedbythe mismanagementof the world's resources:carbon emissions from rich countries; the activities of the big multinational companies; the deforestation of the world's forests.As a result, a hotter ocean breedsfiercer cyclones and hurricanes. It surrendersgreater quantities of water as evaporation, and more powerful winds dump this water against mountainsides with increasing fury. Atlantic hurricanes, for instance, are 40 percent more intense now than they were 30 years ago. Volcanoesand earthquakesare even more dangerousthan in the past as around half the world's population now lives in cities. There are more than 500 active and semi-active volcanoes, about fifty of which erupt each year, and more than 500 million people now live within range of a volcanic eruption. An even greater number live at risk, in some degree, from earthquakeswhich have taken a toll of more than 1.6 million lives in the last hundred years. Al1 the betting from the disaster professionals is that things will get worse. Professor McGuire, of University College London, is a volcanologist who has been warning for years that the world has not seenthe worst nature can do. The worst eruption in human history was probably Mt Tambora in 1815, in Indonesia. It pumped so much dust into the stratospherethat it effectively cancelledthe following suffunerin Europeand America. "It reduced temperaturesby maybe 6"C in some (6) places and the whole planet was plunged into winter for years. And there are about two ofthese events every 100,000 years ..."
1 2 3 4 5 6 7 8 9 10
overpopulation(overgrown,oversleep) s u b s t a n d a r (ds u b w a ys, u b m a r i n e ) deforestation(defuse,dehydration) d o w n h i t l("d o w n s t r e a md,o w n g r a d e ) u n d e r n o u r i s h e(du n d e r p a i du, n d e r c o o k e d ) rebuitd (reptace,rewind) u n s t a b l e( u n u s u a lu, n c o m m o n ) semi-active(semi-circle.semi-fina[) multinationat (mutti-purpose,mutti-racia[) (m d ,i s p [ a c e ) mismanagemen t i s u n d e r s t a nm
a again b badl.y c below d too much e many
f o p p o s i t eo f a n a c t i o n g not enough h downwards i oppositeof an adjective j partl.y/ hatf
7 Completethe sentenceswith words from Exercise6 in a suitable form. 1 After the storm they had to h u n d r e d so f h o u s e sw h i c h h a d b e e nd a m a g e d . g o r t ds u f f e r 2 M a n yp e o p t ei n t h e d e v e t o p i n w from diseasesbecausethey are 3 0 u r t e a m w a s k n o c k e do u t i n t h e of the competition. 4 T h eb o m bw a sa b o u tt o g o o f f b u t t h e jt. expertsmanagedto the questionand fuil"edthe exam. 5 I -yesterdayand arrivedan hour 6 I -late for ctass. 7 A L o to f h o u s e sc o t l a p s e idn t h e e a r t h q u a k e construction. becauseof these days;they 8 Ftoodsare not h a p p e nm o r ea n d m o r eo f t e n . a
l
.
)pe0Krng answerthesequestions. : 1 Whatjs the attitudeof thejournatisttowardsthe future? r$:hq:i$.'most tiketyto be a victim of naturaldisasters? ftoodsanddroughts? pre there nowmorehurricanes, Wfry ,Why'bre now? moredangerous andearthquakes votcanoes WhatcouLdbe the biggestthreatto the planetin the future? ',What effectsmightthis threathave?
#' :.+ ;1= ;!
:l
',F
8 Wort in pairs. Discussthese questions. in the 1 W h a t n a t u r a ld i s a s t e r sh a v eh a p p e n e d last few months? 2 W h a td o y o u t h i n k g o v e r n m e n tcsa n d o t o preventnaturaI disasters? 3 W h a to r g a n i s a t i o ndso y o u k n o wt h a t p r o v i d e aid after disastersor work for the environment? 4 W h a t c a n w e d o a s i n d i v i d u a ttso i m p r o v et h e e n v i r o n m e nat n d h e t pv i c t i m so f n a t u r a I disasters? Tett the ctass some of your answers.
I
It i
30Globsl Wurming Before you slarl 1 took at the map and a n s w e rt h e s e q u e s t i o n s . 1 W h i c hc o u n t r i e s p r o d u c et h e m o s tC 0 z ? a developedcountries b d e v e t o p i n cg o u n t r i e s Tonnesperperson c both tessthan1.0 ! 1 . 0- 2 . e 2 H o wm a n yt o n n e so f *J C O za r e p r o d u c e dp e r 3 . 0- 6 . e j p e r s o ni n y o u r z.o- 14.e W cou ntry? ,X!
ffi
ts.oormore Nodara
2 Wort in pairs. Decideif these statements are true (T) or fatse (F). f
I f n e ' g r e e n h o u seef f e c t ' i sc a u s e db y t h e r e l e a s eo f c a r b o n - b a s egda s e s . Z I g r i t a j n ' sc o a Ii n d u s t r yi s p r o d u c i n g m o r ea n d m o r ec a r b o n - b a s egda s e s . g [ , ] f n e U S Ap r o d u c e sm o r eh a r m f u lg a s e s t h a n a n y o t h e r c o u n t r yi n t h e w o r l d . 4 [ A [ t e x p e r t sa g r e et h a t g l o b a Iw a r m i n g i s p a r t o f a n a t u r a Iw e a t h e rc y c l e . 5
y e v e t o p e cdo u n t r i e s I 0nty the industriattd a r e r e s p o n s i b tfeo r g t o b a Lw a r m i n g .
N o w r e a d t h e t e x t a n d c h e c ky o u r g u e s s e s .
Revision: Reporting 3 Wtratwerethe originalsentences reportedin the text? In the text 1 M i n i s t e r st o t d t h e w o r l d ' sp r e s s t h e y h a d f a j t e dt o r e a c ha n a g r e e m e n t .
0riginaI sentence ,,We
2 T h e U S Aa s k e dw h y the targetswere so unrea[istic. 3 G o v e r n m e n tpsr o m i s e d that they wou[d reduce e m i s s i o nos f c a r b o n b a s e dg a s e sb e L o w1 9 9 0 levets.
t n
Climate conference collapses By Bob Roberts Ministers at the conference in Buenos Aires today told the world's press that they had failed to reach an agreement on 'greenhouse gas' emissions,which raise the earth's temperature. Scientistswarned that this would mean more pollution and a greater risk of disastersacrossthe globe. A UN representative said the conference had been organised to reach agreementson reducing emissions.It was another foilowup to the 1997 conference in Kyoto, Japan, when governments promised they would reduce emissions of carbon-basedgases below 1990 levels by 2OI2. In Kyoto, the European Union agreed to cut emissions by 8 %, Japan 6%, and the USA 7 % . At the conference Britain declared that it was one of the few countries to have reduced its emissions but critics asked if this was due to government policy or the decline in the coal industry. The EU reminded the USA (the world's biggest polluter, producing 24% of the world's emissions) that it had not met its targets.The USA firmly denied it was making excuses and asked why the targets were so unrealistic. Some environmentalists at the conference claimed that the world is warming faster than at any time in the last 10,000 years. However, other experts suggested that it is part of natural weather cycles. In 1995, the IntergovernmentalPanel on Climate Change (IPCC) announced that there was a definite human influence on climate change. Some government ministers reluctantly admitted that they may need to cut global emissions by up to 60% in the long-term. However, many developing countries have refused to sign any pollution agreements; they say it would harm their economic growth and insist that the developed countries lead the way and show it is possible to break the link between economic growth and rising emissions.
) i
hbia(lssnes
Presenlolion: Reporting Verbs 4 Wtrat verbs are used in the text to report these statements?
7 U a t c h t h e s e n t e n c e s( 1 - 8 ) w i t h a p p r o p r i a t e reporting verbs from the tist. Then write the reported sentences. a d m i t .b o a s t ,f o r b i d ,i n q u i r e ,i n v i t e , o r d e r ,s u g g e s tt.h r e a t e n
Exampte 1"= to warn that 1 W e ' r ea f r a j dt h a t t h i s t a c ko f a g r e e m e nwt i t [ m e a nm o r e poItution. 2 0 K , w e ' L tc u t e m i s s i o n b sy 8%. 3 W ea r e o n e o f t h e f e w c o u n t r i e st o h a v er e d u c e dt h e i r e mi s s i o n s . 4 R e m e m b eyro u h a v en o t m e t t h e t a r g e t s . 5 We'renot makingexcuses. 6 T h ew o r l d i s w a r m i n gf a s t e rt h a n a t a n y t i m e j n t h e l a s t L 0 , 0 0 0y e a r s . 7 It's probablypart of naturaIweathercyctes. 8 T h e r ei s d e f i n i t eh u m a ni n f l u e n c eo n c l i m a t ec h a n g e . 9 W e i l .w , e m a y n e e dt o c u t g t o b a le m i s s j o n b sy up to 60%. 1 0 W ew i t t n o t s i g n a n y p o t t u t i o na g r e e m e n t s . 1 1 T h ed e v e l o p e dc o u n t r i e sl e a dt h e w a y . 5 R e a dt h e s e n t e n c e s( 1 - 3 ) b e t o w .W h y h a s t h e t e n s e o f the qndelflled verb not been changed?Match the s e n t e n c ew s i t h t h e e x p l a n a t i o n s( a - c ) . 1 G a [ i l e os a i dt h a t t h e E a r t hi s r o u n d . 2 F u t u r o L o g i sbt e s t i e v et h a t t h e w o r t d ' sf u t u r ed o e s n , t[ o o k v e r yb r i g h t . M o s te x p e r t sc [ a j m e dt h a t a l o t o f a r e a sw i t t b e f l o o d e d d u et o g t o b a Iw a r m i n g . a because t h e r e p o r t i n gv e r b i s i n t h e p r e s e n t b because w e r e p o r ts o m e t h i n gw h i c hi s s t i t I t r u e c because w e r e p o r ts o m e t h i n gt h a t h a s n ' th a p p e n e d yet
E
Grqmmar Summary8, puge 148.
Practice 6 Wtti.trof the sentences(1-6) below: saysthat the countryexportsnuctearwaste? suggeststhat the country exportsnuctearwaste? s u g g e s ttsh a t t h e c o u n t r yo p p o s e st h e i d e a o f e x p o r t i n g nuclear waste? reportsthe minister'sreactionto an accusation? reportsthe minister'sdeclarationsabout future actions? r e p o r t sa w a r n i n g ? T h em i n i s t e rd e n i e dt h a t h i s c o u n t r ye x p o r t e dn u c t e a w r aste. T h em i n i s t e rw a r n e dt h a t h i s c o u n t r yc o u [ de x p o r tn u c l e a r waste. T h em i n i s t e ra d m i t t e dt h a t h i s c o u n t r ye x p o r t e dn u c t e a r waste. T h em i n j s t e ri n s i s t e dt h a t h i s c o u n t r yd i d n ' t e x p o r tn u c l e a r wa5te. 5 T h em i n i s t e ra c c u s e dh i s c o u n t r yo f e x p o r t i n gn u c l e a w r aste. 6 T h em i n i s t e rp r o m i s e dt h a t h i s c o u n t r yw o u [ dn o t e x p o r t n u c l e aw r aste.
1 We'1"1" closecredit [inesif you don't reduce c a r b o nd i o x i d ee m i s s i o n s . 2 0 K , y o u ' r er i g h t , s o m ep o i s o n o u sc h e m i c a tdsi d e s c a p ei n t o t h e a t m o s p n e r e . 3 W h y d o n ' t y o u d r o pi n t o n i g h t ? 4 S t a n du p i m m e d i a t e t y l 5 I ' m t h e b e s t s t u d e n ti n t h i s s c h o o L l 6 Y o uc a n ' t u s ey o u r d i c t i o n a r i eds u r i n gt h e t e s t . 7 S h a t lw e h a v ea c u p o f t e a ? 8 I s t h e b u s s e r v j c er u n n i n ga c c o r d i n gt o t h e ti metabletoday?
8
Use the verbs to report the two diatogues.
t a d m i t ,a d v i s e p , arn , r o m i s ew T o m I d o n ' tt h i n k y o u s h o u l dp L a yt h e g a m e t o d a y ,J o h n . John You'reright. i'm stitt a tittte bit iil., but I p r o m i s eI w o n ' t o v e r d oi t . T o m B e c a r e f u t I. f y o u r u n a r o u n dt o o m u c hj n t h j s w e a t h e ry, o u m a yg e t a n o t h e ra t t a c k 'flu. of 2 a c c u s eb, e g . c o m p l a i n d . e n y ,e x p l a i n ,r e f u s e , i [ [y o u b u y m et h i s C D ? Daug hter M u m ,p l e a s ew I've alwayswantedit. M o t h e r S a r a hy, o u k n o wI c a n ' t a f f o r di t . W h yd o y o u a l w a y sa s k m e t o b u y y o u e x p e n s i v e things? Daughte r T h a t ' sn o t t r u e . Y o uj u s t n e v e rb u y m e t h i n g st h a t I w a n t , o n [ y t h o s et h a t y o u LikeI 9 neport the fottowing statements that you h e a r da t 7 a . m . t h i s m o r n i n g . D o y o u n e e d t o c h a n g et h e t e n s e ? "Women 1 l i v e [ o n g e trh a n m e n . " I h e a r dt h a t . . . 2 "I'm hungry." C l a i r es a i dt h a t . . . "0ur galaxy 3 c o n t a i n ss e v e r a I t h o u s a nm dil,tion stars." A n a s t r o n o m earn n o u n c etdh a t . . . "Ihe 4 2 0 1 6 0 l y m p i c sw i t t b e o r g a n i s e di n A f r i c a . , ' A s p o r t se x p e r ts a i d t h a t . . . "This 5 c o f f e ei s t o o h o t . " J o n a t h a nc o m p l a i n etdh a t . . .
3l Rich ondPoor
l ( t
C
€ € 4
c
O t
p w F.
s
$
r5,oo0 i 3c00c i ,5.00c I 20000 I
w i-a5e
r-q55 19i0
lgi$
1980 1985 t!tt0 ?llc:l
15.000
E
0l
O t
0.6
*ffigffi p &'
Fig 1: Poveny in the USA, 1959-2003 S o u r c e :U S C e n s u sB u r e a u
s 0.1
d
0.51 & j
0.4I
I
E
l
* '
.
i
;
0.3|
*u Hlli.ll"uiL,'o, 5':;::1,:i,:HJ
d
F
3
F
E
E
S
S
0 A
s
; l . h { E u ! n
l{ lJ-
you start Before
Listening
I lool at the graphs. Is this information true (T) or (F) or fatse?
Listening Strategies: Taking lecture notes
I there werefewer poor peopre i n t h e U S Ai n t h e 1 9 9 0 s thanin the 1980s. z E f n e p e r c e n t a g oe f p o o r p e o p t ei n t h e U S Aw a s h i g h e s ti n t h e l a t e 1 9 5 0 s .
. Listenfor 'topic' words,e.g. poverty,number,poor people.fhese wordsare usuattystressedand the facts are often repeated,e.g. increasing,going up, growing. . L i s ty o u r m a i np o i n t su s i n gn u m b e r so r a n a s t e r i s k( * ) . T h i sm a k e s y o u r n o t e se a s i e rt o r e a dw h e ny o u [ o o k a t t h e m l a t e r . . D o n ' tt r y t o w r i t e d o w ne v e r y t h i n gs; e l e c ti m p o r t a n ti n f o r m a t i o n . . U s ea b b r e v i a t i o nasn d y o u r o w n s h o r t h a n d( s e ee x a m p l eb e t o w ) .
I I n 1 9 9 8D e n m a r hk a d t h e h i g h e s ta v e r a g ei n c o m ep e r c a p i t a( p e r p e r s o n ) .
4 I T h e c o u n t r yw i t h t h e h i g h e s t p e r c a p i t aj n c o m eg i v e st h e ef i t s h i g h e s tp e r c e n t a g o G N Pi n f o r e i g na i d . 5 [ ] D e n m a r kg i v e st h e h i g h e s t p e r c e n t a goef i t s G N Pi n foreign aid. W h a t a r e y o u r o p i n i o n sa b o u t t h e statistics in the graphs?
o
2 Readthe Strategies.
t
f
2,
*a?.Y?.ryrryx4wa!.ryry-4au.rayw.e.
Q
t-istento the lecture.Usethe Strategiesto write somenotes. Example " Poverty - increasing - L/3 worLd pop. - rich/poorgap - growing 3 Wort in pairs.Useyour notesand take turns to saysentences. Exampte A Povertyis increasing. B Yes,aboutone-thirdof the worLd... your notes.Are yourpartner'snoteseasyto fo[[ow?Te11 Compare the ctassthe mostimportantinformationthat you got from the lecture.
z, = l!
l
i
I
i
I
(
c T 8
0(fia(lssaes
Verbs Multi-port Vocubulory: E
pages17a-176. Lexicon,
Speaking 7 Readthe factfiteaboutan imaginarycountry.
the tast part of the lecturewith theseverbs. 4 Complete come.cut. get, put, set, take I n 1 9 9 6 .t h e U n i t e dN a t i o n sa s k e dt h e w o r l d ' sr i c h e s t a s i d e0 . 7 p e r c e n to f t h e i r G N B countries to 1 that'stheir grossnationatproduct,for aid to deve[oping 0nty a few countriesmet that target and some countries. d o w n o n a i d p r o g r a m m e sHl o w e v e r , e v e n2 and up the chattenge g o v e r n m e nm t su s t3 5 4up T h e y s h o u L d up with solutions. 6 poverty programmes rid of to new,reatisticaid , ut everywhere. o n c ea n d f o r a [ [ , n o t j u s t j n t h e T h i r dW o r [ d b
Pronuncialion 4. Markthe 5 tisten and checkyour answersto Exercise stresson the multi-partverbs. 1. put aside Exampte tt
6 Listento the diatogueand comptetethe FunctionFile with theseexpressions. of that, because sothat, That'swhy, basicatty. why, 0nereason,to, That'sthe reaIreason A Lotof it's to do with
ltl
lr z z lr
Justifying Arguments shoutdgivemoreaid Don'tyouthinkrichcountrjes he[p devetoppoorercountries? s o m ec o u n t r i e sw i t l n e v e rb e I m e a n ,2 - , a b t et o p a y b a c kt h e i n t e r e s to n t h e m o n e yt h e y borrowed,wiLtthey? A n dI t h i n k , 3 , w e s h o u t dj u s t f o r g e tw h a t theyowe us. 4 t h e y ' r ep o o r i s t h e c h a n g i n gc t i m a t e anyway. 5 there are a lot of these disasters,isn't
it? oftenretatedto discrimination. Andpoverty's 6-job opportunities. i n o u r c o u n t r vw o m e na n d b [ a c k sa r e often the poorest. T h eg o v e r n m e nst h o u t dc r e a t em o r ej o b s 8p o o r p e o p t eh a v em o r eo f a c h a n c e .
Poputatlot't:ro million GNPPERcAPrrA: $1oo UxrmplovmrNT: 3o% Acnrcurtune:poorsoils o m ep r o d u c t i oonf b a n a n a s factoryin the lrousrnv: verylittle- a chemical capital CommunrclrtoNs:mostroadsmuddy- problems in the wet season;airportin needof repair;very f e wt e l e p h o n e s literacyrate;veryfew Eouclrlon: only4oo/o schools secondarv Hrrrtn: ontyz hospitals(roo hospitatbeds);poor s a n i t a t i o-n m a t a r i ias c o m m o n Houstne: manyhousesbadlydamagedin recent ftoods badftoodsin centralriver Nlrunlr DtsAsrERs: valley;dangerof earthquakes species Etvtnonmrrt: severalendangered (inctuding a rarekindof bear);mainriverand lake poltutedby the chemical factory
8 Imagineyou areptanningan aid programme. Decideon your prioritiesand think of sotutions to the probtems.UsetheseKeyWordsfor ideas. KEYWORDS: , programme (buitding andtraining schoots education (bui[ding hospital"s, healthprogramme teachers), chil"dren), vaccinating andnurses. trainingdoctors farming, recycting programme, modernjsed housing programme, renewab[e road buitding materia[s, of power) (so[arandhydro-electric energy
9 Wort in groups.Discussthe problemsand your from the FunctionFile solutionsusingexpressions 4. (Exercise 6) and multi-partverbsfrom Exercise Try to agreeon the two mostimportantthings. Example programme. A I think weshouldset up an education Thenqin reasonis that weshouldbe thinkinq qboutthe long-term future. B That'sa goodidea.Thecountryneeds... Tettthe classwhat your groupdecided.
uNBUoTn ?uoTr,.... '%u
cann.rtfeeJthe hun{ry on statistics.' (tlf;-ntq), David LloyJGeor4e british politician
:-€L:1 fl.+-gET=ffi'.T
Listening Before you storl Lookat the photos.Whatdo you think arethe most seriousproblemsfor womenaroundthe world?
A Rsdiolnterview Listento a radioprogramme aboutthe statusof womenin the wortd.Answerthe questions. 1 Readthesestatementsand predictthe kind of o information that is missing.Then[istento a radio programme aboutthe statusof womenin the world. Completethe noteswith one or two words. peopl.e 1 Thereare 1..3biLl"ion livingin povertyand nearly of thesearewomen. _ 2 M o r et h a n _ o f t h e w o r t d ' sw o m e nd o u n p a i d work. ] n d e v e t o p e cdo u n t r i e sw , o m e nd o _ as much u n p a i dw o r k a s m e n . 0n average,womenearn onty of the pay of men. U n e m p l o y m e na tm o n gw o m e ni s - thanthat or men. 6 A L o to f w o m e nh a v em u c hl e s si o b than men. 7 NearLy of the wortd'schitdrenwho don't go t o s c h o o la r e f e m a [ e . 8 Two thirds of the wortd's ittiterateadults a r ew o m e n . 9 0nty of the wortd'spoliticiansare women. 10 _ t o w a r d sw o m e nh a p p e n so n a b i g s c a [ e .
o
2 tisten to the secondpart of the radioprogramme. Usethe Strategiesin Lesson31 and take your own noteson the foltowing: . improvements in the situation for women . whatstitl needsto be done Workin pairsand compareyour notes.Did you miss 'j1r anyimportantinformation? ,;;i i.,:,
Writing Before youstart I Readthe appeal for hetp and the tetter whi foltows. Then, match sections A-D in the [etter the headings (r- ) betow. 1 2 3 4
ways of heLping requestfor additionaIinformation relevantqualificationsand experience reasonfor writinq
The tsunami disaster claimed hundreds of thousands of lives and
hrnrrah+
devastation to large areas of South-East Asia.We a-11 lcrow that. But what we are perhaps less aware of is how much we can all do to help the survivors. This is an appeal from the Tsunami Alert Group for volunteers aged 25+ who are willing to grive their time and energy to help. We need both professionals (especially doctors, nurses and therapists) and any people with a generous spirit. Please write to Meg Hudson, TAG, explaining how you could help. T?avel expenses and (modest) accommodation costs covered by Tsunami Alert Group, Thank you.
! o1 Sl
r I
J
O[tia(lssnes
3 you can avoid repetition within a text by using synonymsor words that have similar meanings.Look at the two verbs below. Match the words and expressions to these verbs a and b. a help
b votunteer
to aid, to assist,to back,to bring relief,to cometo the rescue,to do charity work, to give your servicesfreely,to offer your hetp,to support 4 Rewrite this paragraph.Choosefrom the fottowing words to replacejob and company. firm, profession,business,post, work, corporation, multinationat,emptoyment,occupation -When people ask me about my job I saythat I have nvo; my jpb is a lawyer but I am also a poet. I love my job asa lawyer but I write poetry in my sparetime. My first.job was for a big company with offices all over the world. Flowever, I don't like big companies,they are too impersonal.So I left and startedmy own smali company. It is not a very big companybut it providesJobsfor ten people and the companyis not doing badiy.
A Letterol Applicotion Write a letter of applicationto an InternationatCrisis Agency.Fottowthe stages. @@. Writing tlelp 8, page 143.
SngeI Chooseone of these areas for your letter: . t h e e n v i r o n m e n(ti n y o u r c o u n t r yo r t h e w o r t d ) . povertyin the world . a n i m a [ si n d a n g e ro f e x t i n c t i o n . refugeea s n di m m i g r a t i o n
Stage2 Collectinformationaboutthe problemsin the areas you'vechosen.Usethe ideasin this module,notes you'vemade,newspapers and magazines, the Internet and a library.
Stoge 3 Planyour letter. UseJanet Bingley'sletter as a mode[.
Stoge4 Write your letter. Usethe tinking wordsand expressionsfrom Exercise2. Try to avoid repeating wordsand expressions.
Stoge5 2 Comptete the tetter with theselinking wordsand expressions.
Checkyour letter.
furthermore, also,in addition,atthough,as a resu[t, according to to sumup, however,
Workin groups.Readeachtetter.Talkaboutthem and decidewhich of them is most effective.
Talkhock
Workshops Communicolion Specking you slort Before 1 tisten to two peoptediscussingan artictefrom the newspaper. Who hasthese opinions- the man (M), the woman(W) or b o t h( B ) ?
1 T
2 n 3 T 4al
s n 6 E
Fee[ssorryfor tigers. Findsthe artictevery depressing. I s v e r y w o r r i e da b o u t c l i m a t ec h a n g e . I s n o t s u r ea b o u t c l i m a t ec h a n g e . T h i n k sw e s h o u t dc h a n g eo u r l i f e s t y l e s . T h i n k sw e p r o d u c et o o m u c hp o l t u t i o n .
Discussing Photos ondTexts Discussthe photosand the poem.Fo[lowthe stages.
StogeI L o o ka t t h e p h o t o sa n d t h i n k a b o u t : . . .
t h e g [ o b a Ii s s u e se a c hp h o t o r e p r e s e n t s t h e c a u s e so f t h e p r o b t e m s y o u r o p i n i o n sa n d p o s s i b t es o l u t i o n s
Stage2
0[r.dfrarw Giving0pinions from the 2 Wt ict of the expressions diatogue(in botd) are usedto: a giveyoutimeto think? b express an opinion? 1 WhatI don't understand is whypeopte wantto kiLL them. What'srealty worryingis al.tthis stuff aboutctimate change. I'm not sure.I haven'tthoughtabout it much. 4 What'sridiculousis that theysaythe isn'tchanging ctimate ... 5 That'sa goodquestion. 6 Whatwe shoulddo is startusing renewabte sources of energy. Impersona['You' 3 lool at the useof'you'in the conversation. Whichof the examples
(r- 5 ) : a referto a particularperson? b referto peoptein genera[? 1 Haveyou seenthis article on the environment? 2 I t d e p r e s s eyso u j u s t t o t h i n k a b o u t i t , doesn'tit? 3 D o n ' ty o u t h i n k s o ? 4 T h e p r o b l e mi s , y o u d o n ' t w a n t t o j u s t g i v e u p y o u r c a r a n d c e n t r a Ih e a t i n g ,d o you? 5 You don't want to go back to the Stone Aoe.
Read the poem. Decide which photo it may relate to, and why. It d.id not seem important at the time: I{e gave tben pity when they wanted gold q l{e couLtl not help itl we were never told.. W e t a ll o s t o u r g l a s s e s l s o ! r @c o u l d n o t s e e . We walkecl away! lt was not our concern. The streets wele dark and it was very cold. ft diil not seen inportant at the tine.
Stoge 3 Look at the expressionsin the Function Fite in Lesson31 and the Chatroom.Practisegiving your opinions about the issues in the photosand the poem.
Stoge 4 Readthe Strategies. Speaking Strategies: Using photos and texts in discussions . Do notjust describethe photo or the text in detai[. Avoid sayingthings Like:. I con see...or0n the Ieft there is .. / At the beginningof the text the authorsays.... untessthere is somethingreatlyimportant there. . Speculate a b o u tt h e p h o t o a n d t h e t e x t . T h i n kw h a t i s h a p p e n i n g i n t h e p i c t u r e ,b u t a l s o w h a t h a s h a p p e n e da n d w h a t i s g o i n gt o h a p p e nn e x t .T h i n kw h a t t h e t e x t i s a b o u t , b u t a l s o w h y i t h a s been written. . Useindirect expressions as you specutateand give your opinion, e.g. Theyoung people are probablyhomeless.Theyoung man is hiding hisface becausehe may be oshamedof his situation. . Don't forgetto involve your partner(s).Useexpressions LikeDon't you agree?or Whatdo you think?
Work in pairs. Use the Strategiesto discussthe photos and the poem.
fslkhack Tettthe classaboutyourdiscussion.
1 Readthe article and match the headings (1-4) with t h e p a r a g r a p h s( a - c ) . T h e r ei s o n e extratitle.
lmpersoncl ReporlStruclures
1 IndifferentLover 2 Mid-LifeCrisis 3 Fame! g umbers 4 F a L t i nN
3 tool at the sentencesin btue in the text. Do they express: a a g e n e r aoI p i n i o n / e x p e r i e n c e ? b t h e o p i n i o n / e x p e r i e n coef a p a r t i c u t apr e r s o n ?
GrsrnmarSuntmary,page 150.
ffi-
4 n e a a t h e s e n t e n c e s( 1 a n d 2 ) . W h i c h o f t h e m t a t k s a b o u t : a a presentbeLief? b a belief heLdin the past? 1 I t i s h o p e dt h a t G e o r g ew i [ [ p a s so n h i s g e n e st o a n e w generation. 2 It was realised that they coutd supptyexcellentfresh meat f^rur
Lonesome Maleof the Galapagos ONTHEGATAPAGOS ISLANDS JOTUCKMAN elebritv is not usuallya characteristicassociatedwith 6 middle-aged giant tortoises from the Galapagos I \,1 Ishnds. Horveveqfelv have been so inlluenced by humaniq.as Lonesome George.Famecameto Georgein l97l lvhen he was discoveredon the tiny uninhabitedisland of Pinta.He is known i'ii)ire the last survivingmemberof his subspecies but it is hopcdthatGeolgetvill passon his genestu a itor gcnclation. Thenumbersof Gaiapagostoftoisesare said to havebegun their declinewhen it u'as lcalised that thev could supplv ercellenlflesh mcat for pussingships,becausethey were knorvnto be able to sunive for six monthswithout food and rvater.Nevertheiess, it rvasthe effectof the goatsintroducedto the Galapagosbv the earl1,settlersthat are understoodt,ii , ,.r:',rri'.r-r' :r.. thc ecologicalbalanceon the islandsand the livelihood of George'sclan. Recently,there was another threatwhen the tankerJcssicaran agroundnear the islands. It is believedto havelcakedllmost a million lih"esof oil into tlie sea.At first, it rvasfearedthat the islands'manvunique itr; spccics uould be danraged but the archipelago is expected ,-'.: ,, a ful1recoven. Bv the time Georgewas discovered,breeding programmes rvereknorvnto be increitsingthe numbers of other toftoise sub-speciesbut it rvas acknoivlc,rlgedthat his casc was different.Unlessa mate could be found, his group faced e\tinction.Georgervastaken to the CharlesDanvin Research Centreon SantaCruzisland and providedwith a haremfrom relatedsub-speciesbut was said to have been uninterested. Thirty vears later the last Geochelone elephantopus abinsdoni is as lonesomeas ever.
2 R.e you optimisticaboutthe future of the Galapagos Tortoises? Giveyour reasons.
-^^-i^^ Pd))ilr9
-L:->iltP5.
5 finO the sentencesin the text with words in ree.which expressthe same as: 1 S c i e n t i s t sk n o wt h a t h e j s t h e [ a s t s u r v i v i n gm e m b e ro f h i s sub-soecies. 2 E v e r y b o duyn d e r s t a n dt sh a t t h e g o a t si n t r o d u c e db y t h e e a r l ys e t t t e r sd e s t r o y e d t h e e c o l o g i c abI a t a n c eo n t h e i s t a n d sa n d t h e l i v e t i h o o do f G e o r g e 'csl a n . 3 P e o p t ee x p e c t h a t t h e a r c h i p e l a gw o j [ [ m a k ea f u t l recovery. Now answerthese questionsabout the three sentencesabove. 1 What is the form of the verbs expect,know and understond? t r past? 2 A r e t h e o p i n i o n sh e t di n t h e p r e s e n o 3 W h i c hs e n t e n c ees x p r e s sa n o p i n i o na b o u t : a the past b the present c the future? 4 W h a ti s t h e f o r m o f t h e v e r b si n r e ' l i n t h e t e x t ? H o wd o e s t h e f o r m d e p e n do n t h e t i m e t h e v e r b r e f e r st o ? 6 wnicn of these sentencesbelow expresses: a a p a s t b e U e fa b o u t a n e a r t j e rs i t u a t i o no r e v e n t ? b a p a s t b e t i e fa b o u t a s i t u a t i o no r e v e n tt h a t w a s p a r a l t eiIn ti me? 1 The tortoiseswere known to be able to survivefor six monthswithout food and water. 2 Georgewas said to have been uninterested. 7 fina sentencesin the text similar to the ones in Exercises 5 and 6. Rewrite them, beginning with 'It is/wos said/believed thqt'. Exampte Thearchipelagois expectedto make a fuLLrecovery. It is expectedthat the archipetagowi[[ makea fu[[ recovery. 8 I-ool at the two sentencesfrom the text. Doesit refer to something specific in the text? If so, what? 1 I t i s b e l i e v e dt o h a v el e a k e da l m o s ta m i t l i o nl i t r e so f o i l into the sea. 2 I t w a sf e a r e dt h a t t h e i s l a n d s m ' a n yu n i q u es p e c i e sw o u t d be damaged. More practice, LanguagePowerbook,page 116.
$+'E{,rr$*$q:.l; ;FflffiHu{$ Review ffi Grummor 1 Comptetethe texts with the correctform of the verbsin brackets:-ing form or infinitive.
Our readers tell us about their ...
Dream Destinations "l
went to the States last year with a friend. ( t r a v e l )a r o u n d o n o u r We're used to 1 own without 2 -(spend) too much (take) money, so we didn't mind 3 -
buseseverywhere.We avorded4 (hitchhike) becausewe didn'twant to risk 5 roe (be muggeot mugged)- but we saw someone6 outsrdea bus stationlApartfrom that. it was a great holiday.The G r a n dC a n y o nw a s t h e m o s t b r e a t h t a k r nsgi g h tl ' v e e v e rs e e n . "
"l'd a l w a y sw a n t e d7 - ( g o ) t o l t a l ya n dv i s i tR o m e ,t h e Vatican,Florence,and see all the magnificentart there- and I wasn't disappointedllt's worth 8 (learn)9 (speak)a bit of ltalianbefore ( s e e )q u i t ea y o u g o . I m a n a g e d1 0 lot but there was so much to see and so many ( q u e u ea) n d t o u r i s t s Il c a n ' ts t a n d1 1 some placeswere impossible- you must have s e e nt h e c r o w d s1 2 { b ep u s h e d ) throughplaceslikecattle.But, as I say,it was my dreamdestinationand it was marvellous. I'd ( g o )t o V e n i c e ,t o o , b u t d i d n ' t h a v e t i m e i n planne1 d3 " theend.
frm t.fJ%* ''My
brotheremigratedto Australiatwenty yearsago.We'd
alwayskept in touch and l'd seen his wife and ( s i t )i n t h e i r g a r d e n o n v i d e o , kids 14 ( v i s i t )t h e m , a n d but l'd promised15 so I did, last Christmas. Before that l'd always ( fl y ) b u t t h e r e ' s n o p o i n t r e fu s e d 1 6 (worry) too much at my age. is in 1f there? And it was the best Christmas l've " ever had|
"Every M u s l i mw h o i s h e a l t h ya n d h a se n o u g h ( v i s i t )M e c c a o n c e i n h i s o r h e r moneyis expected18
,&,i
t{
:
tto
&
(go) for years lifetime. l'd put off 19 (go) But I lust couldn't afford 20 t h e n , l a s ty e a r ,I d e c i d e d2 1 real effort and go. It was amazing. I had seen the crowds 22 -(walk) roundon TV before but the place was really bustling. I r e a l l ye n j o y e d 2 3 - ( m e e t ) people f r o m s o m a n y d i f f e r e n tc o u n t r i e s . "
2Reportthisconversationbetwe.;i;;tr-t*irTim using ask, exclsim,guess,reply and say. Example EIsoaskedBanu whereshe wasfrom. She replied that... E t s a S o , w h e r ed o y o u c o m ef r o m ? B a n u I ' m f r o m a s m a [ [t o w n o n t h e A e g e a nc o a s t ,i n T u r k e yc. a [ [ e dB o d r u m . E t s a R e a l " t yW ? h a ta c o i n c i d e n c eI ! s p e n ta f e w d a y s t h e r ei a s t s u m m e r . B a n u D i dy o u h a v ea g o o dt i m e ? E l s a W e t t ,I w a s h a v i n ga g r e a tt i m e u n t i l l w a s b i t t e n by a scorpion. B a n u H o wt e r r i b t e l E l s a A n d w h i [ e I w a sj n h o s p i t a [ m , y b o y f r i e n dm e t a n Americangir[ from Nevada.They'regetting married next month. B a n u0 h , n o ! E t s a B u t t h e n I m e t t h i s f a n t a s t j cT u r k i s hb o y c a L L e d K e m a lW . o u t dy o u [ j k et o s e e a p h o t o o f h j m ? H e t veryhandsome. B a n u I d o n ' t b e t i e v ei t ! T h a t ' sm v b r o t h e r .Y o um u s tb e EtsaI E l s a Y e s !W e ' v eg o t a l o t t o t a l k a b o u t l C o m eo n , [ e t ' s g o t o t h e d i n i n gc a r . 3 Rewrite what the governmentminister said at a meeting, using the verbs in brackets. t 1 ( c l . a i m )":U n e m p t o y m e n i s g o i n g d o w na t a s t e a d y " rate. 2 ( i n s i s t ) :" T h ep r o b l e ms t a r t e dw i t h t h e p r e v i o u s g o v e r nm e n t". ( a n n o u n c e )":W ew i [ [ c r e a t e1 0 0 . 0 0 0m o r ej o b s b y next year." ( a d m i t ) :" T h e r ew e r e m o r et h a n 1 , 0 0 0 n e w c a s e so f A i d s [ a s ty e a r . " ( w a r n ) :" T h en u m b e ri s t i k e t yt o r i s e b y 2 0 p e r c e n itn t h e n e x tt w o y e a r s . " "We 6 (promise): witt endpoverty." " T h eg o v e r n m e n t 7 (deny): h a s d o n es o m e t h i n ag b o u t it." ( r e m i n dt h e p u b t i c ) :" W eh a v es p e n to v e rf 5 0 0 m i t l i o no n n e w h o u s e s . " ( a g r e e ) :" Y e s I, ' t [ a n s w e rq u e s t i o n sa t t h e e n d o f t h e " m e e tni g . 1 0 ( r e f u s e )": I ' m s o r r y ,I w o n ' t a n s w e rq u e s t i o n sa b o u t m y p e r s o n aLI i f e . "
4
m€ up 1
2
0oo6a(lssnes
6 M.k" the opposite of these words.Then write six sentencesusing the opposites. Example visible/ invisible Adjectives: believable,correct.crowded,efficient, happy,interesting,legat, patient,poputar,simitar,spoitt, successfu[, tidy, toterant, usuat,visib[e Verbs: agree,appear,believe,dress,pack,trust, wrap 7 Comptetethe sentenceswith a suitable word.
the secondsentenceso that it hasa similar 4 Comptete meaningto the first sentence.Usethe wordgivenand upto four morewords. C t i m a t ec h a n g ei s n o w a n a c c e p t e df u c t . known It _ t h e c t i m a t ei s c h a n g i n g . T h e ya r e o p t i m i s t i ca b o u t t h e p a t i e n t ' sc h a n c e so f recovery. expected The patient Theysay that the burg[arsgot awayby usinga heticopter. said O The burglars useda helicopter. T h e r ea r e p r o b a b t yn o s u r v i v o r sf r o m t h e s h i p w r e c k . feared It _ n o s u r v i v o r sf r o m t h e s h i p w r e c k . According t o e x p e r t sN . e a n d e r t h aMl a nc o u t ds p e a ki n a [imited way. believed N e a n d e r t h aMl a n a b l e t o s p e a ki n a L i m i t e d 6 Ooctorsnow recognisethat malariajs transmittedby s osquito. the Anophelem acknowledged i s t r a n s m i t t e db y t h e A n o p h e l e m s osquito. It _
Vorobulory 5 Completeeach sentence with a word beginning with the prefix.
1 A lot of peoplein the Third Wortdare under2 M a n vc o u n t r i e s[ i k e C h i n aa n d I n d i a a r e o v e r sincethe factoryctosedlast 3 She has been un_ year. T h a tc o m p a n yh a s h a d t o c l o s eb e c a u s eo f mis 5 A l o t o f t h e h o u s i n qt h e r ei s s u b the 6 After the earthquakethey had to start re_ city. T h e f o r e s t sh a v eb e e nc u t d o w n b y b i g L o g g i n g multi 8 T h e a u d i e n c es t o o d a r o u n dt h e l i v e s t a t u ei n a s e m i -
1 H e p i c k e dm e _ a t a b o u ts i x a n d d r o p p e d m e_ at the station. 2 We set eartyand stopped_ at a coup[eof placeson the way. a lot so I 3 The price of petrol has gone__ haveto cut _ on my use of the car. a b i g l o a nf r o m t h e b a n k 4 H e h a st o p a y so he puts s o m em o n e ye v e r yw e e k . 5 S h ec a m e_ a g r e a ti d e af o r the fancy dressparty. t k e_ 6 W h y d o e s n ' t h e g o v e r n m e nt a the chattengo ef homelessness?
Pronunciotion 8 r'lart the main stress in these words.Then listen and check your answers. 1 2 3 4 5 6 7 8 9 10
exptoit/ exploitation c o m m u n i c a t/e c o m m u n i c a t i o n retax/ retaxation celebrate/ celebration d i s c r i m i n a t /e d i s c r i m i n a t i o n i n d u s t r y/ i n d u s t r i a I e n v i r o n m e n/t e n v i r o n m e n t a I potitics/ pol.iticat g e o g r a p h/y g e o g r a p h i c a L h i s t o r y/ h i s t o r i c a l "
Tronslotion into Engtish. the sentences 9 Transtate tlro6rr r fio-HacrofluleMyfloHr{Tr,JTor BoJrrxe6Hbrrl ocrpoB, fr4A rrocoBeroBanauanr no:rn6oBaTbcflHa Kuxu Ha 3aKare.14 u;r unraK He MorJrll Beqepa,rrro6br yBr{Aerbtry .AO)KAarbCfl 3axBarbrBar0uyroKapTr4Hy. z Vl'rar;,oHr4Haqa.ru4 cBoe rryre[recrBr4eilo Bonre. pyccKr{e tr4n,t npeacrofliro noce'ru'rrrcrapr4HHbre fopoAa, r43BecrHbre cBoer.rcaModbrrHo[ 14r4cTopI4qecKI4MI4 naMflTHI4KaML{, 14 apxr4Ter(Typor{ r{acJlaah'fr,cfl pyccr{I4Ml4IIeRJa)KaMI4. 3 Tar< KaK rpo6JleMay6opKr,rMycopa ocraBar'racb HepeueHHor,zfl4TeJrr4 fopoaa cBfl3a-rrr4cb c panoHHor{aA\4r4Hr4crpax|1len A npl4fpo3r4nn,qTo Ilona,[yr Ha Hr{x B cyA, ecJll,lT oTKa)KyTcrl r4x 3aKoHHbre rpe6oBaHr4n. Bbr[oJrHr4Tb
&mffitwfupw*p@ e' 1 t
O
Answerthe questions:
Iyirr f tii
C a nm a j o re n v i r o n m e n t aplr o b l e m sb e s o t v e di n o n e c o u n t r ya l o n e ? Do you think Russiaplaysa negative or a positiverote in globaI ecotogy?
-* It
J
JJ
Z Listento the first part of the radio programme Ecology Today and check your answers.Then say whether these statements are true (T), fatse (F) or there is no information (NI). 1 2 3 4 5
E c o t o g i c adIi s a s t e r s h o u t db e preventedby locaI governments. R u s s i ai s a ' d o n o r 'f o r m a n y ecosystems. Russianforestsoccupynearlyhalf of its territory. Russian w e t l a n d sp o t l u t et h e environment. A g r e a t n u m b e ro f p l a n t s p e c i e sa r e underthe threat of extinctionin Russia.
w1
Russiannature,but he brownbearhasalwaysrepresented for its continuedsurvival.In just 10years' mascotneedsnaturereseryes hashelpedto increasethe total areaof Greenmovement Russia's protectedlandsby 20%.Bltmanyproblemsstill remainunresolved' Russia's of CentralRussiaand Amongthemarethe particularlyvulnerablereserves wheremanyof the bearslivetoday... the Caucasus, Today, onlyabout4b0Amurtigerslive in the Far Eastern taiga.Howdothey manageto survive,threatenedbypoaching, illegallogging,uiA U.t,flrraf Tosavethis magnificent predatorfro* poJriUt"'"*tinction, a special campaign to dearwith thesethreatswasraunched bywwr,-Russia eisht yearsago'But we needto keepup the pressure. so don'tdelay- visit"this Mupportthiscampaign.
Thepopulation ofthesturgeon, theprideotorrr"".ffiilffiffi
dramatically. Thereasonis obvious- it ir ou"trirr,ing.Despite the Federal Lawon BanningFishingin spawningcrounar,poachers arestill ruthlessly exterminating the fish.what is totallydisastrous: aftertakingout til.;;; theyleavethe deadfish on the coastl I believethat educatingthe publicaboutthe benefitsof recyclingwill get aware'But it's peopleinvolvedin recyclingandmakethemenvironmentally too.If the binmentookawaysortedrubbi responsibility, localgovernment's that would be fine, but they don't, and we just don't havethe time and the energr to disposeof all this litter ourselves.
3 Readthe newspaperextracts.Matchthe extracts (1- ) with the tittes (A-E).Thereis one extratitte. A B C D E
Poachers shou[dbe stopped Gl.obaL changes areat hand Savethe habitatof Russia's mascot Gettingrid of waste Weneedyourhetp!
4 Readagainand choosethe issueyou consider the most urgent.Giveyour reasons. O
S Listento the secondpart of the radio programme. Whatnaturalwonderis it about?Whichof the fottowingadjectivesis the most characteristic of the place? historic, diverse, mysterious, unique, hoty, ancient
O
6 lirt"n againand answerthesequestions. 1 2 3 4
W h e r ed o e st h e n a m eo f t h e l a k ec o m ef r o m ? H o wb i g i s i t ? H o w d o e si t i n f t u e n c et h e c l i m a t ei n t h e a r e a ? Whyis its water consideredthe most preciousof jts resources?
KT
be drr ra
Fifth centuryBCAthenswas one of the first societiesto havea goldenage.Philosophy,ot
'searchfor truth',wasbornwith philosophers andPlato.Hippocrates, likeProtagoras, Socrates studyof thewotld, andothersbeganthesystematic thehistorianHerodotus fatherof medicine', dramain western Aeschylus andEuripides camefhebirthof serious Sophocles, theplayr,vrights andcomedies. Sculpture and to seetheirmasterful tragedies thousands culture,attracting in the culminating of publicbuildingwasundertaken, anda greatprogramme bothflourished magnificent templeof theParthenon. Why did this all happenin Athensand not somewhereelse?To start with, Athenscould affordit
with an tradingcentrein theMediterranean citystateofAthenswasthegreatest which providedplentiful food and other goods.RichAtheniancitizenshad plenty
for leisureandcultureasmostof theworkin thecitywasdoneby slavesand Manyof theseforel by 'metics'or foreigners. thebusiness andtradeconducted suchas Herodotus, weredrawnto theculturalmagnetof Athensandplayeda vital in theculturallife of thecity. aristocr Socially,Athenswas in a period of transitionbetweena conservative,
wereequalby societyin whichcitizens societyandan urban,commercial in historywheremajorpolitical Athensbecame thefirstdirectdemocracy of citizens. weretakenby largenumbers decisions At thesametime,Athenian societywasmovingawayfromtheold beliefs and in thegodsandancientmythstowardsvaluesbasedon rationality a b e l i eifn h u m a n a t u r e .
you stort Before
Speoking
1 matchthe cities (a-e) with their gotdenages- their periods of greatestcutturalor technologicaIachievement(1-5).
3 Wort in your group.Useyour notesfrom Exercise 2 to tett eachother aboutyour city. your Use own words.
a Los Angetes 7 1.760-1830(the industrialrevolution) 2 1.950-2000(the informationrevolution) b Rome (a revotutionin painting) c San Francisco 3 7870-1.91.0 'J.91.0-1.950 (the goLdenage of Holtywood) d Manchester 4 (a revolutionin architecture) 5 1.73Q-7750 e Paris f S t P e t e r s b u r g 6 5 0 B C - 1 5 0A D ( t h e i m p e r i a Ic a p i t a L )
Example Thegreatest timefor ortand culturein Athenswas 4 Individuatty,readabout the other two cities. Whichof the cities in the artictewoutdyou [ike to havevisited?Why?
Checkyour answerson page 135.
Example I'd Liketo hovegoneto Athensbecause ...
Reoding
[istening
2 Readthe Strategies. O ReadingStrategies: Summarising . Readthe text to get the generaI ideaandidentify paragraph topics. . Underline (often in eachparagraph the keysentence that backsit up. Thenfindinformation at the beginning). . Writenotesof the mainnointsandthe kevinformation. Useyourownwords. Workin groupsof three.Eachstudentreadsone of the texts (1-3) and usesthe Strategiesto summarisethe information.
5 lirt"n to the lecture.Arethesestatements true (T) or false (F)? ctassicat 1 Thepoetsof the SitverAgefottowed ooetictraditions. 2 TheSymbotists wereamongthe first in poetry. innovators amongthe 3 Therewereno arguments Symbolists, TheImagists[ookedfor newformsin grammar andstyle. andinventedwords. TheFuturists usedco'ined
_ 3 tnthelarel6thandear %
.he irh
le
re me rf rle
2 In the l5th century,the Italiancity stateof Florencewas to undergoa frenzyof creativityas the cradleof the Renaissance. Outstanding paintersand sculptorslike Botticelli,Donatelloand laterMichelangelo and Leonardoda Vincirediscovered classical traditions.Theyaimed,like the Greeksbeforethem,ro crearean idealform of beautybasedon nature.Brunelleschi,s breathtaking cathedraldomeis just one exampleof the architectural splendour of Florenceduringthis period. Whydid this happenin Fiorenceand not in other ltaliancitieslike Milan,Genoaor Venice?One reasonwas that Florencewas ableto burldon the cultural achtevements of the previouscentury.The l4th centuryhad not only producedgreatwriterssuchas petrarch and Dantebut alsoglftedpainterslike Giotto.Anotherreasonwas that Florencewas simplythe richestcity;its centralpositionmade it a majortradingand industrialclty.Florencewas alsothe sceneof a commercialrevolutionwhich saw the development of modern bankingand accounting. As a result, Florentinesocietywas in a state of flux betweenthe old, stablemedievalworld and a new dynamiccommercialworld. There wasgreatersocialmobilitythan beforewith manyopportunities for individualsto go up (and down) socially.The new merchantsand bankershad moneyto spendand they were not afraidof showingoff their new wealth by buildingmagnificentpalacesand filling them with superbworks of art. Frnally,there was an open and tolerant climatefor artiststo work rn, helpedbv an increasein the numberof schoolsand an improvedliteracyrate. #
#il',tffi r''"n# :ixx;:,. :t lrili 6:::: ilj:ffi ; ;;;;: ;;,",1; ? ;:' ;::li'I"I i::Jl: 1,1 ffi:n'".? :j,,"", rea, ion jdF,,rec
ilffi,,j* t'.",i,1nrhea're :';;i,tT t,?"i:lH' "#l;Jff s ;i
;ffJ
: ; ioze fi,lifJi,T ?:: ;;'".1'
jd;;i#:.,., #,?.".; ffruflii,.#::#n*TF:li ;.n.0,, il i,"Jffi ianr J:y::i, j.ilr620Britr
s,lruf|;;
what causedthis
vv:usrerand' of ;i.i course'
A, hsme ,rm;rm{illx:il:.iiry:#,JJ i?TiJT., burst of iirerarv ^:^"',,: ,:"..
T:ilJ T,,ji;,:';;;ZU* I13""d.;;;# ;;:i1 *f * "i;;;.;:.'';:,1' ;::::il:,;?:ii i;l ff.;,;il
;iliilIH?:Jili
courr and the
fif:'i:#
:;qish illl' jluolr rion ,r.a;;;r JJ#lHil';:[, rrade. London *r* o,u.lnl,
;;I::ffi #r;.T Jfiffi#il#,:," Hl r:i:iiTlT:J: ffilrH {Tfi **Hl,*::?j! :f;J i:firr:r;l'T*n1 [1i,:T, ;H'il;.ffi* ffi;[ n*n*;l ffi:f';'ffi
k-w Vocobulory: Rich Longuoge 6 Matctrthe words and expressionsfrom the text (in the box) with the expressions(a-d). a b c d
o
7 tirten to the lecture again and add phrasesto each category from Exercise6.
a g r e a tt i m e f o r a r t a n d c u l t u r e c h a n g i n ga [ o t reallygood i t w a st h e s t a r t o f . . .
Exampte a an explosionof creativity an explosionof creativity,outstanding, in a period of transition,a golden age,undergoing dramaticchanges,masterful, thebirth of . , living through major changes, breathtaking,a frenzy of creativity, a creativeflowering,... was born, in a state of flux, a burst of literary activity,being revolutionised, magnificent, wasthe cradleof..., sculptureand painting flourished,was emerging,burstingwith new ideas
In which of these types of text would you expect to s e e ' r i c h '[ a n g u a g e ? popularnewspapers. qual"itynewspapers, history books, n o v e [ sb,o o k sa b o u t a r t
honpuing hnfnres Use the information you have coltectedfrom the lesson to write a paragraph(about 75 words) about the reasonsfor the great creative eras. Use expressionsfrom the texts. Begin [ike this: S o w h a t w a st h e k e yt o t h e b u r s t o f c r e a t i v i t yi n A t h e n s ,F t o r e n c eL,o n d o n ,P a r i sa n d S t P e t e r s b u r q ? F i r s to f a t [ . . . C o m p a r ey o u r p a r a g r a p ht o t h e o n e o n p a g e 1 3 5 .
i
] I
ik
b
Spend, Spend, Spend Before you sfqrf 1 toot at the photosand the titte of the article.Whichthree of thesethings do youthink witt not be mentionedin the articte? globaItrade,stressand lackof time, crimeandviotence. reductions in the workingweek,worksharing, advertising, for leisure,drugs opportunities 2 ReaOthe articleand checkyour guesses. 3 Wtri.tt of the writer's views do you agreeand disagreewith?
any of us in developed societiesare in a vicious circle. We work hard so that we can earn more money. When we have more money, we spend more. Becausewe spend more, we have to work even harder. The circle goes round and round. The result is not increasedhappiness,but more stressand less free time to be ourselves and be with our families and friends. However, there is growing resistance to this consumer society,especiallyfrom young people. Protest groups are insisting that some of our money be redistributed to the third world. Trade unions demand that the Prime Minister reduce the working week. They are also suggestingthat people should share work and thus reduce unemployment. As a society,it's high time that we took these issues more seriously.We should insist that advertising is more controlled, especially advertising aimed at children. We should also make sure that there are constructive ways for young people to use their free time apart from spending money. On a personal level, we ought to visit the shops less and worry less about our image. Above all, we 'being' 'doing' should remember that and are much more important than'having'.
P r e s e n l o t i lo: n C o m pS l eexn t e n(cl )e s Persuosion inWritfen English 4 In ttre text underlinea[[ sentences with the foltowingverbsand expressions. shoutd, oughtto, insjst,demand. suggest, it's hightime you 5 look at the sentences undertinedin the text. Nowform the rules by matching1-4 with a-e.
*#"
Anrn:
wEusr:
1 should 2 oughtto 3 insist,demand, suggest 4 it's hightime
a (that) + subject+ shoulddo something b (that) + subject+ subjunctive(same 'I form as infinitive, e.g. suggesthe go.') c (that) + subject+ presenttense d (that) + subject+ past tense e infinitive without'to'
Grammar Summoryt e, pog" l+a.
9ocieft1
::J:q JYri* Presenlotion 2: Persuosion in Spoken English 6 tirten to the diatogue between Grant and Lucy.Answer these questions. 1 2 3 4 5
W h i c ho f t h e m b u y ss e c o n d - h a ncdl o t h e s ? W h i c ho f t h e m s p e n d sa l o t o f m o n e yo n c l o t h e s ? W h i c ho f t h e m h a s a n e v e n i n gj o b ? W h i c ho f t h e m i s a v e g e t a r i a n ? W h i c ho f t h e m s u g g e s t sg o i n gt o a f i [ m ?
7 tisten to the diatogue again and comptete the sentences. What are the verb forms used after the expressionsin botd? *** *
g o i n gt h e r e . It's about time you If I were you, I _ buyinga[[ those expensive clothes. *** I'd that. 1=1 woutd) ratheryou _ ** I think you ought to _ thatjob. ** I think you shoutd m e a ty o u r s e t f . **** You'd (= you had) better going. _ Note: 1-2 stars = weak and polite expressions; 3-4 stars = strong expressions/criticism
e$
GrammarSummary 9, poge 148.
Procf ice 8 Comptetethe sentenceswith the words in the tist. You do not needa[[ of them. shoutd,ought, suggest,rather,woutd,insist, better,time, had 1 If I wereyou, I __ start savingnow. get a part-timejob. 2 You'd t h a t h e w o r k l o n g e rh o u r s . 3 H i sb o s s t o s p e n dm o r et i m e a t h o m e . 4 I thinkyou-better avoid carryingheavyweights. 5 You_ 6It's-youstartedthinkingaboutyourfuture. y o u d i d n ' t b u y s o m a n yg a d g e t s . 7 I'd _ t h a t s h eo p e n h e r o w n b a n k a c c o u n t . 8 I __
(-
9 Ut. the beginnings provided and the words in brackets to paraphrasethe sentences.
J
1 I s u g g e s t h a t h e s h o u t dc h a n g eh i s c a r e e rp t a n s . H e_ h i s c a r e e rp t a n s .( b e t t e r ) P t e a s ed o n ' t p l a y m u s i c[ a t e a t n i g h t . I'd m u s i cl a t e a t n i g h t . ( r a t h e r ) T h e c o m m i t t e es h o u t dm a n a q et h e f u n d s m o r ec a r e f u t t y . the funds morecarefutty.(insist) We_ s owadays. I t h i n k i t ' s a g o o di d e at o s t u d ye c o n o m i c n If __ economics.(were) I t h i n k h e s h o u t ds t a r t l o o k i n gf o r a j o b . for a job. (time) It's about H e rt e a c h e r sm a d eh e r w e a r l o n g e rs k i r t s . H e rt e a c h e r s l o n g e rs k i r t s .( d e m a n d ) I'd preferyou to dressmoresmartlyfor work. Imoresmartlyfor work. (rather) J i m s h o u t ds e ea d o c t o rb e f o r ei t g e t sa n y w o r s e . a d o c t o rb e f o r ei t g e t s a n y w o r s e .( h q d ) Jim _
1 0 n e a d t h e s i t u a t i o n s .W h a t w o u l d t h e people in bracketssay? Use the stronger e x p r e s s i o n s( * * * o r * * * * ) f r o m E x e r c i s e7 . 1 Markspendsa[[ his pocketmoneyon the lottery. (Mark'stuther) 2 P e t e rs p e n d sa t [ h i s f r e e t i m e p l a y i n g c o m p u t e rg a m e s . (Peter'smother) 3 J e n n yi s a l w a y sb o r r o w i n gh e r o t d e rs i s t e r ' s c t o t h e sw i t h o u t a s k i n g . (Jenny's older sister) 4 E [ a i n ew a t c h e sT V u n t i [ l a t e a t n i g h t a n d c a n n e v e rg e t u p i n t h e m o r n i n g . (Elaine'p s arents) 5 I a n h a s g o t a n e x a mn e x t m o n t ha n d h e h a s n ' td o n ea n y r e v i s i o ny e t . ( I a n ' st e a c h e r ) 1 1 Wort in pairs. Tatk about your probtems and give each other advice. Use the weaker expressions(*or **) from Exercise7.
StudentA you are dreamingabout a hol.idayabroad but you have no money y o u d o n ' t k n o w h o w t o g e t t o k n o wt h e boy/girtyou'reinterestedin y o u c a n n e v e rf i n d a n y t h i n gi n y o u r r o o m b e c a u s ei t i s a l w a y si n a m e s s
StudentB . you don'tknowwhatto buyyourbest friendfor his/herbirihday o lou ilf€ very unfit and alwaysfeel tired o lou'v€ lost your friend'sfavouriteCD
35Utopis
Before youstart
4 Reaathe Strategies.
1 took at the pictureof the ideat societyof Utopia. Guessthe answersto someof thesequestions.
Listening Strategies: UnderstandingculturaI references
Are there any differencesbetweenrich and poor peopte? 2 What [eisureactivitiesare there? 3 How democraticis the society? 4 W h a tp u n i s h m e n tasr e t h e r e ?
. W h e nl i s t e n i n gt o E n g t i s hy o u w i t [ o f t e n h e a r cutturaIreferences (e.9. to people,places,objects. T V p r o g r a m m e sm, e a s u r e m e n tw s )h i c hy o u a r e n o t f a m i l i a rw i t h . . Usethe context of the conversatjonto try to guess what thev referto.
[istening Q
O
Z Listento Sir ThomasMore'sstory about Utopia. Checkyour answersto Exercise 1. 3 lttt"n to the story again.List two things you wouldlike about Utopiaand two things you would hate. Woutdyou like to live in More'sUtopia?Why/ Whynot?
Q
lirt"n to the conversation. Guesswhat these things refer to. E x a m p t e7 = a s t r e e t 1 2 3 4 5 6
TheBroadway Rotherham the numbe2 r3 a seasonticket Jaguars EastEnders
7 m j n i - L o n d o nE y e 8 Scunthorpe 9 the Barbican/the S o u t hB a n k 1 0 T h e M i n i s t r yo f S o u n d 11 scones
9ocietq
O 5 lirt"n again and complete the Function File with these words and phrases. L e t ' s ,I t ' s t i m e , I ' d c h a r g e W . h y d o n ' t t h e y .I t h i n k t h e y s h o u [ d , w h a t w o u [ db e r e a [ t yg r e a ti s i f , I w i s h t h e y ' d ,T h e yo u g h t t o , I t ' s a b o u tt i m e . T h e r ec o u t db e . W h a ta b o u t ,I t ' d b e a g o o di d e ai f , I t h i n k j t ' d b e g o o di f t h e y . W h a tw e n e e d
8 rninl about ways of improving your local community. Write notes about these things. t r a f f i c a n d t r a n s p o r t ,h i s t o r i cb u i l d i n g sp, a r k s a n d g a r d e n sp. o t t u t i o na n d t h e e n v i r o n m e n t , recreationfacjtitiesfor young peopte (sport/socia [ising/cultu re), heaLthservices, metess carefor the el,derly/pooy'ho
M a k i n gS u g g e s t i o n s
IJ J
LL
Tentativesuggestions
z o
they 1stoppedtraffic going into the centre. 2 __ lots more p e d e s t r i asnt r e e t s . . . doing 3_ s o m e t h i n ag b o u tp u b t i c transport? they 4 And __ were free, peopl"e 5_ m o r ef o r b r i n g i n gc a r s 'into the centre. 6_ spent m o n e yo n t h i n g sf o r y o u n gp e o p [ et o d o . start a 7_ d e c e n tc t u b .
z l!
Strongersuggestions we had 8 __ m o r eb u s e s . put buses 9 --everyfifteen minutes. a r es o m e 10 _ b i g c h a n g e si n t h i s p l a c e . m a k ea 11 _ d e c e n tp a r k ? b u i i da 72 d e c e n ts p o r t sc e n t r e. . . theyset 13 _ u p a c u l t u r a Ic e n t r e . have 14 s o m em o r es c o n e s .
Example Both of us think it'd be a good thing to buiLd a new outdoorswimmingpooL.
Verbs withup Vocobulqry:Multi-port
g o , t u r n , s e t , b r i g h t e n ,m a k e ,g i v e ,d r e s s . p i c k , h o l " dt,a k e ,c l e a n ,d o
Example1 5 .
)peoKrng 7 Wort in pairs. Use the rolecardsto make suggestionsabout how to improve a town. Use suggestionsfrom the Function File (! = strong; ? = tentative). Example A lt's about time they cleanedup the river! B Thqt'strue.And it'd be a good idea if ...
StudentA
StudentB
. . . . . . .
. m a k em o r ep a r k s( ? ) increase t h e n u m b e ro f b u s e s( ! ) b u i L dm o r ec a r p a r k s( l ) d o u p t h e o [ d h o u s e sj n t h e centre(?) b u i l d a n e w h o s p i t a (t ! ) set up an Internet caf6 (?) start a new tibrary(?)
c l e a nu p t h e r i v e r ( l ) m a k ep u b t i ct r a n s p o r ft r e e ( ? ) makepedestrianstreets(!) chargemorefor parking(?) d o u p t h e m a i ns q u a r e( ? ) buitd a sportscentre(l) createa venuefor concerts(?)
Tett the class about some of your ideas.
1 0 Comptetethe sentenceswith these verbs in the correct form.
Whichof them sound O 6 lirt"n to eight moresuggestions. tentative(T) and whichsoundstronger(S)?Then[isten again and repeatthe suggestions.
l
Example A lt's about time we started to Look ofter the historic buildings in our city. B Thqt'strue, but I think it'd be better to s p e n dm o n e yo n , . ,
Lexicon,pages 170-176
Pronunciotion
a
9 wort
up the river W h y d o n ' tt h e y _ up that old housenext and -_--t o t h e b r i d g e ?I t ' s n e a r l yf a t l i n gd o w n . I t w o u t db e a g o o di d e at o u p a t h e a t r eg r o u p .I t w o u [ d t h i n g su p a b i t i n t h i s t o w n . I l o v e u p a n dI ' d t i k et o up acting. up for twenty minutes I was-----__up late in a trafficjamand f o r c t a s s .B u t t h e t e a c h e rt h o u g h tI up an excuse. up, The cost of tickets keeps-up taking the bus and so I _----s t a r t e dw a l k i n gt o c o l t e g eT. h o u g h me sometimem s y n e i g h b o u-r u p i n t h e m o r n i n ga n d t a k e sm e t h e r ei n nercar.
UN?UoTn BUoTn,....
fian is ty nrtrtr. a politicalanithal.' Aristotle
' .;
36[ommunicslion Workshops DearEditor
Writing Beforeyou start 1 toot at the Key Words. W h i c h o f t h e c r i m e sa r e t h e b i g g e s t p r o b l e mi n y o u r s o c i e t yn o w ? W h a t p u n i s h m e n t sw o u l d you give for the crimes? K E YW O R D S b u r g L a r yd,r u g d e a L i n g , ,m, r, r"nJnYi n, ,n, Y , m r r r d o r
r:no
s h o p L i f t i n gt h , eft the death p e n a L t(yc a p i t a pL u n i s h m e n t ) , f, i,n, e, " , n r i c n n < e n t e n e e r,
L i f es e n t e n c e
2 Readthe letter. Which of t h e t w o a p p r o a c h e st o p r i s o n s e n t e n c e sd o y o u s up p o r t ?
Polly Fisher'sarticrelast week made me consiclerthe pros and cons of harder prison sentencesin this country. The issue h_asnever been easy to resolve and I minds about
it myserr. rdlik";; .;;;"-lil" or-v .,i"**
;?J:il#::l#,y"
on the one hand,it is really scandarous that somerapistsand murderers are let out of prisonsafter three or four years. (r) this, rnanypeopleare losing faith in the British system of justice. : Accorclingto tr,"-, ," .'n*ra bring back harder sentences(z) criminalsare macleto pay for what _ they havedone. Many peoprestrongry*upport the Americanidea or i',r"".trit ". nna you,re - the idea that after out, committingthree crimes criminals are rockedup for life. Somethingmusr be gg:," . d";". ;;;;s,p"npt" from a tife of crime. It is also somehowwrong that (3).-__*on"i i. *p"nt on prisonsso that some have becomelike luxury rroterswith televisionr'u"a gyms. Finally,I must admit that I sometimesunderstandthosewho berievewe shouldrestorecapitarpunishment in this country as in the usA. It l. i-p"tt"rt to think aboutthe wishesof the familiesand friencrsof murder ui.d;; ,r;; demandthat justice be done. on the other hand,punishment .norra"ii" seenas an opportunity for revenge. we need to help and reform .o.rrrr.t"J..r,ornut. (4)make them into usefulmembersof the communifir.personally, I am totally againstharder sentencesin principle.Despite-what many peoplesay,capitalpunishment judicial murder and no is better trru" uny otirJ. *rrd", (s) it is committed _ by the state.It is a savageform punis'm"nt of which i, uilin.t t urnandigni[2. Besides,it is highrv unfair (6) --_il;;iar mistakes. ilele; penarlyarso affectssome sectionsof the ."il;br;r""n r1or" than others. (7) --, the USA,sometimesit seemsthat in the deathpenalq,is not as fif."fy l f the victirnis black and the murdererwhite as the otf."rrvuy round. All i' all, I'm sure we need to do whateverit takesto considerthe positive ancl negativeeffectsof harder sentencing tr"rore-ony final decisionsare made.I wonderwhat other readersthink abiut tni. i".u". Yours faithfully, HannahSutter
'u \''
,'T $
9ocretq
3 matcttthe sentenceslisting argumentsfrom a d i s c u r s i v ee s s a y( 1 - 8 ) w i t h p e r s o n a lo p i n i o n s i n t h e letter. 1 M a n yp e o p l ef e e l t h a t h a r d e rs e n t e n c essh o u [ db e broughb t ack. 2 T h e A m e r i c a ns y s t e mo f ' t h r e e s t r i k e sa n dy o u ' r eo u t ' h a ss u p p o r t e r isn B r i t a i n . 3 M o r e o v e rs,o m ep e o p t es a yt h a t c o n d i t i o n si n p r i s o n s are too soft. 4 T h e r ea r e a r g u m e n t sf o r t h e r e s t o r a t i o no f t h e d e a t h pena[ty. 5 T h e w i s h e so f v i c t j m s 'f a m i l ya n d f r i e n d sp o s s i b l y n e e dt o b e t a k e ni n t o a c c o u n t . 6 T h e r ea r e a r g u m e n t a s g a i n s th a r d e rs e n t e n c easn d capitap I unishment. 7 I t i s s t r o n g t yf e t t b y m a n yp e o p l et h a t c a p i t a l p u n i s h m e nits t h e e q u i v a t e not f j u d i c i a I m u r d e r . 8 Furthermore t h, e d e a t hp e n a l t yi s s e e na s s a v a g ea n d a n a f f r o n tt o h u m a nd i q n i t v . 4 R e a dt h e l e t t e r a g a i n a n d c o m p l e t et h e g a p s w i t h these [inking words (reason/resutt). c o n s e q u e n t lsyo , d u e t o , s o m u c h .j u s t b e c a u s e . s o t h a t , a s a r e s u t to f , i n o r d e rt o
(2) A Discursive Essay Write an essaydiscussing this statement: 'Theontywayto cut crimein our countryis to make punishmentmoresevere.' Fottowthe stagesbelow.
Listening: A Song ,
ilr
StugeI
Look at the letter. List the arguments'for'and 'against': a t h e d e a t hp e n a t t ya n d h a r ds e n t e n c e s b p u n i s h m e nat s r e f o r m A d d o t h e r a r g u m e n t sa n d r e a s o n sb a c k i n gt h e m u p ( e . 9 .f r o m y o u r c o u n t r y ) .
Stoge 2 Useyournotes to write a ptan of your essay.
Stoge 3 Useyour plan to write the essay.
Stage 4 Checkyour essay.
Talkhuck Workin pairs.Giveyour essayto your partnerto read. Commenton the arguments.
r
,
l
l
r
'
l
-
,
-
,
1 Wtratdifferencesare there betweenyour generationand your parents'generation in your society? Thinkaboutthesethings: a tastesin music/clothes b attitudes to workandmoney c attitudes to marriaqe Q
2 I-istento the song.Whodo youthink saidthese things,the father (F) or the son (5)? 1 2 3 4 5
lt's not timeto makea chanqe. You'restjt[young,that'syoui faul,t. Finda girL,setttedown. Buttakeyourtime,thinka Lot. Foryouwittstittbe heretomorrow, butyour qreams mavnot. 6 [] HowcanI try to exptain, whenI do heturns a w a ya g a i n . 7 a) Fromthe moment I coutdtatkI wasordered E [-] I [] E
8 T 9 T 10 I 1 1 [] 7 2 fl 13
u
- ,
writing Help I, page x44.
r
ft(.tht1'a]4d J0]4 by L/(t Jtt:yt-|4J
l
r4 l_
l
to listen. N o wt h e r e ' sa w a y a n d I k n o wt h a t I h a v et o go away. Just relax.take it easy. T h e r e ' s o m u c hy o u h a v et o k n o w . I f y o u w a n t ,y o u c a n m a r r y . L o o ka t m e ,I a m o t d b u t I a m h a p p y . I f t h e y w e r er i g h t ,I ' d a g r e e ,b u t i t ' s t h e m y o u k n o w .n o t m e . r K n o wI n a v e t o q o .
t j 5 Listenagain.Answerthesequestions. W h a t d o y o u t h i n k t h e s i t u a t i o ni s ? W h yd o y o u t h i n k t h e s o n w a n t st o g o a w a y ? 2 W h a ti s t h e f a t h e r ' sa d v i c e ? 3 H o wd o y o u t h i n k b o t h o f t h e m f e e t ?
fl I I
Workshops [ommunicolion
i i
a
l
.
)pe0Krng Beforeyou start 1 took at the photo.If you had to spendtwo weeks: without any of comforts,what wouldyou miss most? Exampte hot water 2 Wttictrof thesewouldbe the biggestsurvival probtemsfor you? first aid, a shetter, making a fire,findingfood,making findingwater,cooking f)
3 listen to three peopteon a survivaIcourse.Which in Exercise 2 arementioned? of the probtems
* F
,.'
Prohlem Solving Makegroupdecisionsabout howto survive in the wild. Fottowthe stagesbelow.
Sfoge I Readthe Strategies.
&ftt&,ww i*$53ffi Exaggeration and Understatement Q 1 2 3 4 5 6 7 8
4 lt.t"n againand matchthe expressions. It's freezing. My feet are blocksof ice. I'm dying for a cup of coffee. T h e r ea r e a f e w s t o n e sa r o u n d. . . It's huge. I t w o u t dt a k e a g e s. . . l t ' s q u i t e m u d d y. . . I ' m g e t t i n ga b i t p e c k i s h .
a l t ' s k n e e - d e eipn m u d . b I t ' s n o t w h a ty o u ' dc a [ [ tropica[. c M i n ea r e a b i t c o t d . d I'm starving! e I t w o u t dt a k e a w h i [ e . f Thereare mitlions. g It's quite big. h I w o u [ d n ' tm i n d o n e .
5 Wtricttof the expressionsinvotve exaggerationand which understatement?Do you use these a lot in your language? Reacting to Suggestions Look at the reactionsto peopte'ssuggestions.Which are negative? 1 2 3 4 5 6 7 8 9
T h a t ' sa g o o di d e a . Surety,it'd be better to exptorea bit. 0K, [et's do that. I t ' s q u i t e b i g , b u t I d o n ' t s e ew h y w e h a v et o b u i t d j t h e r e . D o n ' ty o u t h i n k i t w o u [ db e b e t t e r n e a rt h e s t r e a m ? H o wc o m e ? R i g h t .I ' t [ c o t t e c t h e s t o n e s. . . 0 K . W h yd o n ' t w e b o t h d o t h a t ? S u r e t yw , e c a n d o t h a t w h e ni t ' s f i n i s h e d .
O Pronunciation.Listen to the words said slowty and O then said fast. Which of these sounds disappearor are added: /t/,/d/,/r/,/v/? 1 start getting 2 Let'sstart. 3 explorea bit 4 best place 5 f o r a c u p 6 c u p o f c o f f e e 7 c o u t db u i l " d8 n e e dp e o p t e 9 s o m eo f t h e m 1 0 b e f o r ei t 1 1 b i t p e c k i s h
Speaking Strategies: Preparingfor problem solving . First,readthe information.Don't worry i f y o u d o n ' t k n o wa t [ t h e v o c a b u t a r y . . I d e n t i f yt h e m o s ti m p o r t a n tp r o b l e m s . . W r i t es i m p l en o t e sw i t h s u g g e s t i o n s / s o t u t i o n sG . i v er e a s o n sf o r t h e m . . T h i n ko f w h a t y o u w o u t dv o t u n t e e r to do.
Use the Strategiesto preparefor the task.
Task'surrrive two weeks in a forest in groups of tlrree Temperature - maximum a5'C minimrrm 8"G Equipment - knife, fish hooks, torclr, flint, first aid kit, cooking pot, water bottle, food for one day
2 Stoge Look at the expressionsin the Function File on page 107 and the Chatroom.Practise making and reacting to suggestions.
Stoge 3 Work in groups of three. Discussyour survival p l a n s . D e c i d ew h a t y o u a r e g o i n g t o d o a n d who is going to do different jobs.
Tolkhock Te[[the ctasshowyou plan to survive.Which of the groupsin the ctassdo youthink has the best chancesof surviving?
. .
.
. .
tatk about, act out and resolvedifferentkind; of conftict. listen to TVnewsreports,diatogues, a radio documentary and a radiop[ay;use listening strategiesfor identifyingmood. readwar memories. a newspaper articleanda formalletter;use readingstrategiesfor questions with morethan onetype of examination task. write a formalletter of comptaint. learnaboutcomplex sentenees for emphasis.
KEYW0RDS:Conftict argument,battte, clash,feud, fight, friction, gang,quarrel,row, violence,war, warfare
KEYW0RDS:l'4stives ambition, fear,greed,hatred,intoterance,
'TVbreedseopycat violerice'elaimsminister
yw start Before
lilr
ir :i
I
il! l,il
I R Quiz.Workin pairsand do the quizon page136.
LI : !:l i
Reading
iii:
2 neadthe Strategies.
I I I
lili
ReadingStrategies:Questions with morethan one type of task examination . Readthe text to identifythe keywords, main1dea.Underltne . Gothroughthe questirnsand makesureyou knowwhatthe taskis. . Declde whichtasktypesreferto whichpartsof the text. . Dealwlth onetypeof taskat a that eachtypeof time.Remember MultipleChoice task (forexample, requiresa dlfferent or True/False) strategy. . Check on pages16, the Strategies 31,and88 for adviceabouthow to dealwtth speclfictypesof task. Nowusethe Strategiesto readthe texts and answerthe questionsin 3-5. Youhave20 minutes, Exercises 3 Uatchthesetitles with the extracts. Thereis one extratitle. . A BravePatlent . VlllageNightmare . TheWayto Vlctory . FeelingHelpless r . N.oMoreFlghttng i 'r1 4 Complete the gapsin TextB with Thereis one extra thesesentences. sentence. a b r d
*i":ffi;ffi:$ffi'"i'-#;iq.:,*t{ty":1i:"Jg# theGIsentered when ffi,1s;Sio"ff?Pffiiyffi ellngniear
tiriitty
tai bYseYmourHersh)
On Christmas morning we stuck up a board with "A Merry Christmas" on it. (1) flvo of our men then threw thelr equipment off and staggeredout of the trench wtth their hands above thelr heads.Tbo of the Germansdid the same and thev met and shook hands. 'Buffalo Bill' (our offlcer) tried to prevent it but , Q) it was too late so he and the other offlcers climbed out, too, and strolled over,We and the Germanstrudged through the mud and met in the middle of no-man's-land. I
I I
We rrxrckedin all day with one another,.Someof them could speak z English. By the look of them, their trenches were in as bad a state as I our own. Oneof their men, speaking tn English, mentioned that he I worked in Brighton for some years and that he was fed up to the with this damned war and wpuld be glad when it was over. (3) The German cohmander asked Buffalo Bill if we wou like a couple of barrels of beer and they brought them over to us.The offlcers came to anunderstanding that the unofficial truce would end at midnight. Justbeforemldnightwe all declded During the whole of Boxing Day we ner/erfired a shot not to start ftringbeforetheydtd. i"" (4)*-_Wetold him hewasn'tthe only one i and they the same; each side seemedto be waiting for the other whowasfedup with it. to set the ball rolling. Oneof thelr men shoutedacross tn English The enemyhad stuck up a simtlar and inquired how we had enJoyedthe beer.We replied that we one, were very grateful and spent the whole day chatting with them. Thenoiseof the gunswas That evening we were replaced by another battalion.
lncredible. e Thenwe all got out of the trench.
$ralln OId Soldiers Never Die by Frank Richards)
"You've got a T *o, a phone call from the chief nurse,saying, paUent there that is going get to an award. Make sure that the I I ward looksgood." This reallytumed me off to beginwith; 'Let's cleanup the ward becausewe'vegotVIPs coming in.'Well, theVIPshappenedto be the generalof the 25th Infantry Division andan entouage of abouttwelvepeople.Thiswasthis patients secondvisit to us,this time with both his legsblown off * he was all of abouttwenty yearsold.When he waswaking up from his "Don anesthesia he whispered: t you rememberme, ma'am?"I said, "Oh yeah!"But real$ I didn't because therewere so manyof them. The entouragewascoming to give him the awardbecausehe happenedto be numbertwenty thousandto come tluough this hospital.Theyhad this little ceremony,gavehim a PLrpleHeart and a watch.As the generalhandedhim the watch,"fiom the 25th Infantry Division,asa token of our appreciation," the kid more or Iessflung the watch backat him. He saidsomethlnglike, "I cani acceptthis,sir; it's not going to help me walk."After this little incident,i went over andjust put my armsaroundhim andhugged him. If I remembercorrectly,I startedcrying and I think he was crying,too. I reallyadmiredhim for that.That wasone time I let somebodyseernrhatI felt. It took a lot for him to do that,and it sortof saidwhat thls uar wasall aboutto me. (FromA Pieceof !v{y Heartby Keith \Afrlker)
5 Choor* the best alternative tc completeeach sentence,a, b, c or d. I TheVietnamese villagerswerecalmat first because a they knewthe Americansoldiers. b this was a normalprocedure. c they had'identificationpapers. d they didn't understandEnglish, 2 The student said she would be able to kill a fascist because a her bayfriendwas as the front b she wasgoing to the front c shewasreadyto defendher motherland d shedidn't want to die 3 Thenursewasn'tenthusiasric about the award ceremonyfrom the start because a shehad {o clean up the ward. h she didn't ltke her boss'sattitudeto the VIPs. c the patienthad beenbadlywounded. d the patient started to cry. I Thetroopsgot togetheron Christmas Daybecause a theyhad piannedit beforehand. b they all knew eachother, c they weretired of the war. d the officersdeclareda truce.
Vorabulary: llUord Families F
tr"
Lexicorr, Jragei613.
6 Classifythesewordsfrom the text. beg,chat,inquire,march,mention,mutter,recall, reply,shout,stagger,stroll,trudge,whisper
wALr(stagger SPTAK / SAy/ TELL cltat,muttet shaut AsIt inguire
$peaking 7 Wouldynufight in a war?Wtry/Why not?
ad :k
",ili-,.4r
...,,,.,,.
J c
thefront '.." the students were I went to an institute where Yesterday shouted' stood iu"t"g .i"rr*s. suddeniv a girl Yp Td bombs!" to throw grJnades antl petrol "Each {;#;leam she went on speaking' Evervbodvsuppofted heias to 't'^t', will kill at least one fascist!" ;;J;il'.;ilJ' of CauragebyIlya Ehrenburg) From The Chronicle
ffi=Hrft
38Nei : l
ii
lr i
il
Neighbour$
l:
i,
Call the Tun*
^^- hosoacked
I
dl*t**+nill*n* *'-,irff Ititlfru"t"oreersupset*'?*:"":E;ltt" "Never ,'h";;;;j; gels 4 *"-Tl",t#:'m'*'i1,"'o to life' I mean' really To1,i,ll,"""i-v whole tike it t" *I:i:J""t 'n];; ffi; ir,ea; anYthing instrument'aren'tthey?
that
the pipesare:Tri?;T""tl rt's not "o'nt'"'oj'ittt'fi"l"f
l
"'-
a
live abroad!"
l
'l
;
i"to th"Yili;;naa wenl-:-1."t'$|'itl'"a bagpipes!"
you storl Befare 1 Wtratusuallycausesconflict between neighbours?Have1pu ever had problems with pur neighbours?
I I
! I I
O
zo il""Hi$ii""1i#n:';;*: U:';**:l mX did.we-;*;;G.*:.?:h1:lHl s"l,i ::::::^'Xtoot athome $;;;;iY andrare\ dldoo,rru morning' Neither :^t;;;. Ile practiset wi thout y*ti" g,u we wonder?" Hr' ;"p *irtt tt'at :
" utnj i"::';l;'i,Y"- 25 H::S::i1Y;;J;;""'iltook
2 Listento sometraditionatscottish bagpipemusic. Do you tike it?
"",,6;;;;r:t'-::ry'*T*1iiJlil,l;":;"ia defined - there Maclean a warning'r.;;;;;
i 3 neaOabout the disputebetweentwo neighbours.Whoseside are you on, the bagpiper'sor his neighbours'?$lhy?
!
conflict' Mr
r --i-^- ^orrc.ed.such h*.".1"T:-':ffinr;s;ffiH setaom -""""'i'"a,^.,1 5
or H:gfit;:t:l,tlJ,fil"Tru;;,il*:iT,*i: "ett *"**u"i""'ao t"' 1"^Yt the sound the noise'
t: :
I 10
to our bestpipersgo
"f""rf.V
gthe praYin "'"";:,1#;: ffH'f iJ'ff :*h"" ffifooa'o"trnusic'" ru;#
(2): Presenlufion: Complex Sentences Emphosis 4 Comparethe sentencesin the table.Whichof the statements below (a-c) are true about the formaI sentences? 0nty one statementis false. a they beginwith a wordthat has a negativemeaning b they havethe word orderof a question(inversion) c they soundlessemphatic Findmore examplesof formal sentencesin the text. Makea list of negativervordsand otpressions that these sentencesbegin with.
Fow*LWnrrrrnllxeules
Nsurnnl Llncu*es
ffever lras fte knorn crrythfnglike r{
He has never known anything til
Seldom have bagpipes causedsuchconffct. Sagpipes have hardly ever caused srrch con;Flfcf. I{*ft&er cauld we reail a boak st hone without wearing earplugs!
We couldn't read a book at home without wearing earplugs either.
theseconditionalsentenc€sso that they soundlessemphatic 5 Paraphrase and lessformaL Had we knownthat our neighbourwasa pipe4we wauldn'thavemovedin in the first place. I wauldhavefelt terribleat the ceremony,had ny frie nds not been there with ne.
hpn{tef
6 ttow are theseneutral statements(1-3) reported in the text?
9 Comptetethe sentencesusing the beginningsand the cues provided.
1 I'm movinghouse.In iact, I'm go'ingto Arnerica. '',2 We'donlyjust movedin whenthe noise beganto driveus mad. 3 Wehardlyeverget a chanceto havea [ie-in.
Example Theflight wasa nightmare.(takeaff / it tum aut thqt the engine wason fire) Na soonerhad we takenoff thsn it turnedout that the enginewas on fire.
7 f;na rentencesin the text which mean atmost the sameas the sentencesbelow. 1 Mr Macleanfeels upsetabout the fact "noise that peopleca[[his music potlution". 2 This reallygets to me. 3 flle want to forgetthe soundof bagpipes. a warningafter ,4 WegaveMr Mactean carefu[consideration. Underlinethe parts of the sentences(1-4) ,whichare emphasisedin the text. i:lExampte ; Mr Macleanfeels upsetsbout the -fuct that people call his music'noise pollutionl
e$
GrammarSummary10,poge 749.
Prartire 8 Usingthe beginningsprovided,rewrite the sentencesto makethem moreemphatic and more formal 1 Theywit[ neveradmittheir mistakes. . Never-2 If she had come,shewould'velearned the truth. Had-. 3 Hedidn't only singin the choit he playedin the schooIbandas we[. Noton[y 4 Wehardtyeverhearsuchpowerful peirforma nces. Setdom what war 5 Politicianshardlyeverexperience reallyfeels [ike. . Rarety-6 I don't arguewith peopleandI havenever beenin a real fight either. I don'targuewith peopleand neither
1 Peoplespendtoo muchmoneynowadays. Not only ... (theybuy thingsthey don't reatlyneedf go on expensivehoLidays) 2 Britishfootballfansare the mostviolentin Europe. 5eldom ... (it is quietafterthe match) sight. 3 Thesunsetat the seasideis an extraordinary Rarely... (oneseeanythingso beautiful) just in time. of the buildingwascompleted 4 Theevacuation l{o sooner... (than} ... (the last personhad left / the fire brokeout) 5 Thepressconferencegeneratedenormousinterest. Neverbefore ... (therehad beensucha greatturnout of reportersandjournalists) 10 Rervritethe sentencesbelowso the emphasisis on the undertinedphrase.Start eachsentencewith ft... . Example Weenjoyedthe wine, but not the fpod. It wasthe wine that we enjayed,not thefuad. 1 Jennywrotea letter of complaintto the manager. 2 l'm allergicto dairv products,not wheat. onlv after we 3 Theyofferedus financialcompensation threatenedto take them to courl. 4 Sheis constantlyarguingwith her mother,not her father. of the attractive 5 Timtook part in the competitionbecause Prizes. I 1 completethe sentences. Examp[e I don't watcha lot of TV.AtlI watchis the news. 1 2 3 4 5 6
I don'teat much.ALti ... Hedidn'tcometo seeme.It was ... I don'tenjoytalkingaboutpolitics.WhatI ... I didn'torderspaghettibologneseIt was ... A[t we ... Wedidn't do anythingoccitingin Greece. I don't reallymind peoplebeing[ate. WhatI ...
1 2 fn pairs ask and answerthe guestions.Alwaysstart your ansvuers with 4ll I ... or Whst I ... . 1 2 3 4 5 5 7
your freetime? Howdo you like spending Doyou do a lot of sport? Whatdo you usuallydo togetherwith your friends? Doyou watchtetevisiona [ot? Howmuchwaterdo you drinka day? Whatdo you usuatlyhavefor breakfrst? Howdo you spendyour hotidays?
What can !/ou say about your partner'slifestyle?
:l
39ftnflictResolution yoastutt Before
Verbs Multi'part Vocshulory: e
psges 170-176 Lexicon,
I Ptatchthe wrbs betowwith those underlinedin the questionnaire. criticise discuss,get revenge. irritate. make,return,say0K. stop liking, suggest,take, tolerate 2 uow would you react in the situations?Ansruerthe quesfionnairein Exercise1. Thencheckyour an$werson page136 to see how assertive you are.
0w{W I .
G
3 neaathe Strategies.
' Listen for ecpressionsthat are positive {e.g. I'm really pleased.)or negative (e.9. Slop getting at met). . Pay attention to intonation to help you identifir people's moods {eg. happy, angry, nervous, upset}. . Be careful with sarcasm.Sometimespeople say sornethingpositive but with a fulling intonation so that it meansthe opposite.
1 2 3 4
tr L) LJ LJ
Lucyis not happy about her history essay. Pete is interested in hearing about her result. Lucyis upset by his reaction. The first tirne she asks her brother to chansechannets she is patient. 5 n Petegets angry becauseLucyhas borrowedhis calculator. 6 n Lucy is angry because Pete refusesto change channels. 7 LJ Pete is not worried about Lucy not letting hirn use her computer. 8 L-J He gets nervous when she makes her last threat. Q 5 ltst"n again. Ctassify the expressionsin the Function File" a criticising b contradicting c refusing d suggesting e threatening
Arguing IL
1 Just stop getting at me.willyou? 7 You'realwaystelling peopleaboutyour excitingmaths problems. J No, I'm not. 4 I wish you wouldn't interrupt me atl the tirne. 5 $fhy don't you turn overand seeif it's started? 6 No,why sbould I turn over? You never let other peoplewatchanything. 8 l{hy do you atwayshaveto twist the truth? v I did giw it backto you. I U I do tidy it. 7 7 I don't see wlnyI should. 7 2 If pu don't, I'tl neverlet you usemy computeragain. l5 And if pu do that, I'Ll stop givingyou a tift to schoolin the mornings.
z o z tr-
o
6 Pronunciation. Listento ten sentences. Identifythe mood.
angry,annoyed.confident,happy.impatient,patient,sarcastic. triumphant, upset
r
7 Wort in pairs. Ast out situations 3 and { from the questionnairein Exercise1. Usethe expressionsfrom the FunctionFile.
_L_i *grr1!Ls_!E!qg qs_ll!! nlifyi ng-mood
I J { Listen to the argument between a brother and sister. Use the Strategies to decide if these statements are true (T) or fatse {F}.
l
)peoKrng
Hsrentng
Example A Hey,yau knowI'm going to a party an Saturday. B les, whatabaut it? A Well,canI barrawyour blue T-shirt? l .
HSrenrng O
I
Listen to a radio programmeabout how to
resolve conflicts. Complete the sentences with the correct ending - a, b or c 1 The worst thing to do when someoneis aggressiveis to a say nothing at al[. b be aggressiveback. c g0 away fiom the situation. 2 Withdrawal is not a very useful strategy because a it bottles up both peopte's feelings. b the person leaving feels angry. c the situation can becomeviolent. 3 Mediationis a good strategywhen a the conftict is very serious. b you have a good mediator. c someonefrom outside decides. 4 When negotiatingyou shoutd a be preparedto speakfor a long time. b repeatyour reasonsagain and again. c find out what the other personwants. 5 You should proposesolutionswhich a everybodyagrees with. b do not threaten the other person. c suggestyou take turns. 6 ktjhenyou are in confl.ictsituationsyou should a be awareof your body language. b speakfirmly and ioudly. c use strong body language, A
l
o
)peoKtng I Wort in pairs.Act out situations3 and 4 from Exercise1 again. Usethe advicefrom the radio programmeto help resolvethe conflict.
I 0 Uo* werethe roleplaysin Exercises 7 and g different? Howusefulwas the advice?Tel[the class.
hmpwing ha{tares $lork in pairs.Slhatdo pu think causes peopleto deal with conflict differently their personalityor their culture?
Warkshops 40Communiculion 1ts.:
2 tcilos LosePti:ust uv usinsthet
;iniJ.[
Writing yousturt Befare
#"u.dem
1 Readthe letteL Match the titles (1-5) with the paragraphs(A-E). Thereis one extra title lpu don't need. 1 2 3 4 5 6
poor service fatseclaims the product moneyback diet proqramme poorquality
eK#r#lss Stkw
bear fir,/fvladam, *|amwritiagtoyo*abutatbarlcFranoebil
a
$e mao*Uc stlppel worhng @t y,(.*d rhe bl
c
t ** t7t{4 i *f tP4 no,ual.worst( all,thepdab brofceiwta' Yl*fal$n5 ind * i;n' np exeteiecfir 3 weels! tlie bilt, I p*l{e/ a muse{eand han'
o
refxnd *y waney' not onf lid ilte wanryer refise to when | tuolct{tebike baaltb the shop, bilc hal brolcen" tucatel'meps if ;t was myfa*lt that fu but he wasAfu ex*etuef rude anl
tlwoa*{itceyantorefulmywokql4ssootl4syoss&{at'/nlesslraaeiue,asatisfantotyrcpfu becnin antatt * talccf*rther at-tion'.1hauealreely wiiltn the next thr* weelcs'I wi/{ haue aduiea probatiou offieeu ordcr * asi fot widt nyr {oealconswmer I ho!
2 tint ing Review.Read the tetter again. classify the underlinedtinking wordsand expressions accordingto the foltowing groups: mannetcondition, cortrast,purpose,reason, result,time, addition, relativepronoun
Yows fa&hfwl{1
wJ#y'
A. N.k{f/c/' {tu14
hon{rc/'
3 tootcat the examples,then use the cues (r-6) to write similar sentences.
Lirtening
Example ThemoreI use the bike,the moreweightI seemto put an. Theearlieryou leave,the sooneryou will srrive. get to know her/ like her sport ptayI fit / get hardI study/ good/ marksbe sweetseat / bad / teeth be dangerous sportI [ikeit oLd/ get / difficutt/ workbecomes
1 2 3 4 5 6
A hetlerof frrmplaint Write a letter of complaint. Fotlowthe stages.
EF
WritingHelp 10,page 145.
StageI Matchthe products(1-6) with the KeyWords" 1 a CDptayer 2 a pair of shoesor boots 3 a jacket 4 a mobilephone 5 a portabletelevision6 a digitalwatch l*r::*la!nts KEYWORDST . it tfion'topen . the zip broke . it won't workindoors ' the soundis distorted . the atarmdoesn'twork . the heelfetl off ' the headphones don't work ' it's not waterproof ' the pictureis bad . the cotourfadedafter one wash . it losesaboutfive minuteseveryhour
Stage 2 Imagineyou bought one of the productsand something went wrongwith it. Makenotesabout thesethings. . Whatwent wrongwith the product? ' Whatfrlse claimsdid the advertisement make? . Whathappened whenyou took it backto the shop?
tage3 0rganiselpur notes into four or five paragraphs.
Stoge 4 Useyour ptan to write the letter.
Stage 5 Checkyour letter.
Before YouStart 1 toof at the stil,tfromthe fitm Atl Quieton the westernFront Tryto guessif thesestatements aboutthe film aretrue (T) or fatse(F). 1 n it costa lot to make. a n tne film is setduringthe Second WorldWar. 3 [ It's an anti-war fitm.
A Fllmsfipt Q 2 lirt"n to the fiLmcriticin Partt andcheckyour guersesfor Exercise 1. Thenlistento Parts1 and2. Answerthesequestions. 1 Whenwasthe film made?
2 Howmany0scarsdid it win? 3 Whoarethe sotdiersin the film fightingagainst? 4 Howmanysoldiersare left in their unit afterthe attack? 5 Howdo the soldiersfeelaboutthe enemy? 6 Whatpeopledo the soldiersthink benefitfrom the war?
O 3 lirt*n to Part2 again.Whodo theythink rtarts wars?Tick the correct boxes. emperors and kings [J manufacturers I nationsof people lf
generalsf] soldiersX
4 Worl ln groups.Discussthesequestions. 1 Whatdo you think of the soldiers'idea for kingsand generalsto fight warsthemselvesin a big field? 2 Whydo you think warsstart? 3 Canwarsbe avoided?
Worksh Communiculion Speoking Eefsrefoa ttart Q I ltsten to the tetephoneconrrersation betweenthe managerof Fitness Productsand the customei Ansrvertheseguestions:
Howdoesthe managerreactat first? a confidentlyb nervouslyc angrily Howdoesthe managertry to resolve the conflict? a she rnakes$(cusesb sheis rudeto the customerc shestayscalrn Howsatisfiedis the customerwith the sotution? a very satisfied b quite satisfied c not satisfied
ConYersolian A Farnalfelephone Harrea telephoneconversationabout a fautty product. Fo[[owthe stages.
StogeI Look at lnur note$ about Spurproduct from Stage2 in the Writing Workshop.0ecidewhat you want the cornpanyto do.
Srage 2
-G#$ furt.afidon Format Expreesions 2 chsslfy the sentencesfrom the phonecatt (r-r2) accordingto the following categories.
Wcrk in pairs.Onertudent is the managerand the other is the in the Chatroomand decide customer.Lookat the expressions which ones!nu will usa
Stage3 Act out the situation and cometo an agreement.
. apologising . complaining . promising. startingor endinga call ' threatening 1 Goodmorning.FitnessProductsLtd. CanI hetpyou? 2 Goodmorning.I'd tiketo speakto the customerservicemanager, please. 3 I stiLthaven'thad a reply. 4 I'm verysorryaboutthat. 5 I'm extremety sorryto hearthat. 6 0n top of that. whenI took the bike was backto the shop,the manager ectremelyrude. 7 UnlessI receiveit, I'[t haveto take legalaction. 8 WeLL, let meapologisefor your experiences. 9 WeLt, I canassureyou persona[y that you will receivea full refund. 10 And we wi[[ look into the subjectof compensation for your injury. 1 1 Thankyou.I'l'[ be in touch. r 2 Goodbyeandthankyou very much for ca[[ing.
Stoge4 ilow changeroles and haveanother phone conversation.
Talkhgr;k Whatagreements did youcometo? Tetlthe class,
l :
,;NF,I,
I
ir
3
I nead the letter. lilhat conflicts are mentioned?What are the reasonsfor them? Example CIareand her boyfiend he spendstao muth time on hiscomputer 2 wtrat advicewould you give Nick to help him resalw the conflicts?
ni L\are, Horrars thing*?\.^1h1 tiawn't1ougOtin t0u{.h? YoLi',ae had rn1rrnaillor ary*lllFihathars1oui:e*ndoingduringtkx. hoiid;ls?AndhouareJoiigoitingcn +rithlcur bc1fr&ild? thopotiiingsart abisboiirr arrdhs i6n'i$tiilr1ilr! in {ronl of thataufuircrnputerail *x. lirns. iarry,rtpu Yrawbwr'{OrFing hard{cr lour sramslil00 hsr. l'w finiehsdnost 0{ minr,co 1cansit ba* andre.lal A1lgastbl ihs timgI geiba* i w;llharr {a bit anpra'iJ. rr.adihntauiulll borirrgboorft# m1Hir,torl*ae.|rr has madsmgrr,adovt thehaiidals I'wbtort stalingwifhnr1iamill hsraon ihr roa$t.Ml' gcandiather'e livadhsrelor 1oaruandvle*r:mohrro eve.r1 Unfortunaie.ll, rn1loungorbrother'sbor.nq*tiing0n mynr.rvr,iYouknowuhathds t;ral 10ar (or e,'ramS&r,,1*1erda1, Damian andlurnl {ot"a ualkto the towsrat ths till of thr:cltffl:shindt1rgto,,,rn Anlway, hfivin*$alk&dall thoural1otho top yro\{oretir&dandttopprdior a broathsr. i'd lovsdto luw had,} dfirr rf '.latf butrn1broihechadf'nishad it alll *wrho rsmsnrbarsd onceharring be,en iaksnnound{ne.io'*err*hsn!l9 \lrfs.liilrllqsr,ro hejumpadihe{anrearaLrnd it and!,ierit0 thr,tOpI re{used t0 g0 up arrdli0ld Damiarr i'i qacnot *a{s.\^l&ll,he.hadbe,e,rr Btaildinq th+rr,{crra lriilut&0f ""cwhenth0f0hrac,i noreo. ijumpoCbalr. ll rnu*ihavsiigenan instinrtivr. ffatii0t1bui it 6aved rx,ilift. bsr'aa*t' a larqortonoaaehedpa*irna l{ i hadre.aiieod l wculdne.r,e,r it var thai danqerou* havr,clondso rlotel !'lhrn wag*t balr homr"an| i told Mumabnr]iii, ehatcld monff for leitjnghin go up iho iO!.re.r and,ilehada ff.al rou. l msarr,l'rnnoi responcible arirl? Hr'*{ifltenl {nr l,arnian, Apari{romthati{5 $reathoraHavinrl tomohare&verj$urnmsr $eansthaimoriof thery,oplc ir,thevr{lage ansre.afll i lt"ippaoc, thel nlt6t hav&Fft0hrr$t, sinc|.t wa*a bali1.fho onll parranI dofli getorrI'rit,:r {riondfy. ic ihorr.rnnan in thoruprmartrrl{hr.siharda1*hacomplatrcdb*cauir" I qr,ntin ',{ifnno lhosron. \.lrrli,fd b&iier6t0pI shouldYawbet'rt oui holpirrg &ranpa',.rith hislswt. Ho'sbreilhavinqptbianrswrfn tha neiqhbouring {arrnsrr+iils&rhoepiravrbeonqrtiinEint', thr,gardrnandga}irrg his plarrtt &91in tour-h. Nirr
Perfettive VerhFormr T
tr
Grammar1ummary,page 150.
3 matchthe namesof the verh formswith thc str{ctures in botd in the sentencesbelow. PresentPerfect,PresentPerfectContinuous,PastFerfect, PastPerfectContinuous. FuturePerfect,perfuctinfinitive" perfective-ing form, passiveperfective-ing form 1 By the time I Eet backI will havereadthat book. 2 I expectyou havebeen warking hardfor your exarnsl 3 I've finished mostof mine. 4 Havingcomehereeverysurnmermeansthat aI.[of the peop[ein the villageare realtyfriendly" 5 My brotherremembered once having been taken roundthe tower. 6 I had been standingtherefor a minuteor so when therewasa noise. 7 I supposethey must haveknownme sinceI wasa baby. 8 My brotherhad finishedit alll
4 neaUthe sentencesbetowfrom the text. Whichof these {a-c} do the perfective rrerbforms refer to? a something happeningbeforea tirnein the past b something happeningbeforethe present c something happeningbeforea tirnein the futur* t
I've been stayingwith my familyhereon the coast.
2 My grandfather'slived herefor years. 3 By the time I get backI witl havereadthat book. 4 He had been standingtherefor a minuteor so when there t#asa noise. 5 nead two more senteneesfrom the text and decide what atl perfective verb forms refer to: 1 Having watked a[ the way to the top, we were tired and stopped for a breather. I I should have been out helping Granpawith his fence. a somethingthat happenedin the past b somethinghappeningbeforea certain point in time c s o m e t h i n gt h a t h a s c t e a rc o n s e q u e n c e s @" More practice, LanguagePowerbook,page 142.
ti : ,
Revieuu 1 Comptetethe secondsentenceso that it hasa similarmeaningto the first sentence. 1
I thinkyou shouldspendlessmoney on designerc[othes. If ___ . I wou[dn'thavegonethereif I had knownwhatit washke. Had --
.
I'rn verybusy.Whydon'tyou go and get the newspaper this time? t 0
W" n"taty u*r get a chanceto w a t c h s u c ha g o o d f i l m . Seidom i t h i n k t h e g o v e r n m e nst h o u l dd o somethingto reducecrime. It's . Peopledroppinglitter in the streets maKeme very angry. What___ . Wejust need another five minutesto finish thejob. Ail.___ . They are alwaysmaking a lot of noise late at night, which reatly irritates me. What __-_ . I cteanedthe bathroom onty last week. It__. 1 0 She alwaysarrives late and then she does not even apologise. Notonly 1 1 T h e [ o c a Ic o u n c i Ir e a l l ys h o u | . d preventcars from going into the centre. I L
)
yor.,*t ring me up after 10 7 2 CoutA o'clock?
rd__. 1 3 I t w a s t h e t o u g h e s td e c i s i o nh e h a d ever had to makein his [ife. 7 4 C a n ' ty o u t a l k a b o u t s o m e t h i n ge [ s e ? I w i s h_ _ 1 5 H e w a t k e di n t o t h e r o o m a n d immediatelystarted an argurnent. No sooner
2 Comptetethe conversation with a suitableauxiliaryverb. A B A B A B
Hey,Mary,canyou give me backmy Walkman? I 1 giveit backto you. N o .y o u2 - - . Yes,I 3 _---. I teft it on yourdesk. WetL, it isn't therenow 4 ____ it? I can'tfind it anywhere. 5 --you?Someone elsemusthavetakenit, ring Alan.He
atwaysgoing off with other people'sthinEs. I I -_-. The battery's low on my mobile. 10 y o u p h o n eh i m ? B 0h, all right,I 11 _ do it. But it 12 annoy me when peoplejust take things. A Y e s ,w h a t w e 1 3 to do is take sornethingof his, 74 youthink?
B Yes,I 15
I
3 Ur* the {ues to comptete the sentenceswith perfective verb forms. 1 2 3 4
(arrive) at the vi[[age,we went for a mea[. ___ (stay) with some friends on the coast for a few days. He _____ By next week.I (finish) my diving course. (be trained) in first aid by my dad, I knew what to do in ___ the accident. 5 We____ {wait) for the b'usabout five minutes when we heard the explosion. 6 T h i s a f t e r n o o nI _ _ _ ( d o ) m y h o m e w o r kb u t p e o p l eh a v ej u s t k e p t r i n g i n gm e u p o n m y m o b i l e . (be) terribte for you to lose your wallet in Paris. 7 It __*_
Vocubulury 4 Comptete the text with the correct words. At the moment,I arn having a (1 argumentlfeud/fightfquarret) with the neighbourswho |.ivein the flat above me. What is most (2 annoying/offending/outstanding/worrying) is that they often makea lst of noise Lateat night. Sometimesthey put on very |.oudmusicand other times they have argumentsand (3 argue/complain/shaut/ whisper) at each other. At the weekendsthey have parties in their ftat that (4 go on/last out/take/take up) untiI twc in the morning. WhenI phone up and (5 complainfmention/recalfsay]the noise they (6 apologise/promisey'suggest/threaten) to be quiet but then it starts up again. Last night, I finally lost my (7 fear/mood/pride/temper)with them and called the police. Whenthey came,the neighbours{8 ctaimed nobodyelse in the block had complained, ,/denied/mentioned/refused) which is not true. The police said they cou[dn't {9 do/give/make/take) any action unlessthey had (10 evidence/examples/proofs/signs) that the neighboursrnademcre than the legaI tevel of noise"
hn{W
7 tttatcheachof these wordswith two words from the box. big, coLd,hungry,laugh,[ook,rich,say,walk chilly, chuckle,freezing,giggle.glance,huge, massive,peckish,shout,stare,starving,stro|.[, trudge,wealthy,weft-off,whisper
Pronunciuf ion Whichare O 8 litt.n and repeat these rryords. difficult for you to say? archi tecture, breathtaking, expendi ture, orplosion, fear, greed,negotiation,outstanding, pride, acism.s'ixteenth, soldier,suggestion, throughout, vicious.withdnwal
painting by Grosz Q
eachgapwith oneunrd. 5 Comptete Thegolden1 of Berlinwasin the1920swhen
therewas an exptosionof ? in the arts.Thecity after the FirstWorldWarand wasin a state of 3 -throughmajorsocialand economic was4 changes.The most5 of the arts werethe theatre playwrightstike Bertol.tBrecht and cinemawith 6 and film directorstike Fritz Lang.Therewasalso a 7of literary activi\r with noveliststike Al.fred DtibLin and.Thomas Mann.Bolh architecture andpaintingalso schooland with the inftuenceof the Bauhaus painterslike GeorgeGrosz.Wiqrdid this creative expressionist I -occur?Fora veryshort time, beforethe rise of HitLer,Berlin actedas a 10 _for talentedartists in and Europe, suchas the fzechff[m directorJanowitz. Germany Technology alsohadan importani11 -on both the theatreand cinemaand therewasa lot of cross-fertilisation suchas paintingand betweenatt of the 72 --- . cinema.
6 Compteteeachsentencewith the correctword, a, b, c or d. recentty. 1 Thenumberof casesof violentcrimehas a expandedb gained c risen d raised 2 Thetop 20 percentof the workingpopulation moremoneythan twentyyealsago. a achieveb earn c gain d win peopleare generallybetter off, the gap betweenrichand poor haswidened. a Although b Despitec Howeverd Whereas than fiveyearsago. Morepeoplehavea a employmentb job c living d work Therewasa slight betweenthe two governments. d quarrel a argumentb clash c disagreement
9 litt*n and repeatthesesentences. soldierthroughout 1 Hewasan outstanding the war. 2 Theyagreedwith our suggestion for increasedexpenditu re. 3 Therewasan exptosion of outstanding architecturein the sixteenthcentury. 4 Theyagreedto a withdrawalafter negotiations. 5 Racism is oftenbasedon fear. 10 t-oot throughthe Lercicon and choosefirre wordsthat are difficuLtfor you to say Then work in pairs.f,ompareyour wordswith lpur partner's.Try to think of synonymsso lfou can avoid saying the words.
Trunslolion I 1 Translatethe sentencesinto Engtish. 1 EH 3AopoBo yAaBantoct oorrnHflTr BcflKHe
ue6rnuuu. 2 f.qe rbr HaxBaraJrcfforHX cJroB? 3 Mou AerH y)KacHbrcnpoKa"aruKul Bqepa, HanpHMep, HapnlnnncbnpHBHAeHr,rflMH H Hanynaru6a6yuxy. a |Iocne oqepealon c:TbrrrKu c 6pa.ronroua peuHJraoToMcTHTb eMy H pacKpb|Tbero TArzHy. 3a pacnpocrpaHeuue HapKorHKoB B HeKOTOpbTX K frpaHax npHrCIBapHBaroT cMeprHorl Ka3HH. Korga coJrAarbr Ygr{ronn Ha{BpraloIrlnecfl HA HHX BpilKecKr.{eTar{KH,OHil n0HflJil,r,
rrro HMnpe{GrourrsxeJrbrrr60n.
MHorne flloru cquTar,orcMeprHbfi npuroBopcJrHurKoM cypoBoHMepofrpr nplr3brBaroT BJr&CTl,r BbKlrryn OTMeHHTb Mepy HaKa3aHHfl.
THnSrnnxcrCnSE'O F D o l;ifidiANffiHJ; -.-i++rJ
:':::':":::und no,es and answe*hese ffi 1 What countriesdid Stevensontravel
questions.
to? 2 Why did he decideto settte in Samoa? 3 What are the two main themes of TheStrangeCaseof Dr Jekyll and Mr Hydel
Reuding ondlislening O
2 Readand listen to the story. Are the statements below true (T) or fatse 1 2 3 4 5 6 7 8
f Z fl ll I fl fl I
The butl"eraskedMr Uttersonto cometo Dr Jekytt'shouse. Uttersonand the butter heardDr Jekytl.'s voicein the studv. Theyfound Hyde'sdead body wearingDr JekyLL's clothes. Dr JekyLt'snew wit[ was madeout to EdwardHyde. In his note. Dr JekytLexptainedhow he changedidentity. His other personalitywas simitarto his origina[one. Whenhe was Mr Hyde,Dr Jekytl committedcrimes. After sometime, Dr Jekytl.coul"dn'tcontrolthe changesof identity.
3 Ans*er these guestions. 1 2 3 4 5 6 7 8
Why djd Mr Hydehavethe key to Dr Jekytt'shouse? Why did Uttersonsay 'Dr Jekytl woutd not be pteased'? W h a t d i d P o o t em e a nw h e n h e s a i d h i s m a s t e rw a s ' g o t r i d o f ? What do you think had been in the bott[e next to the body of Mr Hyde? Why were Mr Hyde'sclothes'fur too big for him'? After he had readthe note, wheredid Uttersonthink Dr JekyLtwas? How did things get out of control for Dr Jekytl? Why did Dr Jekyttsay in his statementthat it was 'my true hour of death'?
the sentenceswith a word formedfrom the word in brackets. 4 Compl.ete 1 2 3 4 5
D r J e k y t lw. a s a r e s p e c t e a d n d_ m a n .( h o n o u r ) D r J e k y t lr.e g a i n e dh i s _ w h e n h e t o o k t h e m i x t u r ea g a i n .( h i g h ) - nobodyhad heardof him. (know) Mr Hydewas completely-_-The drugs beganto have_ effects.(predict) The secondtime Uttersonasksto enter, he won't acceptMr Hyde,s (refuse)
6 Beforehe readsthe statement, Uttersoncannotexptainthe _ (disappear)
of DrJekytt,
Tqlkbock 5 In groups. or with the whote class, discussthe fottowing. 1 W h a t d o y o u t h i n k t h e s e r v a n t sw e r et a l k i n ga b o u t w h e nt h e y w e r e t o g e t h e ri n t h e h a [ [ ? 2 H o w d o y o u t h i n k D r J e k y l lw a sf e e l i n gw h e n h e w r o t e h i s f i n a l n o t e ? 3 W h a tq u e s t i o n sd o y o u i m a g i n et h a t M r U t t e r s o nw o u l d[ i k et o a s k D r Jekytl.if Jekytlwere ative to answerthem?
!(1€,q,;^
, ,'.
ifi
Dr Henry Jefryll isa successful and London docror tuho b liftedfor ltis pleasant character and respectedfor his uorfr; The mysterious Mr Edeuard Hyde, on the other hand, appearsto be a tltorougltly bad man, ahhough he is completely unrtnotun in London society.A uell,ftnou,n man is murdered and Eduard Hyde seemsto be responsible. So hoou does Mr Hyde come to haue the ftey of Dr Jertylk house?And w/ey does Dr Je\1t/l giue his laruye4 Mr (Jtterson, a neeu cuill in uhich he leaues
.'.. ft? dear,Z,tttersoz,
*:;##mrT#y:,,W
!f",,#rcXffi"f,h77;nf
aon' zfyou'"t /Ltuhz,,;i"ir! ?u,
euerything to Mr Hyde? One night, Poole, Dr ftrtytll's butler, uisits Mr Utterson and asftshim to come quicftly to Dr fefotll's lrouse. When they arrived, the butler knocked gently on the door and a voice inside asked: 'Is that you, Poolel' 'Yes, it's all right,' said Poole. 'Open the door.' They entered the brightly lit hall. All the servanrs were crowded together there like frightened sheep. 'Why are you all herel' asked lJtterson. 'Dr Jekyll would not be pleased.' 'They're all afraid,' said Poole. 'And now,' he said, addressing 'bring a kitchen boy, me a candle and we'll get this done immediately.'Then he begged Mr lJrterson to follow him ro Dr |ekyll's study. Poole knocked on the study door and said, 'Mr lJtterson is here, sir.' 'Tell him I can't seeanyone,' said a voice from inside. Poole led {Jtterson in silence back to the kitchen. 'Sir,' he said, looking Mr Utterson in the eyes, 'was that my master's voice ?' 'It seemsmuch changed,' replied the lawyer, very pale. 'Changedl No, sir. That is not my master. FIe was got rid of eight days ago when we heard him cry out in the name of God. And who's there insteadof himl' 'This is a strange srory, Poole,' said Mr lJrterson, biting his finge r. 'Suppose Dr fekyll was murdered. What could persuade the murderer to stayl That doesn't make sense.' Euentually, Utterson returns to the study and demands to enter. The uoicefrom inside refuses and Utterson realises it is Mr Hydes uoice. Pooleand Utterson decide to breaftinto the study. They looked into the room. The re it lay in the quiet lamplight, a good fire burning, papers set neatly on the desk and things arranged for tea. Right in the middle, there lay the body of a man, horribly twisted and nor yet quite still. They wenr rowards it carefully and recognised the face of Edward Hyde. He was dressedin clothes thar were far roo big for him, clothes of the doctor's size. The muscles of his face still moved but life was quite gone; there was a broken bottle in his hand. The two men turned to the desk. On it they found an envelope addressedto Mr Utterson. The lawyer opened it and several papersfell to the floor, including a new will from Dr fekyll - but in place of the name of Edward Hyde, the lawyer read his own n am e 'I don't understand,' said Utterson. 'Hyde has been here for days. H e m u s t h a v e b e e na n g r y r o s e em y n a m e i n s t e a do f h i s b u r h e didn't destroy this paper.' 'Why don't you read ,h", ,rot., sirl' asked Poole. 'Because I'm afraid to,' replied the lawyer. And with that he fixed his eyeson the paper and read the
:'*the
ooz^*r J^,
rtoy of a'horoozz;::*"," utz on"tury7ftena,'
wwagJ'tiyrzz. 'We'dbetter saynothingaboutthis,'t"taUiiHffi
all the papers in his pocket. 'If your master has ru.n away or is dead, we may at least save his good name. I must go hole a3d read these papers but I shall be back before midnight, when we shall send for rhe police.' When (Jttersotnreturned home, he read Henry Jekvtl'sfult J staternent.afthe case. 1 toa* born'ittto a' rkhfaut/y an)' nat iiftd' ultlr' e'xcellc'tt't abi/.itiz's;so 7 ulat czrtain, 7ow wjht fuw tbryht' to becowtea ruFe*ed' ani, h"onowabloman. Rut 7 beJa't'tl ka"d'a"fuublz lifo t di/' oxyertuazntsurith' a' ntLxtwre of lru1s til* oowb cfuryo wy bld/ a/4/' wij4l' atd' utou'll' ruhzTo th*n in a' nzar wa7' T hp,futt tiu4r' z drank' th-epdxtur+ 7 os
n kruuT wt'rdcrer' utith'
z haw beewa'Vri'roro i- */ ourn satd7, wro often intAo th"f 'f tu{t g?d". fho wbxtwo of drugs fuuwt seet'tt' t'.uork'a'n7w"ore' .b 7 h"aroberow*' serbu's/ ne*, anl'fenri'slr' i" kd/ akl' fu41" Nobody htr en'r suffered'in suth a'teniblo wa/' z an+ wwfzish'ing tht r statent*t. tt i Ttobabty the latt dw' d4^att+exrylekytl cm' r,hixk hls oumt-htulhts or seohi'r om'farp. 7 rutrt htury' ?f 37d" tl4is stotewent, hp urilL tear it to/luzt efa/f a''1'h"ourfrow fu4lt uau4 1 kwur htur t/-e' oill sit shakiry an"d'cry*t1 w t'uy ch"atror w"aroh'u/.le*sl7 or7a*"d'doum'til.r roow lt)stenin4in terrorfor az7 sou*t/' of dzry er.'l'/ A 3? d", be'hil4t d' on' t{uoh"aryntwt's r o7o? o r coulaiotl takz hi's ouru hfez 'rhtt k ta7 truo h"ou.rof /**h', an"d'w*^atfoLoun 7 /.o wt care. tjertltt' uth^oi* wt wytelf. gtero thzn, ar z lay d^oun'th'e c.vnLerft.t 7(r*! ttu' 1* 0f thtt u41a/// e+enryJekVll'to an ud'' F*, ulilL ht'fld,thp
Tottott Befiore youstort 1 Reaathe explanations of wordsin the background informationand checkyou understand them. Do poetsuse similartechniques in yourlanguage?
Reoding 2 Readthe Strategiesagainin Lesson13. Readthe poemson the oppositepage.Matchthe poemswith thesethemes: the first touchof two lovers,a loverleaving,a description of a lover, a lifetonglove 3 ReaUeachpoemagainand answerthesequestions. A eo/.q,"wt;oot of I o*'* 1 'I'tL love you for eternity' js a romanticcLich6.Findthree more e x p r e s s i o nosf t h i s k i n d . 2 W h a ti s n o r m a t l yr e d u c e df o r ' g o o d b e h a v i o u r ' ? 3 What does'suchaccessories' referto? 4 W h a tt e c h n i q u ed o e st h e p o e t u s et o m a k et h e p o e mf u n n y ? 5 W h a ti s i r o n i ca b o u t t h e [ a s tt h r e e [ i n e s ?
Loo,w9or4{D* 4/xx 6 H o wo l d d o y o u t h i n k t h e p o e t w a s w h e ns h e w r o t et h i s ? G i v er e a s o n s . 7 Watker'shusbandwas an interior decorator.What mentionis there to this? 8 W h a ti m a g e sa r e u s e df o r p a s s i o n ? 9 W h a ti m a g ei s u s e dt o s h o w h o w t h e p a s t u n i t e st h e p o e t a n d h e r lover?
| .at;tLl bta,A
ilaf,fi-t|
/-,y
1 0 W h y d o y o u t h i n k t h e p o e t c o u l d n ' tr e m e m b etrh e m e e t i n g ? 1 1 W h a tm e t a p h od r o e ss h e u s ef o r t h e d e v e t o p m e notf h e r [ o v e ? 1 2 W h a ts i m i t ei s u s e dt o s h o wt h a t t h e r ei s n o s i q n o r t r a c e o f s o m e t hni g ?
/l y o'ittaztt' "?t ** 73 14 15 16
roh"+
b[u tlu rt'*
H o ww o u l dy o u d e s c r i b et h e t o n e o f t h e p o e m ? W h a ti s t h e r h y m i n gs c h e m eo f t h e p o e m ? W h a tt h i n g sa r e u s e dt o c o m p a r ew i t h t h e w o m a n ' sa p p e a r a n c e ? W h y d o e st h e p o e t t h i n k t h a t h i s l o v ei s s p e c i a t ?
Recding ondListening 4 ReaUand listen to the o you prefer?Tellthe class.
p o e m s .W h i c h o n e d o
ffi
l
I I
I !
tatqho*
of l4tou'b
brographer#*,fr1'ili""Tilllll poet' tsrtusnp::'i;"f"i;oth is isaaBritish Tirner ueTirner adultsand children' *::i,:'#,1*T5:-"Jl*";l;;;l'o'i'unatiographiesor
were made out in her name. She said I was the only one who understoodcompletely,
Lu*v |ot?{b*
4h-,
by MargaretWalker
MargaretWalker ( 19 I 5-1 998) was anAfrican American poet from BirmingharrLAlabarna. Many of her poemsar€ aboutthe experiencesand strugglesofAfricanAmericans in the Deep Southof the USA.
I 2 3 4 5 6 7 8
and then she left me and said she knew that I'd understandcompletely.
I a&f
I
My monkey-wrench' man is my sweet patootier; the lover of my 1ife, my youth and age. My heart belongsto him and to him only; the children of my flesh are his and bear his rage Now grown to years advancing through the dozens the honeyedkiss, the lips of wine and fire fade blissfully into the distant years of yonder' but all my days of Happiness and wonder are cradled in his arms and eyes entirea. They carry us under the waters of the world out past the starpostssof a distant planet And creeping through the seaweedoof the ocean they tangleTus with ropes and yarn8of memories where we have been togetheq you and L
She said she'd love me for eternity, but managedto reduce it to eight months for good behaviour. She said we fitted like a hand in a glove, but then the hot weather came and such accessoriesweren't needed, She said the future was ours, but the deeds*
* deeds
I
bY Steve Turner
% 1
,ffi
L
nonkey-wench adjustable spanner sweet patootie (American) sweetheart,darling yonder the past entirc completely starposts - invented word: rrixing star and outpost seawecd plants growing in the sea tangle to join yarn - naterial to makc ropc
written agreements
co,'ul/'
blarfintla4
by Christina Rossetti London' She was ChristinaRossetti(1830-1874) was born in collection is famous most her and poet and writer a frolific 'G'oblin Market and Other Poems' ( 1862)' Her brother' Dante Gabriel. was a famous Pre-Raphaelite palnter'
I wish I could remember that first day, Firsthour. first moment of you meeting me. If bright or dim the season,it might be Summeror winter for aught' I can say; Sounrecordeddid it slip away, Soblind was I to see and to foresee, Sodull to mark the budding' of my tree Thatwould not blossom3yet for many a May. Ifonly I could recollect it, such A day of days! I 1etit come and go As tracelesslas thawr of bygone6snow; It seemedto mean so little, meant so much; Ifonly now I could recall that touch, Firsttouch of hand in hand - Did one but know! 1aught- anything (poetic) 2 budding* to start growing leaves 3 blossom- 1o flower 4 tmceless- without any sign 5thaw - to melt 6bygone - past
/L/? orittrztt, -i^&"T eqq uywirriu-
***?
/;{ail* t,,n.
*,ffi*flffi*:ffi ", l;i;,fi ,;:ri: :, [i rn.fi.;;:';:: ilillltt'";-ilit'tltu'tttn"'b'"u''l'""dun' *' .,"".tr ; ffi :l 1T r,ixi..trl;. fli[',",1 ',?H
il;' ;
i":lfil:;;.:tl.'.'"o".."0",,,n, *"u,,
?fl:T, +iffi.f. x:i;;;r*tTtt n"o'no 'lt l,,il';;i3;;3fTiJ'!3:' ";ilil]:Irffixjfgr'und: i,l,.?,:ff ,f li:
I dun
dull bruun colour
j."#l'].fff:"
- anolJvariety orrose
:l hath - has ( I 6th centurv.t : grarrt to admit/confcss *',.n ro futl.iil ernecrarons ;::,:.^1,^ ,..ii,pd,(. comparison { l O t hc c n t u r y ]
;-'4 €,u' [- . :
'
youstsrt Belore 1 nead the backgroundnotes.
Sciencefiction is a genrein which scientificknowtedgeis usedas a basis for imaginativefiction. The 19th centuryFrenchwriter, Jules Verne,is often seenas the futher of science fiction. He used his knowledgeof engineeringto write storjesabout t r i p s t o t h e m o o no r u n d e rt h e s e a (Journey to the Centreof the Earth 1864). Laterin the century,H.G.Wetts exptoredthe themesof tjme traveI as wetl as spacetravel and wrote about an invasionfrom Mars(The Worof the Worlds1898). Fromthe beginning of the 2Oth century,scjencefiction s t a r t e dt o b e c o m ep o p u t a ra n d ' p u t p ' sciencefiction magazinessotd widety. Seriousauthorsatso beganto be interestedin the genre,such as AldousHuxleywith hjs perceptive account of life in the future (Brove New World1932). In the middl.eof the centurya goldenage for sci-fi began with outstandingwriterssuch as the scientistIsaacAsimov,Arthur C. Clarkeand RayBradbury.Their stories not on[y lookedat life in the future but examinedthe possibledestinyof t h e h u m a nr a c e . Ray Bradburywas born in Il.Ljnois in 1 9 2 0 . H e b e g a nh i s c a r e e rw r i t i n g storiesfor sci-fi magazines in the 1940s.His most fumousnovetsare The Martion ChronicLes,which describesthe colonisationof Marsby the Earth peopte, and Fohrenheit451. set in a future wherethe written word is forbidden.
1 What is the differencebetweensciencefiction and other fiction? 2 W h y d o y o u t h i n k s c i e n c ef i c t i o n s t a r t e dt o b e c o m ep o p u t a ri n t h e e a r l y 2Oth century? 3 W h i c ho f t h e b o o k sm e n t i o n e dw o u l dy o u m o s t [ i k et o r e a d ?W h y ?
Reoding andListening Q
Z Readand listen to the story. Are these statements true (T) or fatse (F)? 1 2 3 4 5 6 7 8
! ,l I = [-] i l I :l
M r a n d M r s K l i v e d o n M a r si n a h o u s en e a ra r e d s e a . M r K L i k e dl i s t e n i n gt o o l d s o n g sa b o u t M a r s . Martianswere sma[[with narrowyetlow eyes. M r s K h a d a v e r y L o n g s. t r a n g ed r e a m . She dreamtabout a very largeaLjenwith btue eyesand brown skin. T h e a l i e n ' ss p a c e s h i lpo o k e dq u i t e s t r a n g et o M r s K . M r s K u s e dt e L e p a t htyo u n d e r s t a n tdh e a t i e n . Martianscientistssaid that life on Earthwas possib[e.
3 ReaOthe story again. Answerthese questions. 1 2 3 4 5 6 7 8
W h yw e r eM r a n d M r s K n o t v e r y h a p p y ? W h yd j d M r s K [ o o ki n t o t h e s k y ? W h yw a s M r K i r r i t a t e dw h e n h i s w ' i f ec r i e do u t i n h e r d r e a m ? H o w d i d M r K r e a c tt o h e r d e s c r i p t i o n of the man? W h yd i d M r K t h i n k h i s w i f e h a d m a d eu p t h e m a n ? W h yd i d M r s K e n j o yt h e d r e a m ? How were Mr and Mrs K's reactionsto the idea of aLienlife different? D o y o u t h i n k i t w a s a d r e a mo r d i d M r s K r e a l t ym e e tt h e m a ns o m e h o w ?
W h a t d o y o u t h i n k h a p p e n sn e x t i n t h e s t o r y ?
Tulkbock 4 Wort in pairs.List the differences mentionedin the story betweenMarsand Earth.Thinkof thesethings: . the houses . the peopte. the landscape, . leisure activities. the food
b-e\
Te[[the class. 5 Wort in pairs.Thinkof your ownimaginaryptanet. Describeit to your partner.
h e y h a d a h o u s eo f c r y s t a lp i l L a r so n t h e p t a n e tM a r s b y t h e e d g eo f a n e m p t ys e a ,a n d e v e r ym o r n i n gy o u c o u l ds e eM r s l ( e a t i n gt h e g o l d e nf r u i t s t h a t g r e w f r o m t h e c r y s t a lw a l l s o r cleaning t h e h o u s ew i t h h a n d f u l so f m a g n e t i cd u s t w h i c h ,t a k i n g a t Lt h e d i r t w i t h i t , b t e w a w a y o n t h e h o t w i n d . A f t e r n o o n sw , hen t h e f o s s i I s e aw a sw a r ma n d m o t i o n l e s sa,n dt h e w i n et r e e ss t o o d stiff in the yard, and the tittle Martian bone town was atl e n c t o s e da,n d n o o n e d r i f t e do u t t h e i rd o o r s ,y o u c o u l ds e e M r K himsetfin his room, reading from a metai book with raised h i e r o g t y p hosv e rw h i c hh e b r u s h e dh i s h a n d ,a s o n e m i g h tp l a ya h a - p .A n d i r o m t h e b o o l
'Nol'she cried. 'l t h o u g h t I h e a r dy o u c r y o u t . ' 'Did l? I was a l m o s ta s l e e pa n d h a d a d r e a m l ' ' l n t h e d a y t i m e ?Y o u d o n ' t o f t e nd o t h a t . ' S h es a t a s i f s t r u c l < i n t h e f a c eb y t h e d r e a m .' H o w s t r a n g eh, o w v e r y s t r a n g e , ' s h em u r m u r e d .' T h e d r e a m . ' ' O h ? 'H e e v i d e n t l Vw i s h e dt o r e t u r nt o h i s b o o l < . 'l d r e a n r e da b o u t a m a n . ' 'A man?' 'A t a t l m a n ,s i x f o o t o n e i n c h t a L l . ' 'How a b s u r d ;a g i a n t ,a m i s s h a p e ng i a n t . ' ' S o m e h o w -' s h e t r i e d t h e w o r d s- ' h e [ o o l < e d a L lr i g h t .l n s p i t e o f b e i n gt a l l .A n d h e h a d - o h , I l < n o wy o u ' l lt h i n l
72g i: -- ,, .:,p
w ' . r
il;:il:,.i
;tr-
ry
-.w
s
!l
{:
o
clJ
'i
l,at €) b = rl:
ct l-
{r
ct)
fr {
trfo#
,
. I
-l
Beforeyou stsrt 1 ReaAthe background notesand answerthesequestions. W h i c ho f t h e t r a v e lw r i t e r sm e n t i o n e dw o u [ dV o u m o s tl i k e t o r e a da b o u t ?
T h e r ei s a [ o n g t r a d i t i o n o f t r a v e l w r i t i n g i n E n g L i s hw, h i c h d a t e sb a c kt o t h e 1 4 t h century with Sir John Mandevi[[e'slravels, a n e x t r a o r d i n a rm y j x t u r eo f f a c t a n d f a n t a s t i ci n f o r m a t i o na b o u t m o n s t e r sa n d t w o - h e a d e dm e n . M o r es e r i o u sw a s t h e c o L L e c t i obny R ' i c h a r d H a k l u y to f descriptiono s f t h e v o y a g e sm a d eb y E n g l i s hm e r c h a n t sa n d e x p l o r e r si n t h e 1 6 t h a n d e a r l y 1 7 t h c e n t u r y .I n t h e 1 8 t h century,travel aiteraturestarted to b e c o m ea p o p u l a rg e n r ea s g r e a t n o v e l i s t s L i k eH e n r yF i e L d i n a g n d L a u r e n c eS t e r n e d e s c r i b e dt h e i r t r i p s a r o u n dE u r o p e . In the foltowing century, classictraveI l i t e r a t u r ei n c l u d e s :t h e w r i t i n g s o f t h e i n t r e p i d e x p L o r eM r a r yK i n g s l e yd e s c r i b i n g h e r t r a v e L si n W e s tA f r i c a ;C h a r t e sD a r w i n ' s a c c o u n to f h i s t r i p a r o u n dS o u t h A m e r i c a ; t h e n a t u r a L i sH t e n r yB a t e s ' d e s c r i p t i o n of h i s r e s e a r c hi n t h e A m a z o n .A m o n gg r e a t t r a v e Iw r i t e r s o f t h e 2 0 t h c e n t u r yw e r e : R o b e r tB y r o nw h o j o u r n e y e da c r o s sC e n t r a I Asia; FreyaStark who travelted widely in A r a b c o u n t r i e s ;B r u c eC h a t w i nw h o s e t r a v e I b o o k ss u c h a s J n P a f o g o n i aa r e a m i x t u r eo f a n t h r o p o t o g yp, h i l o s o p h ya n d f i c t i o n . F a m o u sc o n t e m p o r a rtyr a v e l w r i t e r si n c L u d et h e T r i n i d a d i a nn o v e t i s t , V . S .N a i p a u a l n d t h e A m e r i c a n sP , auI T h e r o u xa n d B i l l B r y s o n . G o o dt r a v e l l i t e r a t u r ec o m b i n e s o b s e r v a t i o nw i t h i m a g i n a t i o na n d c a n g i v e p r o f o u n di n s i g h t si n t o t h e h u m a n c o n d i t i o n .H o w e v e ra, s t h e g r e a t D o c t o r 'Books J o h n s o ns a i d : o f t r a v e [ sw i [ [ b e g o o d i n p r o p o r t i o nt o w h a t a m a n h a s p r e v i o u s Li yn h i s m i n d ; h i s k n o w i n gw h a t t o o b s e r v e ih i s p o w e ro f c o n t r a s t i n go n e m o d e o f t i f e w i t h a n o t h e r . ' A st h e S p a n i s h p r o v e r bs a y s , ' H e ,w h o w o u l d b r i n g h o m e t h e w e a l t ho f t h e I n d i e s ,m u s tc a r r yt h e w e a L t ho f t h e I n d i e s w i t h h i m . ' K a r e nC o n n e L [w y a s b o r n i n A L b e r t ai n C a n a d aa n d n o w L i v e si n G r e e c eS . h eh a s p u b L i s h eadw a r d - w i n n i n gt r a v e l b o o k s such as Iouch the Dragon:A Thai Journa[ and One Room in a Castle.She is aLsothe a u t h o ro f t w o w o r k s o f p o e t r y .
whv? 2 Whichtwo of the writers [isted mixedfuct and fiction? 3 Whendid travel literaturefirst becomepopular? 4 W h a ti n D r J o h n s o n ' so p i n i o nm a k e sa q o o dt r a v e lb o o k ?
Reuding ondlirlening O
e Readand listen to the story.0rdertheseevents. a cupof tea. a Thewritergavethe shepherd b Theshepherd startedto tatk louder. c T h e s h e p h e r dg o t a b i t f r u s t r a t e db e c a u s es h ec o u l d n ' tu n d e r s t a n d . d T h e w r i t e r m a d eb r e a k f a sat n d w e n t o u t s i d e . e T h es h e p h e r d t r i e d t o s h o wt h a t h e w a n t e da c u p of tea. f T h ew r i t e r a s k e dt h e s h e p h e r dq u e s t i o n s . g T h e s h e p h e r du s e dh i s c a n et o d i s m o u n ft r o m h i s d o n k e y . h T h es h e p h e r d g [ot. s t a r t e dL a u g h i n a i T h es h e p h e r d a n d h j s d o n k e yc a m ei n t o t h e g a r d e n . 3 ReaUthe story again and answerthese questions. 1 2 3 4 5 6
W h yd i d t h e w r i t e r s p i [ [ h e r t e a ? W h yd i d t h e s h e p h e r du s et h e c a n et o d i s m o u n t ? W h a t d i d t h e w r i t e r m o s t n o t i c ea b o u tt h e i s l a n d e r s ? H o wd i d t h e s h e p h e r d f i n a t l ye x p t a ' i n what he wants? H o w d i d t h e w r i t e r t h i n k y o u c a n l e a r na l a n g u a g e ? W h yd i d t h e s h e p h e r d[ a u g hs o m u c h ?
4 tutatchthe objects with the writer's descriptions of them (a-f). a c u p o f t e a , a [ a u g h ,t h e s e a ,t h e [ a n d ,a s o u n d ,t h e s k y a l i k e w i d e b l u e h a n d s b b e a r i s h c c r a d l e di n m y h a n d s d l a s s o i n gt h e e n t i r ei s t a n d e t h e c u r v e da n d p l u m m e t t i n gb o d y f rumbtes
Tulkhuck 5 Worlin pairs.Whichof thesethingswouldyou tiketo do? Why? istand,meetthe islanders, visitthe Greek liveabroadfor a while,writea (not Engtish), knowmorewordsin Engtish travelbook,learnanother[anguage
"ii"
tr$sfr'
$Fiii&i-r
d.'&.'{'
-*1**
r 4$,
The sleek black donkey is called Marcos, and the old man who rides him is called Andreas. Thev appear early one morning while I am sitting outside, my back against the wall of the spitaki, a cup of tea cradled in my hands. The gate is on the other side of the house, out of immediate view. I hear hooves knock against the stones that mark the threshold of the gate. To give me warning, the old man shouts some unintelligible greeting that scares me out of my wits. I spill tea on my lap. 'Kaleemera,' he says gruffly, with a cautious smile. , "', 'Kaleemera,' I return the greeting and reach for my dictionary, He pulls his cane from its resting place in the ropes of the saddle, maneuvers Marcos to a stone, where he aims the cane, then slides off the donkey's back. His lower left leg and foot are deformed; the foot fits into a black boot cut open to accommodate its dimensions. How to describe Barba Andreas, the old shepherd? A yellow piece of cloth is wrapped around his head of white hair. He has a big white moustache, blue eyes, a dandy's flower stuck in the lapel of his green army jacket. Hands. What will I love most here, what will I dream about years later, to return me to this place? The hands of the islanders. Their thickness, their roughness, their ugliness. Nails broken below the quick. Scars. Missing fingertips and lines of dirt. Barba Andreas names the plants for me, pointing with his cane and leaning down to pluck off the chamomile blooms. Sitting on a milk crate, he lifts his bad leg up to rest on a stone. I remain sitting against the house in the shade. We both take in the view before us: slender Marcos, eating my melon rinds and shifting in what is, effectively my front yard: poppies; olive trees; the curved and plummetting body of the land, its shapes of green, sage-green, yellow, almond; rose and purple and gray shadow. The sky opens over everything like wide blue hands. And all around us, lassoing the entire island, the sea. A bearish sound comes from Barba Andreas' throat. As though bored with the view - how familiar it must be to him - he turns back to me and says something I don't understand. He points in my direction with his cane. Is he pointing to the low table between us? I look at the table. Is he pointing to my books on the table? I offer him a book, which he wisely refuses to touch. He pantomimes a motion but I don't understand. Once more, he directly asks for something and pokes his finger against his chest. I don't understand. Finally, smiling but clearly frustrated, he grabs the tea-pot with one large hand, pours tea into the palm of the other, and raises it to his lips. 'Ena poteeri!' he cries, and bangs his cane on the ground, demanding a cup. Embaruassed, I jump up and into the little house for another cup. I come out, pour tea, hand it to him. He waves away my apologies. He drinks the tea in one go. How many Greek words do I know now? How many? Not enough, never enough. To learn another language one must re-acquire the greedy hunger ofachild. Iwant, Iwant, Iwant.Everydesirebeginsandendswithaword. Iw;rnttoaskathousand questions. Where does the path behind the house lead and who lived here before ald how do you make cheese and are the sheep in the neighboring field yours and what is this place, truly, and how do I go to the mountains behind the house? Because there is a gate closing off the field that leads to the mountains, and I am afraid to walk through it. He understands my last, garbled question. 'How do you go to the mountains?' he pa-rrots back to me, almost shouting. It is an international assumption that when people don't hear and understand our language, we think they can't hear at all. 'How do you go up to the mountains?'Now a slow laugh rumbles in his throat. 'Me ta podia!' he cries. Every line of his face proclaims laughter. He slaps his knees, guffawing. How do you go to the mountains? Me ta podia. With your/eel. Open the gate, go through it, close it behind you. And walk to the mountains. spitaki - is the Greek word for a one-roomed shepherd's house
No Crime in the Mountains
Listening ondReoding Z Listen and readthe extractsfrom the story.Orderthese events. Evans spoke to Mrs Lacey on the telephone.
"n a.nk*,r*,..!*''j
b Hearrivedin PumaPointandwentto the hotet. ie.* f | * L30 t tr- F c He droveroundthe takeand stopped. &{s&*€dwsmvr'I .,**ue@
d e f g h
He found the body of Mr Laceyunder a tree. He spoketo the girl in the phoneoffice. H e s m o k e dh i s p i p e a n d w a t c h e dt h e b o a t si n t h e [ a k e . He had lunch and droveto the mountains. A letter arrivedat Evans'officefrom Mr Lacev.
3 neaUthe story again and choosethe best answerto these questions. 1 How did Evansfeel when he got the letter? a worried b re[ieved c suspicious 2 How did he feet by the time he got to the hotel? a hot and tired b hungry c nervous 3 What sort of a hotel was it? a luxurious b basic c cheap 4 How did Mrs Laceyreactto Evans? a angrily b suspiciousty c cold[y 5 What was the girLin the phoneoffice [ike?
a suspiciousb friendl.yc bored
'r.::'TW
6 H o w d i d E v a n sf e e l w h e n h e w a s s m o k i n gh i s p i p e ? a worried b retaxed c thoughtful. 7 How did he find the body? a by accident b by being observant c by looking underthe tree 8 What did the dead man LookLike? a kind b quiteyoung c prosperous
4 Wtrtctrof these adjectiveswould you use to describethe detective? d anxious,tough, observant,friendty,direct, decisive,independent,potite, i r o n i c ,w e a k
5 finA examptesof Chandler'sstyte in the text. . his useof irony . . .
O
h i s u s eo f m e t a p h o a r ndsimite his detaileddescription h i s n a t u r a Id i a l o q u e s
0 Listen to the rest of the story and find out what happens in the end.
ff
ff.
1 ReaAabout Raymond Chandter. Haveyou everreador wouldyou liketo readone of his books?Why/Whynot?
a
ry fis
$.ff
Beforeyou slort
()
W
The letter came just before noon, special delivery, a dimestore erwelope with the return address F.$. Lacey, Puma Point, California. Inside was a check for a hundred dollars, made out to cash and sigmed Frederick S. Lacy, and a sheet of plain white bond paper typed with a number of strikeovers. It said: '.j'.].,].n:]::]1il..r!Nt.'iixi'!lrijjis*]#:EsiLi!rdi1##!i'i4:di!J!$iiiiilii|ii:i]tis;; l-d;-l 1ifij.].|j]i[lu|:;*H! Ml$iMl
I[r John Evans, Dear Sir, f have your is
urgent
name from
antl ertremely
Len Estersalal. confidential.
retainer.
Please oome to Puma Point
afternoon
or evening,
the
Indian
Head Hotel,
if
at all
ancl call
ity business
f inclose
a
Thursrlay
possible,
register
at
me at 2305.
There hadn't been any business in a week but this made it a nice day. The bank on which the check was drawn was about six blocks away, I went over and cashed it, ate lunch, and got the car out and started off. It was hot in the valley, hotter still in San Bernadino and it was still hot at five thousand feet, fifteen miles up the highgrear road to Puma Lake. I had done forty of the fifty miles of curving twisting highway before it started to cool off but it didn't really get cool until I reached the dam and started along the south shore of the lake past the piled-up granite boulders and the sprawled camps in the flats beyond. It was early evening when I reached Puma Point and I was as empty as a gutted fish. The Indian Head Hote1 was a brown building on a corner, opposite a dance hall. I registered, carried my suitcase upstairs and dropped it in a bleak, hard-looking room with an oval rug on the floor, a double bed in the corner and nothing on the bare pine wall but a hardware-store calendar all curled up from the dry mountain sununer. I washed my face and hands and went downstairs to eat ... I gobbled down what they called the regnrlar dinner, drank a brandy to sit on it, and went out ... The phone office was a log cabin, and there was a booth in the corner with a coin-in-the-slot telephone. I shut myself inside and dropped my nickel and dialled 2306. A woman's voice answered. I said,'Is Mr Fred Lacey there?' 'Who is calling, please?' 'Evans is the name.' 'Mr Lacey is not here right now, Mr Evans. Is he expecting you?' That gave her two questions to my one. I didn't like it. I said,'Are you Mrs tacey?' 'Yes. I am Mrs Lacey.'I thought her voice sounded taut and rer-strungl, but some voices are like that all the time. 'It's a business matter.'I said.'When will he be back.' 'I don't know exactly. Sometime this evening, I suppose. What did you ...' '\Mhere is your cabin, Mrs Lacey?' 'It's ... it's on Ball Sage Point, about two miles west of village. Are you calling from the village? [ e,{ Did you ...?' 'I'll call back in an hour, Mrs Lacey,'I said and hung up.
I stepped out of the booth. In the other corner of the room a dark girl in slacks was writing in some kind of account book at a little desk. She looked up and smiled and said,'How do you like the rnountains?' I said,'Fine.' 'lt's very quiet up here,'she said.'Very restful.' 'Yeah. Do you know anybody named Fred Lacey?' 'Lacey? Oh, yes, they just had a phone put in. They bought the Baldwin cabin. It was vacant for two years and they just bought it. It's out at the end of Ball Sage Point, a big cabin on high ground, looking out over the lake. It has a marvelous view. Do you know Mr tacey?' 'No,'I said, and went out of there- I walked back to the Indian Head and got into my c.u ... I stopped the car on the tip of the point and walked over to a huge tree fallen with its roots twelve feet in the air. I sat dov'rn against it on the bone-dry ground and lit a pipe. It was peaceful and guiet and far from everything. On the far side of the lake, a couple of speedboats played tag, but on my side there was nothing but silent water, very slowly getting dark in the mountain dusk, I wondered who the hell Fred Lacey was and what he wanted and why he didn't want to stay home or leave a message if his business was so urgent ... At the end ofhalf an hour I got up and dug a hole in the soft ground with my heel and knocked my pipe out and stamped down the dirt over the ashes. For no reason at all, I walked a few steps toward the lake and that brought me to the end of the tree. So I saw the foot ... The man was middle-aged, half bald, had a good coat of tan and a line mustache shaved up from the lip. His lips were thick and his mouth, a little open as they usually are, showed big strong teeth. He had the kind of face that goes with plenty of food and not too much worry. His eyes were looking at the sky. I couldn't seem to meet them. The left side of the green sport shirt was sodden with blood in a patch as big as a dinner plate. In the middle of the patch there might have been a scorched hole. I couldn't be sure. The light was getting a little tricky ... There was twelve dollars in his wallet and some cards but what interested me, was the narne on his photostat driver's license. I lit a match to make sure I read it right in the fading light. The name on the license was Frederick Shield Lacey.
Student Activilies M o d u l e2 . L e sso n7 " E xe rci seI St u d e n A t Read the cues below and check vocabulary.Then, tetl the joke to your partner. .
a n o l d c o u p l eg o i n t o a c a f 6f o r a c u p o f t e a ; t h e y s i t d o w n ;a c h i m p a n z e e w a t k si n . t h e c h i m p a n z eies w e a r j n ga s u i t a n d c a r r y i n ga n e w s p a p e r . t h e c h i m p a n z esei t s d o w na n d o r d e r sa c u p o f t e a a n d a c h e e s es a n d w i c h . t h e c h i m p a n z efei n i s h e sh i s t e a a n d s a n d w i c hp, a y sa n d w a l k so u t . the couptego to a waiter; the womansays,'I've neverseenanything [ike that beforel' . the waiter rep[ies,'Yes, very strange.He norma[tyhas a saladsandwich.'
M c d u t e5 , L e s so n1 7 . E xe rci ssI, A S c i e n c eQ u i z S t u d e nA t Ask your partner these questions. The correct answer is underlined. 1
Who djscoveredthe three laws of motion in the 17th century? a Copernicus b .[l€vv!S! c GaU[eo 2 Who developedthe periodictable of etementsin chemistry? a M e n d e l b l 4 e n d e l e v e yc M e n d e t s s o h n 3 Who djscoveredthe practicaIusesof radio waves? a Sony b M_arconic Hertz 4 Who discoveredthat electricityexistedas a current? a Ampere b Vol"ta c Faraday 5 Who proposedthe exjstenceof the atom? a Rutherford b E'instein c !emqr1{q5 Can you add a question of your own?
M o d u l e5 , L e s so n1 9 , fl xe rci se4 S t u d e nA t A robot guard dog . . . . . . . . . . . .
q u i t e s m a t l(.8 0 c m h i g h / w e i g h t2 5 k i t o s ) m a d eo f m e t a L( s t e e Ia n d a t u m i n i u m ) movesfust (movesat 40 kph on ftat surfaces) u s e sw h e e t s( t e n s m a t [w h e e l sa t t h e b o t t o m ) goesup stairs (usesspring actjon [ike a kangaroo) recognisespeop[eand friends(can recognisepeop[e'svoices) detectsjntrudersto a house(uses3 high-resotutioncamerasand nojse sensoro s n its'head') 'bites' intrudersor burgtars(usestwo metatticclawsto immobjL'ise i ntruders) u s e f u If o r g u a r d i n gt h e h o m e( c h e a p ear n d m o r er e t i a b l et h a n a r e a I g u a r dd o g ; d o e s n ' tn e e dt o b e f e d ) m a k e sa l o u d n o i s e( a L o u db a r k o r s i r e nd e p e n d i n go n o p t i o n s ) if probLems, calls for hetp (directl.yphonesthe potice) is it intetligent?(not rea[y - jt relieson programmingbut clevererthan the averageRottweiler)
M o d u l e1 0 , L e sssn3 7 , E xe rci se1 , A Quie A n s w e rK e y : 1 .b , 2 a , 3 b , 4 c , 5 b , 6 a , t c . 8 b , 9 a
M o d u [ e 7 . L e s s o n 2 7 , E x e r c i s e7 S t u d e n tA Use the Speaking Strategies on page 83 and take turns to be the tourist and the hotel receptionist. When you are the receptionist, refuse some of the requests politety. Think of other (more difficult) requests to make. You are checkinginto a hotel. Prepareto ask for thesethings pol.iteLy. . . . . .
a d o u b [ er o o mo n t h e f i r s t f t o o r a w a k e - u pc a [ [a t 7 . 3 0 a futt Engl.ish breakfastin your room at 8.15 a map of the city a taxrat g.uu
tcmgw*gm &wsu'*russru 1 End of Story A f t e r t h a t , H o t m e se x p t a i n e a d t Lt h e c [ u e s a b o u tt h e h a t t o W a t s o nT. h e nP e t e r s o n c a m ei n t o t h e r o o mc a r r y i n ga n e n o r m o u s d i a m o n dw h i c h h i s w i f e h a d f o u n di n s i d et h e g o o s e .H o L m erse a t i s e d t h a t t h j s w a st h e f a m o u sd i a m o n ds t o t e nf r o m a c o u n t e s s w h e n s h e w a ss t a y i n ga t a L o n d o nh o t e l . T w o h o t e Ls e r v a n t sh a d b e e ni n v o L v e d0. n e w a s t h e b u t l e r ,J a m e sR y d e ra n d t h e o t h e r . o r n e rh a d w a sJ o h n H o r n e ra, p l u m b e r H b e e nw o r k i n gi n t h e c o u n t e s s 'rso o mw h e n R y d e rn o t i c e dt h a t t h e d j a m o n dh a d b e e n s t o [ e n .S i n c et h e n , H o r n e rh a d b e e ni n prisonfor severaL days. SherlockHolmesdecidedto advertisefor the g o o s ea n d h a t j n t h e n e w s p a p e rTs h . at e v e n i n ga m a n a p p e a r e di ;t w a s B a k e r B . aker d i d n o t k n o wa n y t h i n ga b o u tt h e d j a m o n d b u t h e t o [ d H o t m e sa n d W a t s o nw h e r eh e h a d b o u g h tt h e g o o s e T . h e yw e n t t h e r ea n d s a w a m a n ,w h o t u r n e do u t t o b e R y d e rt,h e h o t e Lb u t t e r .a s k i n ga b o u tt h e g o o s e .H o l m e s i n v i t e dh i m b a c kt o h i s h o u s ea n o w n e n H o l m e sm e n t i o n e dt h e d i a m o n d R , yder confessedthat he had sto[enit. After H o r n e r 'as r r e s t ,R y d e rh a d g o n et o h i s s i s t e r ' sh o u s et o h i d et h e d i a m o n dT. h e r e h a d b e e ns o m eg e e s ei n t h e g a r d e na n d R y d e rh a d p u t t h e d i a m o n di n t o i t s m o u t h a n d t h e n a s k e dh i s s j s t e rf o r t h i s g o o s ef o r C h r j s t m a sL.a t e r ,h e h a d t a k e nt h e g o o s e a w a ya n d k i L t e dj t b u t t h e r ew a s n o d i a m o n d a s h e h a d c h o s e nt h e w r o n gg o o s e lH o t m e s h a d e n o u g hp r o o ft o p u t R y d e ri n t o p r i s o n b u t h e d e c i d e dt o [ e t t h e m a n g o . I n t h e e n d , H o r n e rw a sr e l e a s e fdr o m p r i s o na n d t h e d i a m o n dr e t u r n e dt o t h e c o u n t e s s .
Answers M o d u l eL , L e s s o nL
Modute6, W ar m - up,Exer cise3
B a c k g r o u n di n f o r m a t i o n a b o u t t h e t e x t s i n L e s s o n1 .
C h e c k y o u r a n s w e r st o t h e q u e s t i o n n a i r e .
Anne'sJewjshfamiLymovedfrom Anne Frank (1,929-1.945) G e r m a ntyo H o t l a n dw h e n H i t [ e rc a m et o p o w e r .T h e n ,i n 1 ' 9 4 2 ' t h e G e r m a nbs e g a ni n t e r n i n gJ e w sa n d t h e F r a n k sw e n t i n t o h i d i n ga t t h e t o p o f t h e h o u s ew h e r e1 4 rF r a n kh a d h i s o f f i c e . T h e yw e r e h e t p e db y s o m eD u t c hf r i e n d sa n d e m p L o y e eosf . h ee n t r a n c et o t h e i r ' s e c r e tA n n e x e ' w a sh i d d e nb y lr4F r r a n kT a m o v i n gb o o k s h e LTf .h e yw e r ej o i n e d b y a n o t h e rf a m i L yw i t h . n n ew a st h i r t e e na t t h e t i m e a n d s t a y e dt h e r e t h e i r s o n , P e t e rA f o r o v e rt w o y e a r sw h e r es h e w r o t e h e r d i a r y .I n A u g u s t 1 9 4 4 , t h e y w e r ef o u n d b y t h e G e r m a n sA. n n ea n d h e r f a m i L yw e r e z n d t h e n t o B e r g e n - B e L s ewnh.e r es h e d e p o r t e dt o A u s c h w i t a d i e d s h o r t l yb e f o r eh e r 1 6 t h b i r t h d a y .
1 a Y o u p r o b a b t ya r e n ' tg e t t i n ge n o u g hs l e e p . 1 b S e v e no r e i g h t h o u r sp e r n i g h ti s s u f f i c i e n ft o r m o s tp e o p L e . 1 c Y o ua r e a s l e e p yh e a d ,a r e n ' tY o u l
H e t e n K e t l e r( 1 8 8 0 - 1 9 6 7 )w a sd e a f ,b | . i n da n d s e v e r e t sy p e e c h i m p a i r e dw h e ns h e m e t h e r t e a c h e rA n n eS u t l i v a nS. u l l i v a n t a u g h t h e r t o c o m m u n i c a tbey f i n g e r - s p e l l i nwgo r d s .H e L e n , e r m a na n d L a t i na n d g r a d u a t e fdr o m K e l l e rl e a r n tF r e n c hG R a d c t i f fC e o L l e gjen t h e U S A .A s a n a d u L t ,H e L e nK e l l e rw r o t ea n d TheStoryof for the deaf and bLind.Her autobiography, Lectured at university. was pubLished white she My Life, was
M o d u t e1 , L e sso n2 , E xe rci se2 AnswerKey: a - fext2, b - Text3, c - Text1
2 a O n c ea d a yi s n o t e n o u g h l 2 b 0 n c ej n t h e m o r n i n ga n d o n c ea t n i g h t i s p r o b a b L0yK . 2 c V e r yg o o d .D e n t i s t sr e c o m m e ncdt e a n i n gt e e t h a f t e r every meal.
3 a Y o u s h o u t dt a k e u p s o m ek j n d o f s p o r t l 3 b G o o d- o n c ea w e e ki s b e t t e rt h a n n e v e r l 3 c ExcellentlYou must be verYfit. 4 a W e Ldt o n e lY o up r o b a b [ ys a v el o t s o f m o n e yo n d e n t i s tb i L [ s . 4 b W e i l .e. v e r yn o w a n d t h e n i s 0 K . 4 c Y o us h o u [ dc u t d o w n : 5 a G o o d .A s t h e y s a y - a n a p p l ea d a y k e e p st h e d o c t o ra w a y l piecesof fruit per day. severaL 5 b Verygood.Doctorsrecommend shou[dtry to eat morefresh fruit. 5 c You reaLLy
M odute6, Lesson21, Exer cise2 A[[ the statementsare, unfortunate[y,true.
M o d u L e1 , L e sso n2 . H xe rci se3
M odu[e6. Cultur eCor ner3, Exer ci s e/+, A Quiz
Handwritinganalysis
A n s w eK r ey:1 d,2 c,3 a,4 e,5 b
[ e t t e r s= L o g i c a tr,a t i o n a I connected u n c o n n e c t eLde t t e r s= n o t v e r y c o o p e r a t i v ei n, d i v i d u a [ i s t i c breakafter 1st letter in a word = a good observerof peop[e |,argewriting = ambitious,jdeaListic w r i t i n go f a v e r a g es i z e= c o n v e n t i o n a I w r i t i n g= a c c u r a t ea, p e r f e c t i o n i s t sma[L n a r r o ww r i t i n g= s h y (Information f r o m t h e B r i t i s hI n s t i t u t eo f G r a p h o L o g y )
M o d u l e5 , L e sso n]" 9 . E xe rci se1 Answer Key C o m p u t e r sa n d r o b o t s c a n d o t h e s e t h i n g s : . . . . .
. .
r o b o t sa n d c o m p u t e r sc a n w o r k i n f a c t o r i e s ; r o b o t sc a n p L a yf o o t b a L([t h o u g hn o t v e r y w e [ l ) ;e v e r yy e a r a r o b o t W o r L dC u Pi s h e t d ; c o m p u t e r sc a n c o n t r o lc a r sa n d p t a n e s ; c o m p u t e r sc a n b e a t u s a t c h e s st:h e w o r L dc h a m p i o nG a r y , e e pB l u e . K a s p a r owv a s b e a t e nb y t h e c o m p u t e rD c o m p u t e r sc a n c o m p o s em u s i c ;a p r o g r a m m e n a b L i n g dythe c o m p u t e r tso c o m p o s em u s i c ,h a s b e e nd e v e t o p e b CoPe; c o m p o s e rW , i[Liam American c o m p u t e r sc a n g i v e u s t h e n e w s( s e e E x e r c i s2e i n L e s s o n 1e); c o m p u t e r sc a n s p e a kt o u s : c o m p u t e r sc a n n o w s i m u l a t et h e s o u n d so f h u m a ns P e e c h .
H o w e v e rr,o b o t sa n d c o m p u t e r cs a n n o th a v ea r e a Lc o n v e r s a t i o n a n d d o n o t h a v ef e e t i n g s( Y e t l ) .
M odute7, W ar r n- up,Exer cise1 (India) B The BerdRiver(westernSiberia) A The Taj f.4ahat C H o n gK o n g D R i o d e J a n e i r o
ModuleI, Cultur eCor ner4, Exer cis e4, A M u s i cQ u i z Answer Key: - U K ; 3 R o b b i eW i l t i a m-s U K ; 1 M a d o n n-a U S A ; 2E r i cC l a p t o n - PuertoRico; Martin Ricky 4 BritneySpears USA;5 6 E n r i q u eI g L e s i a-s S p a i n ;7 C h e r- U S A ; 8 E L t o nJ o h n - U K ;9 L a u r aP a u s i n i I t a l y ; 1 0 J o n B o nJ o v i U S A
M odute9, Lesson33, Exer ciseL AnswerKey: a4,b6,c2,d1.,e3,f5
M odu[e9, Lesson33, Exer cise4 So what was the key to the creatjveoutburstsof these cjtjes? , t o r e n caen d L o n d o nw e r ea L [i m p o r t a n t F i r s to f a [ 1 .A t h e n s F s o n e yt o b e s p e n to n c u L t u r eT. h e y t r a d i n gc e n t r e sw i t h s u r p L u m magnets,attractingta[entedindjviduaLs aLtacted as cuLturaL f r o m f a r a n d w i d e .A b o v ea [ 1 ,t h e y w e r en o t s t a b [ eo r conservativesocieties.ALIthree were dynamicptacesLiving t h r o u g hm a j o rc h a n g e sb, u r s t i n gw i t h n e wo p p o r t u n i t i easn d n e w ideas.
I
AnSWerS ModuleX.0,Lessotr 37, Exerc.!se X, A eufz Decide if the War Facts below refer to:
M o d u l e1 " 0 .L e s s o n3 9 , Exercise?
a w o r l d w a r I ( 1 9 1 4 - 1 8 ) b w o r t dw a r I I ( 1 9 3 9 - 4 5 ) c T h e V i e t n a mw a r ( 1 , 9 5 4 - 7 5 )
Answer Key
War Facts 1 T h e U S Ae n d e dt h e w a r i n t h e F a r E a s tb y d r o p p i n gt w o a t o m i cb o m b so n J a p a n . 2 T h e m a i nc o u n t r i e sj n v o l v e dw e r e :B r i t a i n ,F r a n c ea n d R u s s i a g a i n s tG e r m a n yA, u s t r j a , H u n g a r ya n d T u r k e y . 3 T h ew a r b e g a nw h e nG e r m a niyn v a d e dp o t a n d . 4 T h ec o u n t r yw a s d i v i d e di n t o t h e c o m m u n i sN t o r t h .s u p p o r t e db y R u s s i a n d C h j n a ,a n d t h e S o u t h ,s u p p o r t e db y t h e U S A . 5 T h e m a j nc o u n t r i e sj n v o l v e dw e r e :B r j t a j n ,R u s s i a n d t h e U S Aa g a i n s tG e r m a n yI ,t a L y and Japan. 6 Most of the battleswere fought in Bel"giumand France. 7 T h e U S As e c r e t t yb o m b e dC a m b o d i d a u r i n gt h e w a r . 8 M o r ec i v i l j a n sd i e dt h a n s o [ d i e r si n t h i s w a r ,i n c t u d i n g6 m i t l i o nJ e w sj n c o n c e n t r a t i ocna m p s . 9 P o j s o ng a s w a sf i r s t u s e di n t h j s w a r .
A n s w e r s ' a 's h o wy o u a r e a s s e r t i v e . You are setf-confidentand try to r e s o t v ec o n f t i c ts i t u a t i o n si n a sensibLe and constructiveway. Answers'b' showthat you are very a s s e r t i v eb u t y o u p r o b a b t yr e a c t too aggressive[y to conflict situations. A n s w e r s ' c 's h o wy o u a r e n o t assertjve.Youperhaps[acksetfc o n f i d e n c el ;o o k a t t h e ' a ' a n s w e r s f o r s o m ei d e a so n h o w t o r e a c rt o conflict situations.
C h e c k y o u r a n s w e r so n p a g e 1 3 4 .
Studenf Activities M o d u l e2 , L e s s o n7 , E xe rci seI St u d e n B t
B Module5, Lesson19" Exer cise4 StudentB A robot friend .
Read the cues betow and check vocabulary. Then, tetl the joke to your partner. . .
. . .
. scientjstsin a [aboratoryare testing the effectsof cigarettesmokeon rabbjts two rabbitsescapefrom the [aboratory;havea grear tjme in fietds,eat lovelycarrotsand lettuce;they meet lots of rabbit friends one of the rabbitssays,'I'm going back to the Laboratoryl the other rabbit says,'Why?Are you crazy?, the first rabbit says,'No. jt's just that I reattyneeda ' cigarette|
Mod u t e5 , L e s so n1 2 , H xe rci se E, A S c i e n c eQ u i z S t u d e nB t Ask your partner these questions. The correct a n s w e ri s u n d e r l i n e d . 1
Who discovered the fundamentatprinciplesof genetics? a Darwin b Lamark c Mendel 2 W h od i s c o v e r etdh a t L i g h ti s m a d eu p o f a m i x t u r eo f cotouredlight? a Maxwell b Einstejn c Newlqr 3 Who discoveredthe existenceof radioactivity? a Bequerel b PjerreCurie c MarieCurie 4 W h oe s t a b t i s h etdh e p r i n c i p t e fso r n a m i n ga n d c[assifoingplants? a Lamarck b Darwjn c !l!.nqq$ 5 W h od i s c o v e r etdh a t t h e E a r t ho r b i t st h e S u n ? a lopeqicl5 b Newton c Galjl.eo
Canyou add a questionof your own?
. . . . . . . . . . .
size is variab[e(you can choosethree options:basketbaU. ptayer. norma[,chil"d-size) madeof meta[ (Lookstike a traditionatrobot, with metaI head,armsand tegs) recognises its owner'smoods(usescamerasano sensorsto see faciaI expressions and body Language) t a l k st o p e o p t e( h a s a c h o i c eo f t e n [ a n g u a g e s ) talks about anything (tist of optionsare supptied,e.g. sport, pop music,fitms) reactsto peop[e(its conversationdependson the owner,smood) is a good [istener(sympatheticand givesthe advicejts owner wantsto hear) t e t l s j o k e st o c h e e rp e o p t eu p ( h a s 1 , 0 0 0 j o k e sp r o g r a m m e d ) doespersonalised homework(teacherscan,ttetl the djfference) d o e ss m a t [d o m e s t i c h o r e s( e . g . m a k e sy o u r b e d ,t a k e st h e d o g o u t ) accompanies owner (enjoysthe cinema,footbal"L matches,etc.) can lose to the owner at a variety of games(e.g. chess,draughts, Monopoty) is it intel.tigent? (probabl"y moreso than us)
M odule7, Lesson27, Exer cise7 StudentB Usethe SpeakingStrategieson pageg3 and take turns to be the tourist and the hotel receptionist.Whenyou are the receptionist, refusesome of the requestspotitety.Think of other (more difficutt) requeststo make. You are checkinginto a hotet. prepareto ask for these things potitety. . a r o o mw i t ha n e n s u i t eb a t h r o o m . a tab[efor twetvein the hotelrestaurant at g.30 . somestampsfor postcards . a morningnewspaper withyourbreakfast . i n f o r m a t i oanb o u tm u s e u m s
Wrifing Help I A l e f t e r( p o gle2 ) Layout A Formal Letter(to a language schoot)
Greeting DearMs Dutton, (when you know the person'sname) Dear Sir/ Madan, (when you don't know the s name) Paragraph1: Introduction Thankyou for your letter of ... I am writing with reference to your Letter of ... I wouLddefiniteLy Liketo go on the course. Paragraph2: PersonaIinformation basic information about yourself and your family: where you [ive and who you live with, school you go to, your interests
Paragraph 3: Experience as learner yearsstudied,currentlevet,examspassed,areasyou have most probtemswith FormaIending I Lookforwardto heaing from you soon. Yours sincereLy, (if you started your letter DearMs Dutton) Yours faithfuLly,(if you started your letter DearSir/ Madam) Yoursignature Printyour nameclearly.
An InformaILetter (to a pen friend / relative) Greeting Dear ... , / Hi ... , / Hi there!
Paragraphs7/2/3 information about yoursetf, your famiLy and your friends InformaI ending That'sall for now. / I hope to hearfrom you soon. / Get in touch soon. f Lookforword to heaing aLLabout you. / Wite soon. / Give my regards to ... / Pleasekeep in touch. AILthe best, f Yours,/ With Love,/ Love, / Cheers, Your name
Styte Requests Formalstyte:I wouldbe qratefuL if voucouldwriteus a letter. CouLd voupleasetelLus aboutyourself? Informal stylezCanvoudo me a favour?It'd be qreatif you c o u L .d. . Punctuation InformaIstyle: - I'm a cousinof yours. . useof contractions . useof exclamation marks- Getin touchsoon!
Grammar Informal style: droppingof the subjectin very informaI correspondence (e.9. postcards,emails,very informa[letters)(Q Don't know if you got my first message. Vocabutary Formal style: forma[ language- teachinqstaff (= teachers)/ I enclose(= hereis ... with the tetter) Informal styte: . vague language- I'm kind of interested... Whot sort of thinq / ore you interested in? . colloquial expressions- our foLl
UsefuIVocabulary Famif.y: membersof the family; relatives (peopLein your fanily you don't live with, e-9. uncles, aunts, cousins); in-laws (fonily by morri ag e) ; step mother, stepfathef stepbrother, stepsi ster ( reLated not by birth but becauseyour parent has remorried);oncestor (someonein your family who lived a Longtine ago) Language school: classsize (numberof studentsin a class); excursions;generol courses,exom courses,businessEnglish courses;fociLities, e.g. Ianguage laboratory, seLf-access centre (o pLacewhereyou can study on your own) Free time: stay in; go out, go to a gig f concert, go clubbing, go to o cLub(a pLoceto donce); go shopping; go for a jog; meet up with friends
Linking Timez Whenhe arrived, there were veryfew peaple. / Mgt he arrived,some peoplecame.f After lunch, we went out. Addition: I an aLsointerested in music. / I am interested in music, too. / e,Vg!_Slthot there are excursionsto London. / Thereare excursionsto London as welL./ As weLLas organising excursionsto London we organise them to Oxfurdand Cambidge./ In addition, there ore excursionsto 1xford and Cambidge. / There is a seLf-accesscentre plus a languoge laboratory. Contrast: Althouqh the school is smolL,the atmosphere is fiendly. / Theschool is small. However,the otmosphere is fiendty. / Despite being smalL,the school has good faciLities. Reason:Canyou completethe test, so that we canJuageyour level? / Bring on umbrelLain case it rains. CausezI'm Latebecauseof the traffic. / Becauseof thot, I arrived nte. Example: We orgonise activities such as horse-iding.
Checking Style:Haveyou usedformaIor informatstyle? Haveyou usedformaIor informaIwordsandexpressions? H a v ey o u u s e df o r m aoI r i n f o r m agIr e e t i n gosr e n d i n g s ?
l,lntrry #eQ 2 A B o o kR e v i e w( p o g2e3 ) Layout
Linking
Paragraph1 Give some basic information about the book. 'Possession' A.S.Byattwon the BookerPrizein 1990. Since by its first pubLicationin 1990, the book has not only won many readersbut has aLsobeenfiLmedstarring GwynethPaltrow. Paragraph2 Give a brief summary of the ptot. Twomain charactersin the book are young scholarswho are researchingLivesof two Victorianpoets. As they uncovertheir journals and poems,they unexpectedLy come acrossa Letters, story of mysteryand great passion. Paragraph3 Give your opinions and present good and bad things about the book. which combinestwo Thebook is a fascinating Love-story historicaLsettings in a very cLeverway,contemporaryand Victorian.Howevenits complexitymay discouragesome readers.
Giving examples: Thereare some truly exciting moments, e1pellS@ when they discoverthe journol hidden in the doLL'shouse. Thebook contains Victoriantexts, 5vch..q5the poems written by the two poets. Contrasting: ALthoughthe book is rather Long,the readerfinds it grippingfrom the first to the Lastpage. 'Possession' is about a specialiststudy of Literature.However.it is neverboing. De;ptle being about a speciaListstudy of Literature,it is never boing.
Paragraph4 Conctusionsand recommendations.
Adding points: Apart freL being a fascinating noveL,the book is fuLI of beautiful' Victorianpoems. Rolandand Maud are both schoLorsinterestedin the sane type oJ they are al5-oquite simiLaras peopLe. literature. What'smoy.e.,
Thebook is certainly worth reading.It wilLappeaLboth to readerswho like contemporaryLiteratureas weLLas those who prefer a good traditional Victoriannovel.
Conctuding: A!!j! sJ! / 4tl thug;tpt;tdgJei / Ip:tryM, masterpiece.
the book is a real
Styl.e
Checking
Most of your reviewshou[dbe written using presenttenses: Thenovel is set in both the nineteenth and twentieth century. 0ne day he comesacrossa piece of paper stuck betweenthe pages of an old book.
for paragraphs? Layout: Haveyou fot[owedthe suggestions Linking: Haveyou jncludeda variety of Linkingwords?
You shoutdaim for a neutraIstyte. not too formaIand not too co[[oquia[: Although the book is rather Long,you won't find it lacking in tension and surprisingturns of action.
UsefulVocabulary Thebook iSsg!in the 1"950s/ in the seventeenthcentury/ during the Vfctorianperiod. Its main charactersare two young students. ThepLot fs organisedaround one important event: Losingond recoveringa famiLytreasure. TheA[ryq4comeswhen aLIthe peopLeinvolvedin the nystery get together Lateat night in the cemetery. Thebook is written_ina complex/ simpLe/ modern/ traditional / nnofir
/
rpnli
}ne of the book's great sJlglSths is charactgisatipn: [ero95 qng! hgrcUe; may seemlqge1 thon life but they are also so deepLv human. is its Length. Thebook'sWeSllelS/ rypt egntrgyeLStglqtpect It is w.o1[!199t!j!9,. to peopLewho want goodfun. It can be recommended
J
Summarisingthe plot: }ne dsy Rolandcomesacrosso mysteriousLetter. After that, he finds himseLfspied on by a rival scholar. Eventually, he realises that the spy is in fact his best friend. I! !!e elld, they faLLin Lovewith each other.
6A
fu'rtrng #ep (poge 3 A Description 0f A Pluce 37)
4 A FilmReview(poge 4/)
Layout
Layout
Paragraph1 Introduce the ptace. After living for many years in an old country house,I've just movedto the city. Now I Livein a modernfLat which ... Paragraph2 Give a generaIdescription of the ptace. It is spociousand fuLLof Light. Thereare two rooms downstairs,... Paragraph3 Focuson one room / one special feature in more detai[. My study upstairshas got a very relaxedatmosphere. ltly favourite piece of furniture is ... Paragraph4 Give a finat/persona[ comment on the place. Although I sometimesmissmy old house.there are many things about my new home thot I reaLLy Like,such as ...
Styte For thjs type of composition,you shoutdwrjte jn a neutraIstyte. Beloware exampLes of differentstyles. Formal styte: Ihe house,with numerousrooms and on extensive garden, is situated in the cauntry. Neutral style: She hasjust movedinto a big house in the country with a huge garden. Cotf.oquialstyle: Her new house is massivewith a great big garden.
UsefuIVocabu[ary House featuresz armchair,bookshelf,carpet, clock, coffee table, curtai ns, cushi ons, fi rep Loce, Lamp, Lan psh ade, n anteLpiece, mi rror, pointing, rug, sideboard, sofa, stove, tiles Describing a ptace/objectz cLuttered(with), comfortable,cosy, covered(with), enormous,foir-sized, huge, marvellous, massive, oLd-fashioned,reLaxing,spacious, tasteless, warm, wooden
Paragraph1 Give some basic information about the fi|.m. 'Dances With WoLves' won an 1scar in 1"990.It was directedbv Kevin Costner. Paragraph2 Give a brief summary of the pl.ot. He is sent by the arny to Liveon the edge of Indion territory. Paragraph3 Give your opinions - good and bad things about the film. Thefilm is very realistic in the woy it shows us the everyday Life of the Indians. Paragraph4 Conclusionand recommendation. It is a histoical fiLm with an obviousmessoge.It speaksto peopLeof all ages.
Style Most ofyour reviewshou[dbe written using presenttenses: It is set in the nineteenthcentury. One day he meets an Indian. You shoutdaim for a neutraIstyle, not too formaLand not too co[[oouia[. Despitebeing verylong, there isn't o dulLmoment. (neutral"styte)
UsefuIVocabutary It is set in the 1920s/ in the sixteenth centuryf during the FrenchRevolution. It i5_.b,a,sed on a story/play/bookby ... Th e speciaL eff.gg[5are i mp ressi vef disapp oi n ti ng. The 5qepqryis often breathtaking with wonderfuLplplpSrqp|y. The dj4logAe is often exceLlentfweak. X plavs the por! of ... / X is maqnifice1t/unconvinc.ingin the yo.Le, of .. Lin ki ng
Linking Result: Her desk is so cLutteredwith paperstbat she cannotfind her computermouse.(so * adj. * 'that' cLause) Thehouse has got such LoveLy viewsof the countrysidethat it is a wonderfulpLaceto be in. (such + adj. + noun + 'that' clause) It is too big for one person to Livein. (too * adj. * 'to'infinitive) Thekitchenis biq enouqhlo.q!tin. (adj. + snounl',+ 'to'infinjtive) Comparison:It is not as big as other rooms. Theliving room is a bit smaLLer. It is a,Lotbigger than her previoushouse. 1ne of the biggest attractionsis a huge garden. Giving examptes: Ihe house is full of old features, such os ancient fireplaces. It is a perfect pLacefor people LiNeyou and me. It is full of Light, LqftlellS{y earLyin the morning. It can be usedfor many purposes.fq gxqApJg it can be turned i n t o a s p a r eb e d r o o m .
C h e c kni g Layout: Haveyou fo[towedthe paragraphptan? L i n k i n g : H a v ey o u i n c L u d e [di n k i n gw o r d sa n d e x p r e s s i o n s ? UsefuI vocabulary:Haveyou incLudedadjectivesdescribing particutarfeaturesof the ptace?
Summarisingthe plot: QIC_dSy,CostnerfindshimseLfbeing watchedby ... nfter thg,t,the plot beginsto get compLicated. EventuoLlv, he managesto convincethe chief he is not dangerous. In .the end, they move north to Cqnado. Giving examptes: Thereare some sad moments,especialy when ... Thedirectarpays great attention to detaiLs,such as the authentic costumes. Contrasting: De;pile-beinq vsry Long, there isn't a duLImoment. I'd recommendthe fiLm for everyone,althouqh somescenesore quite violent. Adding points: Theirfamily Life is very realistic. The hunting scenesare aLsovery convincing. Thescenery is beautifuL. Uptep_yS-t the backgroundmusic is perfect. ConcIuding: this is a reaLmasterpiece. f,Ll thinqs QQnsidered,
Checking Layout: Haveyou followedthe suggestionsfor paragraphs? Linking: Haveyou includeda variety of [inking words?
ttrtttry#eft f o n E v e n(f p o g6el ) 5 A Descriplion Layout Paragraph1 Introduce the event. WhenI was in Spain last summer,I decidedto go to a footbaLL and Juventus Turin . It turned out match betweenFCBarceLona to be one of the highLights of my hoLidoy.
Paragraph 2 Givea brief summaryof the event. It alLstartedwith a spectacuLar fiesta four hoursbeforethe actualmatch. to the of both teomswereintroduced Afterthat, the members won. scored crowd.BorceLona first but JuventuseventuaLLy Paragraph3 Focuson one particular aspect of the event. What I found reaLLy amazing was the behaviourof the fans. Theyweren't hostile to eoch other and Lookedas if they were having a great time together.Thematch started and ended with fireworl
Linking Summarisingthe event: It alLstarted with the nationaLanthemsof both teams. Then the referee bLewhis whistle. After that, the Spanishteam scoredthe first goal. FinalLv,the ltalian team managedto equaLise. In the end, the crowd went home peacefuLly. Giving examples: Thereweresome moving momentg etpgl4fu when both teams held o one-minutesilenceto commemoratethe recent death of a coLleague. The event wos very weLIorgonised. f-qf_ggrnp19,there were informotion booths everyfifty metres. If there wereproblems,such as.misbehaviourof somefons, police were very quick to intervene. Contrasting: Despite being very crowded, the stadium was very well organised. AEho,Ag! their team was Losing, the fans kept encouraging them alt the time. Adding points: Therewerefireworl
Styte Most of your descriptionshoutdbe wrjtten in a neutraIstyLe. What I found reaLLy amazing was the behaviourof the fans. They weren'thostile... To makeyour descriptionmorevivid and interesting,use adjectives. It was a big dispLayof technical skilLand artistic imagination. Thestadium wasfuLLof bright Lightand the dazzlingcoloursof both teams.
UsefuIVocabutary Types of eventz class/ family reunion, concert, exhibition, fashion show,get-togetherof old schoolfiends, motch, new house warmingpar7y,opening of an exhibition/ shoppingmalL,pafty, promotionaLevent, stage performance,wedding Describing an event: a big attraction, boing, decoratedwith, exciting, fascinating, a highlight, good / perfect/ poor organisation,in good / bad taste, interesting,sophisticated, o stepping stone, traditionoL,unique, very modern/ spectacuLar, hiqh-tech
Checking Layout: Haveyou followedthe suggestionsfor paragraphs? Linking: Haveyou inctudeda variety of linking words? Useful vocabulary:Haveyou includedadjectivesto describethe event?
l,ttrtrnl#ep 6 A D i s r u r s iE ve s s u(yl ) ( p o g/ le) Layout 1 Introduction A short paragraphto introduce the topic. Give some background.This may be historical or personat. Tobaccowas introducedto Europeafter the discoveryof Ameica. My parentssmokeand they have both tried to give up many times. Note that if you are 'for' something, put the arguments 'against' first. 'against' If you are something, put the arguments'for' fi rst.
2 A List of arguments'for' Choose two or threemain points.Giveexamptes where possibte. FirstLy, it costsa Lotof moneyto treatsmokers whoget diseases, suchas heartdisease or Lungcancer. Secondly, ... 'against' 3 A l^istof arguments Choosetwo or three main points. Back up your arguments with examples. 0n the other hand, if they bannedsmoking, the government would lose a Lot of moneyfrom taxeson cigorettes.
Linking: Contrast[inkers ALthouqh/Ey9!!fisugh they know the dangers,many peopLestiL| snoke. (Although/Eventhough + ctause,+ main clause) * Note: Sven-a+noag+ D-espile/I-l:ptle pf knowilgthe dangers,nany peopLestil| snoke. (pe_spitg/If ;pile oJ +'-ing', + main clause) Despite/IJtspile oJ the dangers, many peopLestilLsmoke. (Despite/Inspite of + noun, + main clause) Despitethglqet thqt / Ilspjte qf the f-qctlhat they know the dangers,many people stilLsmoke.(Despitethe fact that / In spite of the fact fhaf + clause,+ main ctause) 'However'and'0n t h e o t h e rh a n d ' a r eu s e dt o b e g i na n e w sentencethat contrastswhat camebefore. Many people know the dangers of cigarettes. 119y9!9!, they stilL smoke. lvlanypeople know the dangersof cigarettes.0n the other hand, they stilLsmoke. 'Whereas' is usedto contrasttwo exampteswhich are closety tinked. My parents both smoke,whereasnone of their childrendoes. you can smokein other Youcan't smokein hospitals,Whe!eSy pubLicpLaces, such as ... SomepeopLespend aLItheir moneyon cigarettes,whereasI prefer to spend my moneyon CDs.
Checking 4 Conclusion Give your own persona[opinion about the topic. In my opinion, ... AILthings considered,I beLievethat ...
Styl.e Mostessaysare written jn a formaIor neutraIstyle: . u s ef o r m a [[ i n k e r sf o r [ i s t i n ga r g u m e n t s ' f o r ' a n'da g a i n s t ' the titLe: A smoke-fiLledroom is ql59 bad for non-smokerswho have to breathein the snoke. Ug,lqpvq, the smeLLof smoke ... f peopLewho smoke ... / finalLy, ... Fg4rthqrmo4e, . u s ef o r m a Iv o c a b u L a rayn d p h r a s e s : (toocotloquial) @. It is unpleasantto be in a smoke-filLed room. (toocottoquial.) @. SomepeopLechain-smoke. . u s e p a s s i v ew s h e na p p r o p r i a t (es e ea l s o M o d u L4e) : i€a. Tobaccowas introduced to Europeafter the discoveryof Ameica.
Useful Vocabulary Adjectives: addictive,anti-sociaL,dangerous,dirty, gLamorous, unhealthy Nouns: ashtray,bronchitis,cigarette,heart disease,Lungcancer, nicotine,no-smokingareas,public places,tobacco Issues: cost of health treatment, dangersin pregnancy,individual freedom of choice,passivesmoking,smelLon clothing and furniture, sports sponsors,starting fires, tqx revenue
Layout: How welt doesyour essayf[ow? Look at the paragraphs a g a i na n d c h e c kt h e s t r u c t u r eo f y o u r a r g u m e n t . Style: Haveyou usedwordsor expressions that are too co[toquiat? If so, try to expressthe sameideasjn a more formaIway. L i n k e r s :H a v ey o u u s e d[ i n k e r sa n d [ i n k i n ge x p r e s s i o n s ? C a ny o u a d d a n y L i n k e rtso j o i n s e n t e n c eosr [ i n k i d e a s ? Grammarand spetting: Checkyour essayfor mjstakesof g r a m m a ar n d s p e l l i n g .
l,il,nng #eQ 7 A Formol [etler (poge 85) Layoutand Style
UsefuIVocabulary Your address and the date 17 0rchardRise, LondonN , W12 J a n u a r y1 5 , 2 0 0 2
Greeting DearMrsSmith,(it you knowthe person'sname) DearSir/ Madam,(if you don't knowthe person'sname) Paragraph1 Give your reason for writing the tetter. Say where you saw the advertisement.Give some information about you and other people interested in the hotiday. I am writing to oskfor more information about the AmozonianAdventure'holiday whichI saw advertisedin TheMirror. My sister and I are both university students. Weare interested in the holidav but I would like some more details.
Divideyourqueriesaboutthe hotidayinto two or three paragraphs, e.g.conditionson holiday,heatthand safety, price. Paragraph2 Firstly,I would Liketo know more about the sort of conditions you tell ne more obout the on the holiday. CouLd accommodationprovided... Paragraph3 Secondly,I am sLightLyworriedas I have neverbeen on this sort of hoLidaybefore.Couldyou pLeasesend me information obout the diseasesand heaLthrisksin the Amazonarea? I would aLsobe gratefuLif you could give me informotion about heoLthand accidentinsurance. Paragraph4 you say that the price includeseverythingexcept ThirdLy, certain extras.Couldyou possibLygive me details about what extrasthere miqht be? Formalending Most formal letters end with this sentence.Learn it! I Lookforward to hearingfrom
Signingoff Yourssincerely,(if your letter starts with DearMrs Smith) Yoursfaithful[y.(if your letter starts with DearSir/ Madam)
Signyournameand print it ctearly. R.S. Wilson R . SW . i L S O(NM S )
Styte FormaIwritten requestsfor information: I would be qrateful if vou could give me more informotion about the accommodation. eouQ-voupleasesend me informationabout the accommodation? CouldvQupossibLvteLLme what ... I yvpllet wbeiher.voucouLdpessiblvsend me details about health insurance. Youmention the needfor vaccinations.D_oSSjItLaesUhg! you
organise them? Statingpreferences: I__ry-ou@ UefetlS havea singLeroom,if possiALq. glsglfL4a. stay on for anothertwo days,if that is at.aL! I wo_uld possible.
Reservations: I would Liketo reserveo pLacef to make a reservationf to confirm a reservationf to concel a reservationf make a group booking Price: What is includedin the price?/ Do you offer discountsfor groups?/ Do you give reductionsfor students?/ Are there any speciaIoffers? Accommodation: Whatsort of accomnodationdo you provide? What kind of facilities has the hotel got? Typesof accommodation:. cabin, campsite,tent, hotel rooms (singLe/doubLe room, suite), self-cateingflat Food: What is the LocaL food like? / Is the water drinkabLe? / Do you offer fuLI or haLf board? / Are there any faciLitiesfor seLf-cateing? Transport: Kinds of transport: balloon, boat, comel, canoe,cruise,excursion, tour, transportfshuttLeservice to and from the airpoft, trek, trip Baggage/ Luggage: What is the weight limit? How much does excessbaggagecost? Kinds of baggage/tuggage:backpack,holdall, overnightbag, ruclcsack,suitcase, pock Ctothes: anorok, diving suit, swimsuit, trainers, waLkingboots, waterproofjacket
Linking Conditions: It is not cLearifJwhether your company only orrangesflights from London. I would Liketo reservea room, as Lonqos/provided that it has a modernshowerand toiLetfaciLities. I would prefer not to share a cabin gnlg:tlexcept if I have to. Listing: Firstlv,I wouLdlike to ... / Seconlfu,could you ... / ThirdLv,I wouLdbe ... / fUSlU, I would like to ... In addition to that, couLdyou ... AnotherqueryI have is about... Somethinqeke I would Liketo ask obout is transportfrom the airport.
Checking Styl.e:Checkyour letter for style, e.g. starting.finishing the letter, po[ite requests. Grammar:Checkwhethera[[ your questionsare grammaticalty correct.
Itntiny#ep (poge I A [elter of Applicotion 95) Layout Greeting DearMs Snith, (if you know the person'sname) DearSir/ Madam,(if you don't know the person'sname) Paragraph1 Give reasonsfor your writing. Say where you saw an advertisement. I am writing in connectionwith the advertisementin today's 'Gazette'. I am a professionaL nurse and I would Liketo join the campaignto save chfldrenin poor countriesof Africa. Paragraph2 Give some information about you. I am a professionaL nurse.I graduatedfrom the MedicolColLege two years ogo. During ny studies,I took part in a number of ventureswhich oimed to help the people in the countriesof the Third WorLd.Since I left the ColLege,I have porticipoted in three speciaListtraining courses.I work in the State HospitoLin my home town; however,I could easiLytake a two-month Leaveto join your campaign. Paragraph3 Suggesthow you coutd hel.p. Due to my medicaLquaLifications,I couLddeaLwith all kinds of physicalprobLemsthe chiLdrenmight be sufferingfron. In oddition, I couLdact as a therapist and heLpthem with mental trauma. Apart from that, I am sure I would cope with other difficuLtsituations,such as taking core of the elderlyond nomercss. Paragraph4 Ask for more information. I wouLdbe grateful if you could inform me whenyou wiLLbe announcingthe resuLtsof the applications.I wouLdalso be interestedto know the pLanneddeparturedate. F o r m a Ie n d i n g I am Lookingforward to hearingfrom you. g n rn g Yourssincerely,(if your tetter starts with DearMs Smith) YoursfaithfuLLy,(if your letter starts with Deor Sir/ lvladam)
Styl.e FormaIwritten statements of interest: am writing in connectionwith. am writing in responseto / wfth regard to... would Liketo expressmy interest in... wouLdIike to appLyfor the post / position of... FormaIwritten requests: I wouLdbe grateful if you couLd... I wouLdlike to know more about... I wonderif you couLd... Couldyou pleasesendme...
UsefuIVocabulary Quatificationsand work experience: I am a professionaL...(teacher) I graduatedfrom... I attended/ took part in troining coursesspeciaLised in... (first aid) I participatedin... (reLiefmissions) 0ffers of hetp: Due to my medicaLqualifications,I couLd... I think I night be usefuLin / for... I wouLdbe happyto... Additionat information: I encLosemy CV/ referencesfrom my previous employers. I wouLdbe happy to attend an interviewat your earLiest convenience.
Linking Giving reason: Due to my medicaLquaLificotions, I can take care of the sickand the wounded. I took a coursein therapy;as a resuLt,I can also work as o therapist. Contrasting: Dgslllg being ratheryoung, I have monagedto developsome p rofe ssion aI exp erti se. Adding: In gldtljpl, I couLdact as a therapist. ApgJ.tfrom that, I an sure I would cope with other difficuLt situations.
Checking Layout: Haveyou fotlowedthe Layoutfor paragraphs? Styte: Checkyour letter for style, e.g. starting,finishingthe letter; using formaLwordsand expressions.
0lrrtrng #ep 9 A Discursive (2)(poge Essoy l0g) Layout 1 Introduction Introducethe topic. Givesomebackground aboutthe situationin yourcountry/area. Thenmentionthe possible reasonsfor the situation. Crimeis oneof the mostimportanfrssues... In the lastfew years,cime hos beengoing up/down. Themostcommoncimes are ... Themost worryingtrend is the increasein ... 0ne of the reasons for this is possiblythefact that unempLoyment hasisen ... Anotherreosonis that ... Notethat if you are 'for' something,put the arguments 'against'first. put the arguments,for, !f you are'against'something, first. 2 A list of arguments'for' Express the attitudesand reasonsto supportthis point of view. Provideexamplesand facts wherepossibl.e. (see Stytebetow) 3 A tist of arguments'against' Express the attitudesand reasonsto supportthis point of
view. Provideexamptesand facts where possible. see below
4 Conctusion Finatty,give your own personalopinionaboutthe topic. In my opinion,... / AUthingsconsidered, I beLieve that ...
Styte In a discursiveessayit is important to Ljstthe points of view of both sidesof an argumentas objectivetyas possible.0nty in the conclusjoncan you expressyour own point of vjew. Notice the use of repori structures(e.g.feel fhaf), passivesand formaI tinkers (e.9. moreover, furthermore) in the sentencesbelow. Listing arguments: Uanv peopLefeeLthat hardersentencesshould be brought back. TheAmericansystemof'three stikes and you,re out, has suppp$glt fn Britain. M.oreover, s_olepggplgLgythat conditions in prisons are too soft. _Ihgelrc_qg_uJ!9ntsfr!the restoration of the death penaLty. The wishes of victims' famiLy and fiends possibLvneed tg be taken into account Thereare argumentsagainst hardersentencesand capitaL punishment. One of the arqumentsaqainst Longerpison sentenceis that the pisons are akeadyfull. jtb-er,peopledisaqreeand think that pisons should reform offenders. It is stronqLvfelt bv nanv people that capitaLpunishmentis the equivalent of j udiciaI murden }thers point to the possibiLityof judicial errors and the ristcsof executi ng i nnocent peopIe. Furthermore,the death penaLtyis seen as savageand an affront to humon dignity. Giving reasons,examptesand facts: Somepeople think that one of the beneftg of hardersentences wouLdbe to keep more dangerouscriminaLsoff the street. ArclLet @yStS& ,v9t1ub9J9 give people a greoter feeling of personalsecuity. This wotlLdb_qthe best wav of reducing crime caused by a smalL group of professional criminals.
F_of. exampLe, manycrimesare committedby peopLeLeaving pison. )the.rpeoplefeel that theteJeuk!-beltanv disadvantqqes tQqiviDg hardersentences, becausetherewouLdbe lesscnarrceffiigratifi prisonersi nto society afterwards. Research hgyhpvn thst ... Describingstatistics and figures:-{ Lexjcon9, page155
UsefuIVocabulary Crime and punishment (also see Lexicon9, page 155): crimes: burgLary- burglas drug deaLing- drug dealer,mugging - mugger,murder - murdereLrape rapist, shoplifting - shoplifter; to commit a crime, to be orrested, to be sentenced, to be qiven o soft/hard sentence, to be locked up, to be let off with a fi:ne, to be Iet out of prison, to deteryoung people,to take into accountthe wishes of the victims, to restore (bnng back) capital punishment, to commitjudicial murder the [aw: the courts, the judges, the judiciaL system the legal f system, the law,judicial mistakes
Linking Cause/ Result: The consumption of drugs has gone up. ConsequentLv, there has been on increase in vioLentcime. Theamount ofviolent crime has gone up due to an increasein consumption of drugs. Thenumber of cosesof vioLentcime has increasedas a result of the rising consumption of drugs. The consumption of drugs has isen. Becauseof this, there has been an increasein vioLentcime. Becauseof the rise in consumption of drugs, there has been an increase in violent cime. The increase in vioLentcime is iust becauseof the ising consumption of drugs. 50 U!S! moneyhas been spent an prisons that they are now like Iuxury hoteLs. Reason: We need to reform prisonersso that they can go back into society. We need to reform prisoners in order to help them go bock into society. as / like: It was a very interesting articLeas it was about the arrest of a group of drug dealers. (as = becouse) My father woil
Checking How we[[ doesyour essayftow? Usethe paragraph tayout: diagramaboveto checkthe structureof your argument. Linking: Haveyou used [inking expressions? Canyou add any [inking wordsto join sentencesor [ink ideas? Styte: Checkthe styte of the essay.Makesureyou have onty put p e r s o n aoI p i n i o n si n y o u r c o n c t u s . i o n . Grammarand spelting: Checkyour essayfor mistakesof grammar,vocabu|.ary and spelting.
tr/ittirg#eQ | 0 A lefter 0f (omplaint(poge 1I 9) Layout Your addressand the date Write your addresswith correct punctuation. Do not write your name here. 24 MarketStreet, Middl"eton, Manchester, M24 6HD J u n eL 6 . 2 0 0 3 The company'sname and address ComputerWorld, 17 TowerRoad, London,5W12 Greeting DearMr Scott, (if you know the person'sname) DearSir/ Madam,(if you don't know the person'sname) 1 Introduction Give your reason for writing and specific information about the product or service,including where and when you bought it. I am writing to you about ... whichI boughtfrom ... on ... I enclosecopiesof the guaranteeand the receipt. 2 Reasonsfor the complaint Write one or two paragraphssaying: a) why the advertising for the product was misteading, In your advert you claim that the watch is waterproof. f Theodveft gave the impressionthat the jacket would lost a Lifetime. b) what went wrong with the product. However,the first time I went swimming, the watchstopped working. / However,after onLyone wash, the coLourhad faded. 3 Reactionsto your comptaint Say what happenedwhen you took the product back or complained about it the first time. WhenI took the ... back to the shop, the assistantsaid it was my fault and I hodn't read the instructionscarefuLly. 4 Your demands Say clearly what you want the companyto do, State further action that you witl take if your demandsare not met. I wouLdlike you to refund my money. UnlessI receive a satisfactory repLy,I wiLLwrite to the Consumer Association. 5 Forma[ending The most common ending for a formal letter is: I look forward to hearingfrom you. Signing off YourssincereLy, (if your letter starts with Dear Mr Scott) Yoursfaithfully, (if your letter starts with Dear Sir/ Madam) 5ign your name and print it clearly. P. Lowe (MR) P ,L O W E
StyLe Wrjte a letter jn a formaIstyte: . do not use contractions:
@...
I am writing to compLainobout ... . u s ef o r m a [[ i n k i n gw o r d s : Uqgpyq1 the picture was not clear. Howeve!-, the first time I used it ...
UsefulVocabutary Products: guarantee,receipt,serial number,dote of purchase Criticisms: arrivedLate,poor quality, poor service,poor workmonship,rude empLoyees, it was so ... that I ... / it was not ... enough/ it wos too ... Demands:pay compensation,refund money,replacethe product Threats: go to court, go to the ConsumerAssociation, take legaLaction, write o letters to the local newspaper
Linking He spoke to me as if/as. th9lgh I knew nothing about it. A9y9!91, it didn't work. Qtespitefollowing the instructions, it didn't work. AlthpUSt!I foLlowed the instructions, it didn't work. No,tonlv did it Losetime, b,utaLsothe alarm didn't wark. as the zip breaking, the heeLfeLLoff! 4l ty,e"lL Just as/Assoon a'/[[gn I swftchedit on, it made a funny noise. Ufk:;you refund ny money, I wiLLtake legal action.
Checking Styte: Checkyour letter for style. Makesurethat it is not too jnformaIor does not soundtoo aggressive. Linking: Haveyou used [inking expressions? Canyou add any l i n k i n gw o r d st o j o i n s e n t e n c eosr U n kj d e a s ? Grammarand spelting: Checkyour essayfor mistakesof grammar,vocabutaryand spetting. Checkthis: I look forward to hearingfrom you.
W
Grsmmor Summory (poges I Tenses B-9) PresentSimpte We use the PresentSimpleto tatk about: . generaltruths and ru[es: l4ost bearshibernate in winter. . routines and habits: Do you swim everyweekend? . permanentsituatjons and states: lle live in Gitbert Street. . future facts: The troin leaves in twenty minutes.
P r e s e nC t ontinuous We use the PresentContinuousto: . talk about activitiesin progressat the time of speakinq: Where'sJoe? He's having a shower. . tatk about temporaryactivitjesand habits: I'm looking ofter Peter'sdog while he,s oway. . ta[k about personalarrangements for the future: We'reflying back on Saturday. . showirritation about a person'sbad habit: You are aLwaysloosing the keys.
PresentPerfect We use the PresentPerfectto tatk about: . past eventsand activitieswith consequences jn the present: 0h no! The house has been burgled. phone the police. . sing[eor repeatedeventsin the past when it doesn'tmatter w h e nt h e y h a p p e n e d : Have you ever tried Thaifood? . situationsthat started in the past and continue up titl now: She's been ilLsince Thursday.
WiII We use will + infinitive without'to, when we want to make: . a decision at the moment of speaking:I,ll go there at once. . a predictionbasedon our opinionsor betiefs: We'll probably get home after midnight. . a request: Will you wait for ne?
to be going to We use fo be going fo + infinitive without ,to, to express: . an intention: I'm going to do an English summercourse. . a predictionbasedon somethingwe can observe: It's going to be hot todav.
(poges 2 PostTenses l8-l g) Apart from the PastSimpLe,pastContinuousand past perfect (see 1 Tenses),we use the fol"l"owing verb formsto tal.kabout the past: . would and used to + infinitive without,to'to taLkabout regutareventsin the past which no [ongerhappen;we use used fo to talk about states and activities and would to tatk onlv about activities: Erica used to be o champion. (state) We would (or used to) always celebrate together. (activity) . Past PerfectContinuousto talk about [onger activitiesin the past that happenedbeforeother past events: She was rescued by a mon who had been working in a nearby garage.
PresentPerfectContinuous We use the PresentPerfectContinuousto ta[k abour: . continuousor repeatedactivitiesthat started in the past and aren't finished: I've been doing a Lot of overtime recently to save money for o holiday. . continuousor repeatedact.ivitiesfrom the recentpast which haveconsequences in the present: Youlook exhausted! What have you been doing?
P a s tS i m p t e We use the PastSimpleto ta[k about singleor repeatedeventsin t h e p a s t w h e n w e k n o ww h e n t h e y h a p p e n e d : I bought some nice things at the market at the weekend. I ate a lot of chocolate when I wos a student.
P a s tC o n t i n u o u s We use the PastContinuousto tatk about: . actjvitiesthat continuedfor sometime in the past, especiail.y to show a longeractivity that was interruptedby a shorter one: I wos moking dinner when the phone rang. . activitjesthat form the background,especiatty to ser a scene: We were walking along the beach chatting to one onothet. Suddenly,we heard a caLlfor help.
Past Perfect We use the PastPerfectto tal.kabout eventsor situationsin the past which happenedbeforeother past events: Whenwe got home, Jane had aLreadyleft so we didn't manaqeto say goodbye to her.
(lquses 3 Relotive ondPorticiple (poges 32-33) Relativectauses Thereare two types of retativeclauses:definingano non-defining.We use: . defining relative ctausesto identify the personor thing we a r et a l k i n ga b o u t : I only pierce young peopLewho come with their parents. (Note that we do not put a commabeforethe definingrelatjve ctause. ) . non-defining relative ctausesto give extrainformationabout the personor thing. which is not necessary to identify this personor thing and can be left out: Mick Shonnon, who is o qualified body piercer, took me to his sa@n. Mick showed me his certificate, which was on the woll. (Notethat we alwavsput a commabeforea non_definjno relativeclause.) We cannot not use the pronounthat or omit the relativepronoun in non-definingretativeclauses. We use a speciaItype of non-definingrelativectausesto add a commentto what was said in the first part of the sentence: Theydon't cLeantheir equipnent, which shows they don,t know what they're doing. In these clauses,we alwaysuse a commaand the retative pronounwhich (not what).
hrannahnnnuu
P a r t i c i p l ec l a u s e s Instead of a fu[[ relativeclausewe can sometimesuse a participtecLause. We use: . a presentparticip[eto say what the person/thingis doing: You can see mony peopLewearing rings everywhere. . a past particip[eto say what is/was done to the person/thing mentioned: I was Lookingat the walls covered with photos of clients.
4 ThePossive(poges 42-43) We use the Passivewhen: . t h e d o e ro f t h e a c t i o ni s u n k n o w n : Thebus stop has been vondalised. . we want to focusattentionon the action ratherthan the doer: The whole gong was arrested yesterday. . we want to put speciaIattention on the doer: ALItheseprojectshave been managed by the Bulqaian artist
eLr:tq
. we want to avojd a very long subjectof the sentence: His projects ore finonced by the sale of his drowings through gaLleriesand the Internet. The Passive is used maintyin formaIand written [anguage. It is very typicaLof the [anguageused.in newspapers ano by journa[ists. Apart from passiveforms of tenses,we can use someother passiveforms: . passiveinfinitjve: It's nice to be taken seiously. . passivegerund: WeaLlenjoyedbeing praised by the teacher. . passiveperfectinfinjtive: Thetrain may hove been delayed by the storm.
5 T h eF u l u r (ep o g5e6s - 5 / ) Apartfrom wiLI/ may / might + jnfinitive without'to', the PresentContjnuous,to be going to and the presentSimple.we usethe foLlowing tensesand verb formsto talk aboutthe future: . Future Continuous We use the FutureContinuousto talk about activitiesthat witt be in progressat a certajntime in the future: At 9 a.m. on Saturday, I'll be listening to Duke WilLard. I'll be working alL eveningso I won't be abLeto seeyou. . Future Perfect We use the FuturePerfectto tatk about actionsthat wil.l.be completedbeforea certajn time in the future: By the end of the century, we will have colonised our solar system. He will have written two bool
6 Conditionols ond (poges MixedConditionols 66-67) Thereare four basictypes of conditionaIsentences:the Zero Conditiona[,First Conditiona[,SecondConditional. and the Third Conditional". (For moreinformationabout thesetypes of condjtionaLsentences see the Mini-Grammar in the MaturaPowerbook.) Theterm 'mixedconditiona|"s'comes from the hct that the mixed conditionaIsentences combine differentconditiona l"structures. We use mixed conditionatsto talk about: . imaginarypast eventsthat cou[d havesomeconsequences 'in the present: If he hod broken the record, he would be famous now. (but he djdn't breakthe recordin the past so he isn't famousnow) If they hadn't invited me to the party, I wouldn't be here. (but they invited me to the party so I'm here now) Form:If + PastPerfect,would+ infinitive without'to'
I
I
( a s i n 3 r d c o n d i t i o n a l )( a s i n 2 n d c o n d i t i o n a l " ) . unreaIpresentsituations,usualtyimaginarystates,which c o u [ dh a v eh a d s o m ec o n s e q u e n c iens t h e p a s t : If he wasf were a more skilful playen he would hqve scored morepoints. (but he isn't a skilfuI ptayerso he didn,t score points) If she didn't speak a few languages,she wouldn,t have got thatjob. (but she speaksa few [anguages so she got thejob) Form:f + PastSimple,wouLd+ perfectinfinjtive
I
I
(as in 2nd conditiona[)(as in 3rd conditional)
7 VerbPofterns:'-ing'f orm e s0 - B l ) o n dI n f i n i t i v (ep o g S used to, be used fo and get used to Weuse: . used to + infinitive without'to' to talk about states or activitiesthat happenedregutarlyin the past but they are n o l o n g e rt r u e : We used to go camping a Lot. He used to be a doctor. . be used to +'-ing'form of the verb or a noun to sav that we are very fumiliarwith something: We'reused to getting up early. She's not used to the cold climate. . get used to +'-ing' form of the verb or a noun to describe the processof getting famitiarwith something: Wegot used to eating rice when we lived in Asia. How long did it take you to get used to the food here?
hrannuQannuq
Verbsof senses With verbs of sensessuch as see,hear, watch,noticewe can use two patterns. We use: . see / heor f watch notice somebody do something when we / want to say that we observedthe who[e action (and we know h o wi t e n d s ) : I wotched the childrencross the street. (I saw them as they reachedthe other side.) Weheard John sing our national anthem. (We heardthe whote song.) . see / hear wotch notice somebody doing something when / / we want to say that we observedthe action in progress: We wotched the whales swimming off the coast of Patagonio. I saw them sunbathing on the balcony.
8 R e p o r t i n( pgo g9e0s - 9 1 ) We can use the fotlowingverbs (with the patternsgiven) to report what a personhas said: . verb + thot: He comploined that he was paid too LittLe. The fotl.owingverbs can be usedwith this pattern: add, adnit, agree, announce, beLieve,boast, claim, complain, deny, declare, explain, insist, remind, suggest, warn.
x e n l e n c(el )s: P e r s u o s i o n 9 ( o m p l eS ( p o g 1e 0s 4 - . | 0 5 ) 4
|
t
)
a
G
We usua[[yuse differentformsin written format Engl..ish and spokeninformal"Engtishto te[[ peoplewhat we think they shoul.d do.
Written Engtish We use the foil.owingexpressions to makestrongsuggestions when we write in a formaIstyte: . should + infinitive without 'to': Vleshould remember that 'being' is more important that'hoving'. . ought to + infinitive without 'to': Thegovernmentought to do somethingabout unemployment. . demand insist suggest + (that) + subject + should / / do something + (that) + subject + present tense + (that) + subject+ subjunctive (sameform as infinitive) They ore suggesting that a new school should be built in this area. I insist that the money ittransferred into my occount imnediotely. Theprotesters demanded that the supermorketQs closed. . It's high tine (that) + subject + past tense It's high time the council started to think about loca! businesses.
. verb + somebody + thot: They warned us that we might be stopped at the gate. The followingverbscan be usedwith this pattern: warn,remind.
S p o k e nE n g t i s h
. verb + somebody to do something: Weadvised him to change banl
We use the fotlowingexpressions to makeweak,tentatjve suggestionswhen we ta[k to someonewe know: . If I were you, I'd + infinitive without'to': If I were you, I'd stop using so much moke-up.
. verb + to do something: He threatened to take Legalaction. The fotlowingverbs can be usedwjth thjs pattern: agree, offer, refuse, threoten.
To makea stightl"ystrongersuggestion,we use: . I think you should + infinitive without 'to': I think you should take up some evening cLasses. . I think you ought to + infinitive without'to': I think you ought to give away your old schooLbool
. verb + '-ing' tormz I suggested going to the presentation. The fo[[owingverbs can be usedwith this pattern: admit, deny, suggest. . verb + if/whether: She asked if it waspossibleto see the patient. The fo[lowingverbs can be used with this pattern: inquire, ask. . verb + preposition + '-ing' form: He has been accused of pick-pocketing. The fottowingverb can be usedwith this pattern: accuseof. We do not changethe tense in the reportedsentencewnen: . the reportingverb is in the present: 'I feelfeveish.'+ She says she feels feveish. . we report somethingwhich is stjt[ true, e.g. a generaItruth: 'Kangaroos live in Australia.' I The teacher said thot kongaroos live in Australia. . we reportsomethingwhich is stitt in the future at the moment of reporting: 'The documentswiLIbe pubLishedin 2020.' + Theministry spokesperson announced that the documentswill be pubLished in 2020.
We use the followingexpressions to criticise,reproachor advise somebodyin a strong way. Theseexpressions are often used by a personin authority.e.g. teachertalking to a student,parent talking to a chjl"d. . It's about time + subject + past tense: It's about time you got down to work. . fd e I would) rother + subject + past tense: I'd rother you didn't go there. ('I'd ratheryou'is usua[[yfol.towedby a negativeverb form) . You'd (= Youhod) better + infinitive without 'to': You'd better start thinking about your exams. 'You'd better'coutd also be usedto a friend to encouraqe or to persuade: You'd better hurry up or you'll be Late. The expression I'd sooneryou + past tense is not usedvery much any more;we useI'd rather instead.Both structuresare usuatlyfollowedby a negativeform: I'd sooneryou didn't tell anyoneobout it.
hrannuhnnnurt
(2):Emphusis Sentences | 0 (omplex ( p o g1e.s| 4 -l l5 )
25) 2 (poge Awsrenest longuoge
To makesomethingsoundstrongerand moreemphatic,we use a negative word (e.9. seldom,rarely,never,neither,no sooner (than), not onLy)at the beginningof the sentenceplus inversion,i.e. the word order of a question.We usualtyuse this kind of inversionin formaIwritten EngLish:
We use continuousratherthan simpletenseswhen: . we want to say that an activity is not finished: Thedoctor was writing a note. (she was in the processof writing it) Thedoctor wrote a note. (the note was ready) I've been reoding this book for weel
He has never known anything like it. ) Never hos he known anything Like it. ThepoLicearived just after the robbers had Left. 1 No sooner had the robbers left than the police arrived. Snakesare not onLyunpleasantbut they are dangerousas well. ) but they are dangerousas well. Not onlv are snakesunpLeasant We can also use emphaticinversionin thjrd conditionaI sentences.Notethat we drop fin the invertedform. This structureis commonin both formaIand informa[[anguage: If I had known they were in town, I would have phoned them. 4 Had I known they were in town, I wouLdhave phoned them. In both formaIand informa[[anguage,we can use these structuresto put moreemphasison somewords: He is interested in money. ) It's money thot he's interested in. (we put emphasison 'money') I'n really upset about the noiseyou're making. + What I'm upset 'noise') obout is the noiseyou're making.(we put emphasison I only need some rest. + AII I need is some rest. (we put 'rest') emphasison
l4) | (poge Aworeness [onguoge R e f e r e n c (e1 ) : D e t e r m i n e r s We use the fottowingdeterminersin front of: . singutar countabte nouns:afan, the, another,the other. . uncountablenouns:the, some,ony, no, s lot of, much, all (of the). . pturaI countable nouns: fhe, some, any, no, many,severaL, o lot of, aLl (of the), (the) other. We use o/an when: . we mentionsomethingfor the first time: Thereis o new shop assistantin the bakery. . it doesnot matter which particularperson/thingwe are tatking about, e.g. when we mentionthis person/thingas an examp[e of a group or category: CanI hove on orange? We use the when the personwe are tatking to knowsprecisely which person/thingwe are tatking about and can easilyidentify them,/it: Let's have breakfast outside on the terrace.
C o n t i n u o ua s n d S i m p l eT e n s e s
. we want to suggestthat an activity is temporaryratherthan permanenr: You'rebreathing quite heaviLy.(for some time on[y. because you'reexhaustedor iLL) Peoplewith heaft condition often breath quite heavily. (that's a commoncharacteristic) My auntwas living here. (for some time on[y) My aunt lived here. (permanentty) . we referto a protongedor repeatedaction ratherthan a singteevent: Theman was looking at his watch. (continuoustyor repeatedty) The man looked at his watch. (once) She dived into the pool. (once) She'sbeen diving into the pool. (many times) The foltowingverbsare not usedin continuoustenses:know, Iike, understand, belong, resemble,reolise.
49) 3 (poge Aworeness longuuge Reference(2) : Pronouns Pronounsare wordsthat we can use insteadof a noun in a sentenceso that we do not repeatthe noun too often. Engtishhas the followingpronouns: . personaIpronouns: a) subject pronouns:I, you, he, she, it, we, they. b) object pronouns:me, you, him, her, it, us, them. . indefinite pronouns: someone,something,anywhere,nobody, nothing, etc. . possessivepronouns: mine, yours, his, hers,ours, theirs. . demonstrative pronouns: this, that, these,those. . reflexive pronouns: myseLf,yourself, himself, herself, itself, s, yo urselves, th emseLves. ourseLve . retative pronouns: who, which, thot, whose,whom. Possessive adjectives(my,youq his, hen its, our, their) are not pronounsbecausethey cannot replacea noun.
one vs. you We use the pronounsane andyou when we makestatements about peoplein genera[,and they mean'anyone,at any time'. Oneis usedin forma[[anguage,whereasyouis informat: One has got (or Youhave got) nore chanceof finding an interestingjob abroad nowadays. How do you get to Wembley from here?
hrannugnnnuq
longuoge Awureness 4 (poge /3)
longuoge Awareness 5 (pog e gl)
M o d a IV e r b sa n d E x p r e s s i o n s
ImpersonaIReportStructures
We use modalverbsand expressions to: . tatk about obtigationsand necessity: Youmust cLeanyour teeth after every meal. Wehave to leave earlier to arrive on time. I hod to waLkten miles to get home. Did you have to pay to go in?
Whenwe report what peoptegeneraltybel.ieveor say we can use the subject ft + the passive of verbs Likesay, know believe, cLaim,suppose,think, fear predict: It is soid thot dolphins ore veryfriendLy animals. It wos feored that the pLanewould crash into a skyscraper
. t a [ k a b o u tp e r m i s s i o a nn d p r o h i b i t j o n : Youcan go in now. We mustn't disturb them. Theycan't tell me what to do.
We can atso start the sentencefrom the person/thingthat the informationconcernsand use the structure subject + the passive + infinitive: It is known that storl
. ta[k about [ackof obligation: We didn't have to pay for the beer, it was free. Wedon't hove to think about anything, the tour operator does it aLI. Youneedn't worry, everything wiLl be aLIright. You don't need to bing any food, there'll be enouqh.
We use an ordinaryinfinitive if the action reportedis parail.eI with the time of reporting: It was said that ELvisPresleywas the king of rock and rolL. + Elvis Presley was said to be the king of rock and rolt. It is claimed that police fficer accept bribes. + police officers are cloimed to accept bribes.
. ta[k about abitities: My Little daughter con sing and dance. I con't speak French. I could talk when I wss two. Conyou roLlerbLade? . ta[k about possibitity: I can't get through to them, the line is busy. I could go there and telL then what I think. John couldn't see us in the crowd. . makea guessand to speculate: He will be cookingLunchnow. Theymust havefound out about the article. She might be Russian. He could be at the library. What could I have done? . makepredictions: He'll be late, as usuaL. Theynay win if they try hard. They won't come. . makedecisions: I'll taLkto Jim about it. I won't go there.
didn't need to vs. needn't We usedidn't needto + infinitive without,to.to say that someonedid not do somethingbecauseit was not necessary: She didn't need to play becausethe match was cancelLed. He was so rich he didn't need to worry about money. We use needn'1+ perfectinfinitive to say that someonedid somethingatthouqhit was unnecessary: Weneedn't have brought any food to the pafty - there was plenty aLready.
We use a perfectinfinjtive jf the action happenedbeforethe time of reporting: It is supposed that the plane was hijacked. + The plane is supposed to_blve b99! tijSSkg4. It wassaid thot the minister had been invoLvedin organisedcime + The minister was said to have been involved in organised crime.
[anguoge Aworeness 6 (poge I 2l) PerfectiveVerb Forms We use perfectiveverb formsto say that somethinghappened beforea certaintime: I've been staying with ny famiLyon the coast.(before/until. now) Theyhod finished dinner when we came. (before a point in the past) Jim will hove written the essayby 10 p.m. (before a p o i n t i n t h e
future) Havingspent everysummerthere,I knew everyonein the vilLage. (beforea timein the past) Theymay hove eqten Lunchat schooland aren't hungryr. (beforea time in the present) We can use the foltowingperfectiveverb forms: . PresentPerfect:I've seen the Mona Lisatwice. . PresentPerfectContinuous:I,ve been repoiing my bike. . Past Perfect:She died after she hdd contrscted tuberculosis. . Past PerfectContinuous:Theywere very dirty because they'd been playing footbaLl in mud. . Future Perfect: Wewill have moved out by the end of next year. . perfect infinitive: Theynay hove lost their wav. She must hove been invited by Jonathan. . perfective'-ing' form: I rememberedhaving met the man a Longtime sgo. Hoving parked the car on the side of the road, he went to sleel for an hour.
Lexicon T h e L e x i c o nc o n t a i n si m p o r t a n tw o r d sa n d v o c a b u [ a rayr e a si n )pportunities UpperIntermediatu.f o find other words that are not in thjs Lexicon,useTheLongmanActiveStudyDictionary or TheLongmanEssentialActivator.
Contents M o d u [ ew o r d s pages 151-155 W o r d b ul di i n g ( p r e f i x e ss, u f f i x e sc, o m p u n d se, t c . ) pages 156-1,60 Collocatiob nank pages 1,60-1.61. Expressions wjth do, get, have,make p a g e L 6 2 W o r dp a i r s page 1.62 W o r df a m i l i e s page 163 I d i o m a t j cL a n g u a g e page 1.64 P r e p o s i t i o nbsa n k pages 1,65-1"69 M u l t i - p a r vt e r b s pages 170-176 Pronunciation symbo[s/Abbreviations inside back cover
Module words Module | - identily Person a lity adj ectives positive adventu ro u s /ed'ventJeras/:an a d ventu ro us traveller. ambitious /rem'brJes/:She'san ambitious girl and wiLIgo far. careful /keafl/: He's careful and thinlcs before doing anything. cheerfuI ltlrcfll: She'scheerful - even on Mondaymornings! com m u ni cative lke'mjulnrketw l A com m u ni cotive p erson g i ves opinions ond tall
negative ambitious /am'brJas/:He'sambitious and wilLdo anything to get what he wants. boring /bcrrrrl/: She'sduLLand bortng and neverdoesanything exciting. careless /keehs/: He's coreless and his work is full of unnecessary mista kes. chitdish ltlaildrl:. She's childish and behoveslike a ten-year-old at times. cold ,&euld/: He's cold and so unfriendly. excitable /rk'sartabl/ She'sexcitable and gets excitedfar too easily. impatient /rm'petJant/:You'reso impatient - con't you wait even a few minutes? i n divid uatisti c f rndrvrd3ue'hstrk/:He's rather i n divi d ua Ii stic and doesn't work very weLIwith other peopLe. insensitive /rn'sensetrv/:She'squite insensitive and doesn't think obout other peopLe's feelings. intolerant /rn'tolarant/:An intolerant persondoesn't acceptthe way other people live. Don't be intolerant of others. moody /murdil: You'reso moody! Oneminuteyou're cheerful,the next minuteyou're miserabLe. nasty lnorsti/: She'ssuch a nosty and unpleasantperson. reckless /rekles/: He'srecklessand doesn't care about danger. setfish lselfiJl: You'reselfish - you only think about yourself. suspicious /se'sprJes/: He'ssuspiciousof foreigners and unwilling to accept their ways of Living. unreliabte l,rnrilarebl/: She'sunreliable - neverdoing what she saysshe'll do. vain /vern/: He'sso vain - he thinl
neutral chatty /tJreti/: She's very chatty in fact she tolls aLLthe time. competitive /kem'petetrv/: He's very competitive, even with his fiends. conservative /ken'sgrvetrv/:She'sconservative and doesn't approveof young peopLewho go cLubbing. conventional lken'venJnel/:He'sconventionol and hates new ideas. emotionaI AmeuJenel/:She'semotionol and cies when she watchesron antic films. ideatistic /ar,dre'hstrk/:He'sidealistic - and his fdeasare not practical. praud lpraud/: My dad is proud of my success. reserved lrt'zz:vdl:He'sreservedand doesn't expresshis opinions. romantic /re'mrcntrk/:She'sromantic and Lovesgetting flowers. serious lsreries/: He'sa serious student and worl
Module 2 - loughter Humour
burst out taughing /,b3rstaut 'lorfi4/to [aughsudden[yand toudLy:.Iburst out laughing when I saw her new haircut. cackte /krekl/ rzerb to laugh loud[y and unpteasantty:She cackles like a witch. chuck[e lt|'tkU veroto laugh quietl"y:I chuckled to myself whenI was reading that book. comedy lkomedi/ 1 nouna funny fi[m. ptay or TV programme: He stsrs in comedies. 2 adjective amusing:I watcheda good comedy programmeLastnight. comic /komrkl odjective funny: -I Likereadingcomic noveLs. erack a joke /krrek e'd3euk/ verbto tetl a funny story: He's always crackingjokes. crack (someone)up lkrrek'npl verbto makesomeonelaugh a lot: Herjokes crock me up. fa[[ about taughing /,fc:l ebaut'lotft4l verbto laugh a lot: We fell about laughing when he dressedup as Superman. funny /f,tni/ adjective1 amusing:Thatprogranme is reallyfunny
2 strange:There'ssomethingfunny about that man. giggte lgrgll verbto Laughin a sil.tyway: Theteacherwos angry becausesomestudentscouldn't stop giggling. hilarious /htleeries/ adjective very funny: The new WoodyAILen fiLm is hilarious. humorous/hju:meras/odjectivequite funny: My grandad often tells humorous anecdotesabout his chiLdhood. ironic /airontk/ adjective amusingbecausesomethinghappens that is the oppositeof what shoutdhappen:It was ironic that hefelL over whiLetelling me to be corefuL! irony larereni/nounthe use of wordsthat are the oppositeof what you realty mean: '0h, that wasjust biLIiant,' he said with irony after his team misseda penalty. keep a straight face /kip e ,strert'fetsl verbto hide your amusement:Whenhe droppedhis papersduring the speech,I couLdn'tkeep o straight face. kid Ardl verbto makesomeonebelievesomethinqthat jsn't true: Thedinner'sburnt. No,I'm only kidding! laugh your head off llorf jc:'hed ofl verbto Laughtoudl"y make someone laugh fmerk s,rmw,tn'la:f/ verbto do or say somethingso that someone[aughs:Herjokes moke me lough. make/puLla face lmerklpul a'fers/ verbto makeyour face look odd or funny: He made faces at me and I laughedso much. ptay a practical joke /,pler a prrektrkl 'dseuk/verbto do somethingfunny to makesomeoneLooksil"l.y: Weployed o practical joke on him. Weput a spider in his bed! play around /,pler e'raund/ verbto do something funny: Don't play around during Lessons. pull someone'steg lpol slmwlnz 'legl verbto makesomeone betievesomethingthat isn't true: HaveI reaLLy won ten pounds? 0r, are you pulling ny leg? sarcastic/soikaestrk/odjective saying the opposite of what you mean in order to be unkind: She'sso sarcastic. She'salwavs saying how cleverSue is, but she doesn't mean it. sense of humour fsens ev 'hju:me/nounthe abiLityto [augh or makepeople laugh: He hos a good senseof humour. t a k e s o m e o n e ' sm i n d o f f s o m e t h i n gt o m a k es o m e o n es t o p t h i n k i n ga b o u ts o m e t h i n gu n p t e a s a n t . tetl (someone)a joke ftel s,rmw,rne 'dSeuk/yerbto tetl a funny story: 5he tells excellentjokes. witty /wrti/ adjective yourselfin a cleverand amusing expressing way: My history teacher is always naking witty remarl
Module 3 - stvle
Personal oppeoronce mid-thirtiesf late twenties/ earlyforties
He's a bit on the thin side. She always dressescasually. I don't Likedressingformally. He hasjust dyed his hair bLonde. Youngpeople often have o pierced ear, Somepierce their eyebrowsor nose and even their tongue, Iips or navel! Tattoos are hard to get off your skin. She hos got varnished nails,
Fashion brand /brend/ nouna productmadeby one particutarcompany craze or fad lfa,d/nouna very temporaryfashionor interest designer tabet/dr,zarne'letbllnouna [abel on ctothesshowinga fashionab[emanufacturer logo /leugecr/nouna drawingor symboI of a company chart /tJort/nouna list of the most popularsongsor CDs trend_/trend/nouna styLe,colour, etc. that more and more people prerer
Street art bitLboard/brlbcrd/noun(also advertising billboard) a Large picturein a street, etc. that advertisessomething fireworks disptay /'farew:rks d1spler/nouna show of bright co[oursand noisesat night using objectsthat burn or explode graffiti /gre'fittil nounwriting or drawingson watls live statue l,lal 'stretluNnounsomeonewho keepsstil"l"tjke a statue for money pavement artist /pervment ,ortrst/nounan artjst who draws pictureson the pavementin chatkfor money
Module 4 - beouty Descr ibing beauty people In a generaIsense:on attroctive personi a good-looking personi a handsomeman or boy; a pretty womanor girl; she and he are absolutely gorgeous. About a person who is extreme[yattractive: A very striking man or womon. That model is stunning. About the way a persondresses:an elegont man/womon
buildings
Ex pr e s s i nogp i n i o n s
It's a magnificent church. That bidge is realLyimpressive. Thecottage they bought is a Little dilapidatedand needsquite a lot of work.
clothes/ decoration
placesfscenes
Negative:a cheap dress;tacky wollpaper;tastelesspaintings; the colours are over the top Posjtjve:a classy dress- very smart, very chic! o delicate pattern I think that basebaLlhat's reaLlycool. She wore o very stylish, elegant suit, and an exquisite necklace. Modern:contemporory architecture;a trendy blouse; a fashionablejacket; up-to-dote furniture Not modern:doted furniture; an old-fashioned hairstyLe; unfas h i on o b Ie earri ngs
ploces Negative:That ugly buiLding'son eyesore.His room'sso messy. Thatarea's unsightly becauseof alL the Litter. Positive: In the winter, my bedroom'sreally warm and cosy. It's not very stylish but it's a very comfy sofa. Her home has a relaxed atmosphere. Thereare some nice viewsfrom my bedroom window. His house has very sophisticated ddcor. people ( --+ eensoruelrTy ADJECTTVES. encr 151) Positive:I think he's really attractive. My cousin'svery bright and always does weLIin exams.I am quite independent and don't Like being toLdwhatto do. I Likepeople who are laid-back and reLaxed. Negative:She'svery scotty and absent-minded ond aLways forgets things. I'n totaLlyuselessat singing. She'sso witty and mokeseverybodylaugh with her remarls. --+ COLLOCATION BANK. PAGE 160.
Thesunset was breothtaking. The whole area is very scenic. Lookingup ot alLthe huge mountainsI feeL rather smalLand insignificant. Wesaw some picturesque countryside.
paintings/ sculpture I think VonGogh'spaintings have such powerful colours. 'SunfLowers'is a masterpiece. He painted in striking colours. That statue is beautiful. It is a thing of great beauty. It's a brillisnt piece of work.
movement She makesgynnastics seem effortless. He's an elegont and graceful dancer.
Descr ibing m usic Her voice is beautiful. That song has a catchy tune - I can't stop singing it! Thewordsare brtUiant. His new symphony is dramatic and lively. I think 'rock and rolL' is exciting music - and good to dance to. ThefiLm music was haunting - I can't get it out of my mind. Thesong is quite boring, even tedious, and the words are very repetitive and monotonous, the same tune over and over again. That music is very sad and moving - it makesme want to cry!
texicon He writesa lot of romanticand sentimenta!Lovesonqswith tearjerking words- I think they're all verysoppy,octuaLLl. Themusicin thefrighteningpart of thefiLm wasscoryand si nister, quite terrifuing! I find this musicverysoothingand thoughtful. I don't Likeit - it's not my (kind of) thing.
Module5-newfrontiers B i o t o g y / M e d i cnie antibiotic/,rennbafotrk/nouna drug [ike penicittinusedto destroydangerousbacteria bacteria /brek'nerie/plurolnounsmatt Livingthings tnat cause diseases DNA molecuteldi: en 'er ,molekju:l/nouna moleculethat containsgeneticj nformation gene /dsin/ nouna part of a ce[[ inherjted from the parentsof a living thing that controlsdevetopment human genome/,hju:man'd3i:neum/nounthe cotlectionof qenetic informationof a tiving thing moteculelmolekjurl/ nouna group of atoms
I n f o r m a t i o nt e c h n o l o g y artificiaI inteltigence /,orrafiJlrn'rehd3ens/nounthe abil"ityof c o m p u t e ra s n d r o b o t st o d o t h i n g s w i t h o u t h u m a n s data-processing/,derte'preusesr4/ nounthe use of computersto organiseand store information microchip /markreu,tJrp/nouna very smat[electric circuit made of silicon ontine fon'larnl adjective on the Internet searchengine ls:rtJ endgrn/nouna programme that you use to look for particularinformationon the Internet
Physics atom
noun the piece smatlest leeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeetem/
of
a
substance
that
can
ex'iston its own electric current /r,lektrrk 'krrant/ nouna fLowof electricity equation /ikwersen/nouna mathematicaI statementthat shows two equaIquantities gravity lgrreveril nounthe force that attracts things to the ground mass/mres/nounthe amount of physicatmateriaIin something matter /me,tal nounphysicaImaterjaI particte /po:trkUnouna very sma[[pieceor the part of an atom, e.g. an electron or neutron radioactivity /,rerdieurek'trvati/ nounthe energy producedby some e t e m e n t se, . g . r a d i u ma n d p o t o n i u m
Astronomy/SpacetraveI black hote /blrek'heul/ nouna darkpart of outer spacethat attracts light and energy deep spaceldilp 'spers/nounspaceoutsideour own solar system gataxy/greleksifnouna hugecoltectionof stars light year llatt jrcl nounhow fur l"ighttravels jn spacein one year manned mission lmrend 'mrlnl nouna spacejourney in which humanstravel meteorite lmittiarafil nouna piece of rock from outer spacethat |.andson the earth orbit /orbrt/ yerbto move rounda planet or a star sotar system/secrle,srstem/nounthe sun with the planets.etc. that move roundit space probe /spers praub/nouna spaceship without humans
S c i e n c e( g e n e r a t ) data /derte/ nouninformationor facts fietd /firld/ nounan area of study principte lprrnspel/nouna generaL ru[e that explainsa natural force or how somethingworks procedure/pre'si:d3e/ nouna methodfor doing something process/preuses/r,ouna sequenceof actjonsto get a resutt research/ris:[J/ nounthe scientjfic study of a subject study /st,rdi/ nouna pteceof research
Module6-softmachine Parts of the body ankte /rerlkl/ nounthe part of your body whereyour l"egjoins your foot brain /brern/nounthe organin your headthat controtsyour thoughts,feetingsand movements heart /hort/nounthe organin your chestthat sendsblood round your Docly kidney lkrdni/ nounone of a pair of organsin your bodythat takes away waste materialsfrom your blood liver /lrve/ nounlhe largeorganthat cteansyour blood f.ung/,rrl/ nounone of a pair of organsin your chestthat you use to breathe muscle lmtsl/ nouna part of your body that joins your Dones and helpsyou to move neuron lnjuemn/ nouna nervece[[ that sendsmessaqes about movementor feeting organ /crgen/ nounone of the parts in your body with a particu[arfunction, e.g. heart. [iver nb /rb/ nounone of twelve pairs of bonesroundvour chest skin /skrn/ nounthe outer coveringof your body spine /sparn/nounlhe row of bonesdown the Centreof vour back stomach/st,rmek/nounthe organin your body that digestsyour food tissue /trJu:/nounone of the groupsof cel.tsthat form plantsor a n i m a [ se, . g . m u s c u l a rn. e r v o u s wrist /rrst/ nounlhe part of your body whereyour arm joins your nan0
Medicine chemotherapy /,kirmeu'0erepilnounthe form of treatment of diseasesthat useschemicaIsubstances clone /kleun/ 7 nouna group of cetlsor a living thing produced using one ancestor2 verbto makea clone cure /kjue/ nouna medicjneor treatmentthat makesvou better w h e ny o u a r e i t [ gene therapy /d3irn ,0erepi/nounmedicaItreatmentusing genes from celts genetic engineering /dsr,netrk,end3r'nreri4/ nounthe detiberate changingof the form of a tiving thing uiing its genes immune /imjun/ adjective not able to be harmedbv a diseaseor i nfection infusion /rn'fjur3n/nouna slow injection of a substanceto treat a d i s e a s eo r i n f e c t i o n medication/,medr'ker[n/ nounany drug usedto treat someone who is il.t therapy l9erapil nouna particu[arway of treating i[nesses treatment /tri:tment/nouna methodor medicineusedto cure an i [[ness vaccinelvreksiln/nouna substanceusedto protectpeoptefrom a particu[ardisease
Ittness/Disease Aids /etdzl noun(abbreviationof Acquired Immune Deficiencv Syndrome)a very seriousdjseasethat destrovsvour defenc6 a g a i n s ti n f e c t j o n blotches lbktt[tzl pLuralnounirregutar red or brown shapeson y o u r s k i n c a u s e db y a d i s e a s eo r i n f e c t j o n bronchitis /bm4'kartrs/nounan itlnessof the l"ungscausing s e v e r ec o u g h i n g cancerlkrense/nouna djseasein whjch celtsgrow too fast. producinga growth that can causedeath complications /komph'kerJanzlpLurolnoun new medjcaIproblems t h a t h a p p e nd u r i n ga n o t h e ri l t n e s s contract /kan'trrekt/rzerb to begin to suffer from an il[ness diagnose 1darugnauzlverbto find out what iltness a person has diarrhoea Id,arc'rrclnouna medicil condition that makesvou qo to the toilet too often disorder /drs'c:de/nouna diseaseor illness epidemic /,epr'demrk/ nouna largenumberof casesof an infectiousdiseaseoccurringat the sametjme heart d'iseaseI'ho,,tdr,zitzlnouna diseaseof the heart
immune system /imjurn,srstem/nounthe systemin your blood that fights diseases infect /rn'fekt/ verbto give someonea disease influenza I,tnflulenz/ noun(also ftu) an j[[ness that causesa very bad cotd and a very high temperature mataria lma'leerialroun a serioustropicaI diseasecausedby the bite of a mosouito measleslmivelzl nounan iltnessthat givesyou a high temperatureand smal[red spots on your skin outbreak /eutbrerk/nounwhen somethingbad suchas a serious diseaseor a war starts: an outbreokof malaria pneumonia /njuimeunia/nouna seriousdiseaseof the [ungs causinggreat difficuttyin breathing potio /peulieu/nouna seriousdiseaseof the nervesin the spine that can causeyou to losethe abiLityto moveyour muscles tetanus ltetnes/nouna seriousdiseasecausedby an infectionin in thejaw, go stiff a cut that makesmusctes,especiatty noun(atsoTB) a seriousinfectious tuberculosis/tju,bsrkju'leussf diseasethat attacksthe [unqs
Module 7 - iourneys Describingptaces breathtaking lbre0terkrg/ odjectivevery exciting and beautiful bustting lbrslr4/ adjective very busy and with many people cultural metting pot lkrltJrel 'meltr4 pot/ nouna place with an exciting mixture of cultures dramatic /dre,metrk/ adjective very beautifuI or unusuat: dromatic scenery. gracefuIand beautjful elegant lelryantl odjective exotic /rg,zotrk/odjective from another part of the worl.d:exotic bi rds. important in history: histoic buildings. historic /hr,storrk/adjective impressive /rm'presrv/odjective that makesyou feel admiration ftora and fauna /,flc:re en 'fcrne/pluralnounp[ants and anima[s Livety/larvli/ adjectivebusy and exciting: an exciting place. nighttife lnart latfl nounentertainment at night: an exoticnight life. romantic /reu'mrentrk/adjective that makesyou think of [ove: a romantic atmosphere. snow-capped/sneu krept/ odjectivecoveredwith snow: snowcapped mountains. spectacu[ar/spektrekjule/very impressiveand beautifu[: spectacular scenery. teeming /ti:mr4/ (usual.tyteeming with) odjectivecrowded:Ihe river was teeming with salmon. in its naturaI statei unspoilt unspoi[t /.rnspcrlt/ adjective countryside. wide open /ward eupen/ adjective very [arge wjth no buiLdings: wide open spaces. world-ctass /,w:rld 'klors/ adjectiveof the highest qua[ity: world-class art.
journeys Describing worriedabout what might apprehensive/reprlhensrv/odjective n ap p e n very difficutt and tiring arduous /ordjures/odjective very brave courageouslka'rerd3as/adjective daunted ldc:ntrdl odjectivebe worrjed or afraid daunting /dcnn4/ adjective that makesyou feel afraidor worried exciting /rk'sortg/adjective that makesyou fee[ excitedand i nterested that makesyou feel very very tired exhausted lrg'zctsrtglodjective
Travet cruise kru;zl: They went on a cruise round the Mediterranean. excursion /rkskgrJn/: WhileI was on holiday on the Spanish coast, we went on on excursion to Gronado. ftight /flart/: Theflight home was terrible - we had to wait four hours in the airport. hitchhiking /hrtfharkr4/: I'd nevergo hitchhiking becauseI'd worry about getting lifts in strangers' cars. journey fd3znil:, Thejourney took five hours by train.
outing /'autrrl/:Thelast schoolouting I went on was to a wildlife park. package tour /prekrd:, ttnl: She went on a pockoge tour with a group of other peopLe. tour guide ltue gafil: Everythingduring the tip was organised by our tour guide. trave[ /trrevl/: Many people say that travel broadensthe mind. trip ltnp/: I went on a trip to Pais over the weekend. voyage lvct-rd'l: She got backfron a voyage around the world in her yacht.
Baggage/luggage hotdal.l./heuldcrl/ nouna large bag for carrying clothes overnight bag /,euvenart'br.gl nouna sma[[ bag for ctothes rucksack lr,rksrek/ backpack /brekprek/ pack /prek/ nouna bag usedfor carryingthings on your back saddte bag lsa'dlbre.gl nouna bag you put on a bicycteor horse steeping bag /slirpr4bregl nouna bag for sleepingin, especialty w h e nc a m p i n g spare /spee/ adjectiveextra: I've packed a spare pair of shoes in case these get dirty. washbag/wojbreg/ nouna smat[bag for soap,toothbrush, toothpaste,etc. when you travel
Module8-globol issues Envir onm entaI issues acid rain /,esrd'rern/nounrain that containsacid from industriaI waste deforestation /dir,fore'sterjn/nounthe act of cutting down [arge areasof forest destruction of habitats /dr,str.r.kJn ev 'hrebrtrets/nounthe destruction of where wil.dl"ifelives as a resutt of deforestation drought /drautl nouna [ong period of dry weatherso that there i s n ' t e n o u g hw a t e r gtobaI warming /gleubl 'wcrmr4/ nounthe raising of the temperatureof the earth'satmospherecausedby the burning of fossiIfue[s and increasedamountof gasessuch as carbondioxide greenhouse effect /gri:nhaus r,fekt/ nounthe warming of the earth'satmosohere--+ cL0BAL WARMING ozone layer leuzeun ,lercf nouna layer of the chemicaIozone in the earth'satmosphere that btocksharmfuIraysfrom the sun pollution /pe'lurJn/nounthe damagedone to air, water or soiI by the addition of harmfuIchemicats recycling /riisarklrl/ nounthe processof treating paper. plastic and meta[sso that they can be usedagain verge lvstds/ nouna position near the end of something:.Some speciesof aninals are on the verge of extinction and there are veryfew left alive.
Disasters ava[anche/revalo:n| nouna large amount of snow, rocks or soiI that fuLtsdown a mountain cyclone /sarkleun/ nouna viotent tropicaI wind that movesin circlesrounda calm area earthquake/gr0kwerk/nouna sudden,violent shakingof the earth'ssurface ftood /fl.td/ nouna great overftow of water onto a place that is usualtydry forest fire lforrst 'fare/ nounthe burning of a forest, sometimes accidentaIin times of extremeheat hurricane /h,rnken/ nouna storm with a very strong and fust wjnd tandslide/lrendslard/noana suddenlargefall of rocksor soil down a hittside votcanic eruption /vol,kenrk ir,rpJn/ nounthe sjtuation when steamor lava escapesfrom a volcano windstorm lwrndstcrm/ nouna vety viotent wjnd --t cYcLoNE, HURRICANE
E c o n o m i ca n d s o c i a li s s u e s discrimination /dr,skrrminer[nlnounthe treatment of someoneor group of peopte differentty from others: Thereis racial discriminotion in some societies.
Lexu0k exploitation /,eksplciterJn/ nouna sjtuationin which certain peopleare treated unfairtyand havefewer advantages:fhe exploitotion of women. famine lfae.mrnl nouna serioussjtuationwhen there is verv littl"e food GNP/d3ir en'piJ noun(abbreviationof gross nationaI product) t h e t o t a La m o u n to f m o n e ye a r n e db y a c o u n t r y ma,tnutrition /,mre1nju'trrJn/ noun bad heal"thresul.tjngfrom [ack of food or eating the wrong sorts of food overpopulationleuvapopju'le{nlnounthe situation.in whjch there are too manypeoptel"ivingin a ptace per capita /pa'kreptal = per person: Theaverageincomeper capita is $25,000 per year. poverty lpovetil nounthe state of being very poor shanty town ljrenti taunf nouna part of a town with homesmade of waste materiatswherevery poor peopLe[ive Third Wortd /,0srd'wsrld/ nounthe devel"opingcountries
Module 9 - sorietv S o c i a lp r o b l e m s begging /begql nounthe act of askingpeopLeto give you money D e c a u syeo u a r e v e r y p o o r discrimination /dr,skrrmine{nl nounthe unfajr treatment of particu[argroupsof society:discimination ogoinst immigrants. . domestic viotence/de,mestrkvarelens/nounvjotencewithjn the h o m em a i n [ ya g a i n s tw o m e na n d c h i l d r e n drug abuseldr,rg e,bjurs/nounthe use of drugsfor pteasureand not for medicaIreasons homelesspeople lheumhs 'pi:pl/nounpeoptewho do not have somewhere to live ineguatity /,rnrkwolati/nounan unfu.irsjtuationin which some peoptehave moreopportunitjesthan others poverty lpovatil nounthe situatjon of peoplewho are extremety po0r racism /rersrzmfnoundiscriminatjonagainstpeoplebecauseof t h e i r c o [ o u ro r r a c e unemployment/,,rnrm'plcrmentf nounthe situation of peop[ewho d o n o t h a v ea j o b vandalism lva.ndel:zemlnounthe detiberatedestructjonof propeny viotent crime f varelent'krarm/nouncrimethat invotvesviotence, e.g. muggingor rape.--+ CRrME below
5tatistics decline /dlklarn/ yerbto decrease:Theamount of people working in industry has declined. on the decrease/on de ,dirkrirs/to be decreasjnq: Crimeis on the decrease. double /dnbl/ verbto increaseby 100%: Thenumberof studentsin fuLl-timefurther educationhas doubled. tall /fttU yerbto decrease:Theshare of wealth of the bottom 20% of society has fallen. fluctuate /fl,rktJuert/ verbto increaseand decrease:Thenumber of people in work has fluctuated recentLy on the increase/on di 'rnkri:s/verbto be increasing:TheLife expectancyof women is on the increase. plunge lplnnful verbto decreasevery fast: Theamount of airLines moking a profit hos plunged recently. rise /rarzl verbto jncrease:The income of Britishfamiles has risen. rocket /rokrt/ verbto increasevery fast: Theamount of crime has rocketed recently.
Crime
break the law /,brerk6e 'lc,,lverbto do somethingitl.egat burglary/b:rgleri/ nounthe crime of breakinginto someone.s h o u s ea n d s t e a l i n gt h i n g s commit a crime /ke,mtte 'krarm/verblo do somethingthat is i L t e gta drug dealing /dr,rg ,dirL4/nounthe crime of buying and setling i L t e g adt r u g s fraud frc:d/ nounthe crime of getting moneyi[[egaLLy mugging /m,r.gr4/nounthe crime of demandingmoneywith viotenceor threats
murder /medel nounthe detiberatekjl.l.inq of someone offence /a'fens/nounan itl"egataction rape lretpl nouna crime of forcing someoneto have sex robbery lroberi/nounthe crime of steatingthings from a bank or other place shopLiftinglJop,lrftq/ nounthe crime of steatingsomethingfrom a snoD stea[ /stirl/verbto take somethingthat belongsto someoneetse theft l$eftl nounthe crime of stealinq thief /0i:V nounsomeonewho steats
Punishment
capitaI punishment lkeprrl 'p,rnrJmenr/nounthe kil.tingof someoneby the state when they are found guil.tyof a serious crime death penalty /deO ,penlti/nounthe punishmentby kitting someo ne fine /farnl nounan amountof moneypaid as a punishment prison sentencelprvn sentens/nounthe tjme that someonehas t o s p e n di n p r i s o na s a p u n i s h m e n t
Module l0 - conflict Reasonsfor conftict ambition la,m'l;l.lnlnounthe desireto get power or success f ear lfrcl nounthe strongunpleasantfeel.ingyou have when you a r ei n d a n g e r greed /grird/nounthe desjreto have more monevor food hatred lhertrrd/ nouna very strongfeeling of di;tike intolerance An'tolerens/ nounlhe refusaIto acceptideasand behaviourthat is differentfrom vour own jealousy ldselesi/nounthe angryind unhappyfeelingyou have because s o m e o n eh a s s o m e t h i n g that you want revenge lrr'vend3lnounsomethingyou do to punish someone w h o h a s h a r m e dy o u
Types of conftict argument /olgjument/nouna disagreement betweentwo peopte: Theyhave msny orguments about politics. battte /betl/ nouna fight betweentwo groupsor armies civiI war /,srvl'wct/ nouna wat betweentwo groupsjn the same country cl.ash/klreJ/nouna fight betweenopposinggroups,sma[[erthan a battle: Therewere vioLentclashes between opposinggroups. feud ffju:d/ nouna quarrel.betweentwo people or groupifor a Longtime: Therehas been o feud between thosefamiLiesfor years. fight /fartl nounan attempt by two or more peopteto hurt each other: Therewas a fight between two boys outside the school. friction /frlflr^[nlnoun strong unfriendlinessand disagreement betweentwo peopLeor groups: Therewosfriction at first between the workersand the new boss. quarrel /kworel/ nounan angry argument: Theyhod a quarrel about money. row /raul nounan angry,noisyargument:WecouLdhear the neighbourshaving a row Lostnight. war lwctl nouna periodof armedfighting betweencountrjes:Ihe SecondWorldWor Lostedsix veors. warfare I'wcfeel nounviotent activity: Tensionon the streetshos Ied to gang warfare.
War concentration camp /,konsan'trerJn kremp/ nouna prison camp for [argenumbersof peopte invade [n'verd/ verbto atLackand enter anothercountrywith an army no-man's-land lnau mnnz ,la,nd,lnounthe area between two opposingarmiesthat neithersjde controts trench /trent/ nouna |,ongnarrowhote in the groundfor sotdiers to shelterin truce /truls/nounan agreementbetweenenemjesto stop fighting for a short periodof time withdrawa[ /wrd'drcrel/nounthe act of moving away troops from an area of fighting
1 Prefixes Prefixeschangethe meaning of a word becauseeach prefix has a meaning.They do not changethe word to a different part of speech.Somewords use different prefixesfor different (odjective). parts of speech:disbeLief(noun); unbeLievabLe Prefixesto express'not'arevery common:dis- dishonest, in- incorrect,non- non-violent,un- unlucky. MEANING afterwards aqainst onnosite bv voursetf/itse[f two or twice toqether re0uce remove nor o pposite to a lower level into this state former before in front not
PREFIX afterantiantiautobicodededi sdisdownen-
between b a d [ vo r w r o n q [ v nuqe extremem[vsmat[ s m a [ [o r s h o r t bad/badtvor wronq/wronqtv oneor atone manv not more/more than outside t o o m u c ho r t o o [ o n q above/ontop across after before
i nterma[meqamlcro-
in fuvourof not reat aoatn
i n a n o t h e rw a v hatf pantv be[ow l e s so r l e s si m p o r t a n t larqe,qreat or powerfuL across s h o w i n qc h a n q e th ree noI
o p p o s i t ea c t i o n not enouqh u nderneath too Litt[e/toosmaLL to a higher [eve[
exforefore-
it-;iminir-
mlnl-
mrsmonomultinon-
outout-
Anothercommonuse is to form wordswjth the oppositemeaning or action: anti- anti-clinax, dis- disconnect,in- invisibLe Note: For words beginningwith I, m (or p) and r, in- changes im- immobile, impossible, ir- irregular, sn- undress to il- iLLegaL,
EXAMPLES aftertaste: afterthouqht anti -war; anti -capitoList anti -cLockwise; anti -qLobaIisati on; an ti sociaL autobioqraphv; autobioqraphi caL; automati c bicvcLe;biLinqual;binonthLv (twice a month) co-operateico-author deqenerate;defuse;devalue decode; deforestation; derequlate dissimilar;disappear;disqualifu disaqree;disbeLief;dishonest;disLoyaL: disappear; disconnect; disquaIifu downqrade;downhilL;downstairs; downstream enabLes:enich : encircle;encouroqe ex-h usband; ex-presidenti ex-studen t forecast: foresee foreqround;forename g aL; i ili terate; i LIogi cal; i mmorali i mp ati en t; i mp o ssibIe i LLe inabiLity;inconvenient;incorrect;inefficient; insensitive;intoLerantiinvisibLe i rreLevant: i rrequLar: i rresponsible i nternati on aIi i nteract maLfuncti on; maInoui sed; malpracti ce meqaich; meqastar microchip;microscopeimicroscopic minibus; miniskirt misbehave:mispLace;misunderstandtmismanaqement monoLi naual: monotonous multi nati onaL; mu Lti-purpose: mu Lti-raciaL non-smoken non-vioIent; non-proftt- moki nq outqrow;outnumber
outdoorsioutskirts
oversleep;overwork over-estimate;overqrown;overpopuLation; overcoatioverhead;overlap overlond;overseas postqraduate; post-war; postscnpt DOStpre-histori c; pre-school; pre-war orepro-European;pro-wor DroI; pseudonvm D s e u d o - pseudo-inteLLectua rebui Ld; re-examinei re-unite; rewind rerepIace; rearrqnqe; replont resemi-ci rcLetsemi -fi noL semlsemi-actfve semtsubmarine; substandard;subwav s ub subnormal; sub-committee; subplot s ub s u o e r - supermorket: superstari superpower trans-con ti nen ta L: tra ns-AtLan ti c; tra nsport transtransform; tra nslation transtrianqLe:tiLoqv triuncomfortabLe; uncommoniuncrowdediunfriendLy;unhelpful; uninteresting;unlikeLy; ununLuckv;unreliabLe;unspoilt; unstabLe;unusuaL undoi undress;unLock;unpack;unzip; unwrap unu n d e r - undercooked:undernourished;underpaid u n d e r - underclothes; underLine; underpass u n d e r - under-estimate; unde rsized
overoverover-
up-
upgrade; upLift;upstairs
Remember:You can add a prefix as we[[ as a suffix: disappearonce;ilLegally;misunderstanding
/exlctn 2 Suffixes Most suffixes change a word to a different part of speech. Whenwe add a suffix, we sometimeschangethe speL{.ing of the originaI word (siLent> siLence;glamour > glamorousl. The stressor pronunciationoften changes(communicate > commun i cati on; p rodqce /pre,djus/ > p rodu cti on pra'd,,,k[n/ / ).
NouN am b i t i o n attraction beauty breadth care c ha t chitd communication competitio n consideration creation,creativitv critic, criticism d an q e r decision depth difference disaster eteqa n ce enjoVm en t fame fashion qramour qrace h ap p in e s s heIp heiqht nope i m aq in a t i o n importance I mpressr on
I vrne I attract I broaden care chat communicate compete consider create criticise decide d e e p en differ
The tabl"ebetowshowssome key wordsfrom 1pportunities; checkword stressand pronunciationin a good dictionary. -) page 158 for suffixesthat change wordsto particutaiparts of speech.
ADJECTIVE ambitious attra cti ve beautifu I broad carefu[.careless chattv c h i l d i s h ,c h i t d t i k e communicative competitive considerate creative criticaI d an g e r o u s decisive deep different
disastrous e n l0 v
qtamorise
netp heiqhten nope maqrne
etegant enjoyable fa mous fashionable gtamorous g racefuI happy
ADVERB
ambitioustv attracti velV beautifu [lv broadlv carefu[[y,caretesstv hatti Lv l-.hr'tdirhlv lcommunicativetv lcompetitivetv consideratelv creative[V criticaItv danqeroustV decisive[v
deepty differentlv disastrouslv e[egantly eniovab lv fa mouslv fashionabtv q[amoroustv qracefuItv h ap p i l v
!elpfut, helptess
hel.pf u1ty,heIptesslv
high hopefuI i maq inative rmportant lmpresslve i nteresting,i nterested i ntroductorv l o n q ,[ e n q t h v [ogicaI moody
h i qhl y
mysrery
tengthi1V toqica1ly m o o d[i v
mvsterious
nation nature obsession perfection,perfectionist pteasant,pleasure politeness popu[arity poverty practice
mjsterioustV
nationa[.nationa[istic naturaI obsessive perfect pteasing po[ite poputar poor practicaI proud productive rare reat retiable satisfactory,satisfied, satisfuinq sensib le si[ent spectacutar
nationa[[y, nationa[isticallv naturaIty obsessivety perfect[y pleasinqlv
i nterest i ntroduction tength [ogic mooo
lride oroduction rarity
rea[i tv reliabi titv satisfaction s en 5 e s iL e n c e spectac[e, spectator
susprcr on sympathy t h ou gh t th reat toLerance width
rmDress nterest i ntroduce L e n o t hne
oDSess Dertect p Lease
practi se pro0uce reaLize reLy satisfv
suspect svmpathise think th reaten to Lerate widen
hopefu tty i native I rta ntl
mpressive [y interestinohr
inferpsfodl
poUtelv popu[artv poorly practically
;roudly productivety rarelV rea[tV relia b [y satisfactoritv, satisfvinolv sensib lv si[entlv spectacuIarty
susprcr ous
suspiciouslv
sympathetic thoughtfu I th reatened,th reateninq
toterant
svmpatheticaltv thouqhtfu [lv th reateningty to [erantlv
wide
widety
Formingnounsfrom verbs
-ance (accept> acceptance);-ence (exist > existence) -tion (produce> production); -sion (divert > diversion) -ation (inspire> inspiration); -ication (qualifu> quatificotion) -isation (privatise> pivatisation); -ition (add > addition) -er (teach > teacher); -or (oct > actor); -r (bake > baker); -ing (paint > painting); -ment (judge > judgenent) -ist (type > typist); -ure (pLease> pleasure) -y (discover> discovery)
Formingnounsfrom adjectives -abitity (suitable> suitability) -i bi tity (responsibIe > resp onsi bi lity) -ance (inpoftant> importonce);-ence (silent> silence) -ness (i// > iLLness); -iness (happy > happiness) -ity (humon > hunanity) -tylieth (six > sirty/sixtieth) -ylabte (misery> miserable)
Fo rm i n gn o u n sfro m n o u n s -ian (music> nusician) -ist (science> scientist)
Formingadjectives/adverbsfrom nouns
-alrz-atty(magic> magicalfmagically),-ial/-iatly (industry> industrtaI/i ndustrially) -ate/-ate ty (affection > affectionate affectionote ly) f -i c/-i cal.ty(artist > arti stic arti sticolly), -i cat/-i calty (econon y / > economicalf econonica IIy) -futr-futty (peace> peaceful/ peacefully),-ifutz-ifutty (beauty > beautiful/ beautif u lly) -i ng/-i ngl"y(interest > i nteresting interesting ly) f -ised (computer > computerised) -i ve/-i vef.y(expense > expensive expensively), -itive/-itive ty f (sense> sensitive f sensitively) -Less/-tessty(harm> harmlessharn lessly) f -ous/-ou sty (gLamour > gLamorousfgLamoro usly), -io us/iousty (industry> i ndustriousfi ndusctriously) -th/-ieth (sixty> sirth sixtieth), / - utar/- u[arty (spectacLe> spectacuIar spectactular ly) f
Formingadjectivesand adverbsfrom verbs
-a bte/-a b Ly (fashion > -i fas hionab le/fos hi onob ly); bte/-i b ty (fLex > fLexib le/fLexi b ly) -ed (worry > worried) -ingl-ingty (annoy > annoying/ annoyingly) -i ve/-ivety (attract > attracti ve attra cti vely) f
Formingverbs from adjectives -ate (active > activote) -en (sweet> sweeten) -ity (simple > sinplify) -i sef -ize (LegaL > IegaLise/ Lega Lize)
Unu s u asI u f f i x e s Iong (adj.) > Length(noun) > Iengthy (adj.) t lengthen (verb) belief (noun) beLieve(verb) > believable(adj.)
Suffixes with meanings -abLe (measure> meosuroble) -dom (star > stardom) -hold (house> household) -hood (mother > motherhood) -ish/-ishly (chiId > chiLdish chiLdishly) / -tess/-lessty (end > endless/en dlessly) -tike (lfe > Lifelike) -ship (friend > fiendship) Remember:You can add a suffix as we[[ as a prefix: disagreement; i IIegaLIy; u nacceptable. Somewords use different prefixesfor different parts of speech: beLieve(verb) > disbeLief(noun) > unbeLievobLe (adj.) t unbelievable(adv.)
3 Confusingwords chitdish immature: That was a childish thing to say. chitdtike Likea chiLd:He has an attractive, childlike innocence. different not the same: Ihese shifts are different sizes. indifferent 1 not caring about something: He'sindifferent to my problems.2 not noticingsomething:Therewasa Loudparty next door, but I was indifferent to the noise. dissatisfied not happy wjth the quatity of something:f was dissatisfied with my exam resuLt. unsatisfied not happywith the quantity of something:He ate a big meaLbut was still unsatisfied. hetpfut wil.l.ingto hetp or be usefu[: That'sa helpful suggestion. helpless unable to do things for yoursetf: He is totally helpless in difficult situations. hopeful feeting optimistic: f'm hopeful we canfind a solution. hopetess t having no signs of hope: Thisis a hopelesssituation. 2 very bad at something:She'shopelessat pLayingchess. sensetessittogical.,or wjth no reasonor purpose:It's senseless to try and changethings now. sensible reasonabte and practicat:She'sa verysensiblegirLand you con rely on her. sensitive being easity hurt or offended: He's verysensitive to criticismabout his work.
Lexictn 4 Compounds C o m p o u n dasr e t w o o r m o r ew o r d st o g e t h e rt h a t a c t a s a s i n g l e word. Theyusua[[yrepresentan action or descriptjonin a short form ('a gameplayedusing a computer'becomesa compurcr game; someonewjth fajr hair js descrjbedasfoir_haired). Compounds can be written as one word (hairstyLe), two words ioined by a hyphen(oLd-fashioned) or two separatewords(rain forest). Thereare no rules for this.
Compound adjectives Wecan form compoundadjectivesby combining: 1 an adjectiveor nounwith a word endingin -ing or -ed: good_ looking,oLd-fashioned 2 a past participteor adverbwith a preposition:/ed-up,grown-up3 a noun with an adjective:due_free absent-mindedforgetfu. airtight not atlowingair to passin or out antisociaI showingno concernfor other peopl.e b r a n d - n e wn e w a n d u n u s e o class-conscious awareof the sociaIctassthat peoplecomefrom family-orientated betievingthe fumityis very important fair-sized fairl.y big far-reachinghavinga great influence firsthand learnt directtyand not from other people fu[[-time workingthe usuaIhoursin a iob,-r IART-TrME g o o d - t o o k i n gh a n d s o m o er pretty grown-up [ike an adutt behaves ground-breakingmakingimportant discoverjesor usinq comptetelynew methods high-poweredvery powerful homesick missinghomevery much taw-abidingwho neverdoesanythingil"l"egaL life-size of the samesize as a reaI personor thing long-standingexistingfor a [ong time long-term for a long periodinto the future [ong-term (effects) mass-producedmadein [argequantitiesin a factory m o u l d b r e a k i n g= g r o u n d - b r e a k i n g old-fashionedno longerfrshionabl"e or poputar one-year-otdbeing one year old o p e n - a i ro u t d o o r part-time workingon[y part of the usuaIhours--+ FULL-TIME performance-en hancing that i mprovesp hysicaL performa nce ready-madecookedand readyfor eating real-time describesa virtuaI reality gamethat takesas rong as t h e r e a Ig a m e record-breakingbetter than the existinqrecord r u n - d o w ni n b a d c o n d i t i o n second-handnot new and alreadvused short-lived Lastingonl.ya short time t i m e - c o n s u m i n gu s i n gu p a l o t o f t i m e uttra-smartvery clever user-friendly easyto use and understand wett-behavedbehavingin an acceptabteand potite way we[[-knownfamous we[-off rich world-classamongthe best in the world world-famousfamousin a[[ parts of the wortd worn-out very tired or in a poor condition
C o m p o u nndo u n s In compoundnouns,the first part usualtydescribesthe type of t h e s e c o n dp a r t . W e c a n f o r m c o m p o u n dn o u n sb y c o m b i n i n g : 1 two nouns:sungLasses 2 an adjectiveand a noun:popstar 3 a verb and a prepositionor adverb:breakthrouqh 4 a noun and a word ending with -ing: woter-skiing blood pressurethe forcewith which your btood movesthrouqh yourbody bod-y-piercing the act of puttingjewel.teryinto the skin in a part of your body carbonemissions gasesproducedas a waste productof burning fuetssuchas coaI or oiI
civiI war a war betweentwo groupsin the samecountrv common sense good senseand judgement consumersociety a modernsocietyin which advertisinq e n c o u r a g epse o p t et o b u y t h i n g s designer tabeLa [abeton ctothesshowinga fashionable manufucturer eyesoresometh'ingugty (often a buitding) fossiI fueI coaI or oil gang warfarefighting betweengroupsof peop[e gene therapy medjcaItreatmentusing genesfrom ce[[s genetic code the arrangementof genesthat makesa Living thing Likeits parents genetic engineeringthe deliberatechangingof the form of a tiving thing usingits genes h u m a n b e i n g a m a n ,w o m a no r c h i t d hydro-etectricpower etectricityproducedby movingwater ice skating movingon ice for fun or sport using special" boots im-munesystemthe systemin your bl.oodthat fights diseases information techno[ogytechnologyusing computers jigsaw puzztea picturecut into piecesthat you try to fit together job security the condjtionof feeLingsafe in a joL junk food bad quatityready-made food laptop a sma[[,portabl.ecomputer legal action the use of the [aw to punishsomeonefor doinq somethingil.tegal. tifetime the usuatperiod of time of someone'slife long-term that last jnto the future livin.g-rooma ptacein a housefor retax.ing, watchingTV,etc. m a c h i n eg u n a g u n t h a t s h o o t sm a n yb u t t e t s neuroscientista scientistwho is an expertin the body.snervous sysrem nighttife entertainmentat night no-man'sland the area betweentwo opposingarmjesthat neitherside controts organ donor someonewho givesa body organ for medicaIuse. especia[[yafter they have djed packagetour a holidaywith everythingorganisedfor you passivesmoking breathingin smokefrom other people,s cigarettes rain forest a hot and wet forestin a tropicaIregion road rage violent behaviourby driverstowardsother drivers room servicethe servjcein a hotel of providingfood and drinks in yourroom science-fictiondescribesstoriesabout future scientificand technicaIdevetopments and their effectson life setf-defencethe skjl.Lof defend.ing yoursetfwhen attacked sightseeingvisiting ptacesof interestas a tourist stow motion movementon televisionthat is muchstowerthan in real life so-catledhavingthe descriptionor namethat you think is wrong software computerprograms sotar power etectricityproducedby heat and Lightfrom the sun solar systemthe sun with the ptanets.etc. that moveroundjt stepping stone an act or eventthat hetpsyou achieve somethingetse tetephone directory a book that contajnsthe tetephone numbersof atl"the peoplein a particutararea test tube a thin gtassbottle usedin scjentjficexperiments trading centre a ptacethat imports and exportsgoods w a k e - u pc a l l a p h o n ec a [ [i n a h o t e Lt o w a k ey o u u p washbaga smat[bag for soap,toothpaste,etc. when you travel w o r k i n g w e e k t h e h o u r sy o u w o r ki n a w e e k zero-gravitythe state or situationof having no gravity
Com pound ver bs W e c a n f o r m c o m p o u n dv e r b sb y c o m b i n i n g : 1 a prepositionor adverband a verb: overtake2 a noun and a verb: mass-produce 3 an adjective and a verb: double-check bypassto avoid something:Can we bypass this part of the tour? doubte-checkto examinesomethingagain to makesureit is correct: I double-checked that I had turned the gas off. mass-produceto make[argequantitiesof producti in a factorv
Comp o u n duss i n gp re p o si ti o nosr a d ve rbs
verb + noun or odjective
odjectives foltow-up somethingthat followssomethinge[se:Ihe group's Jollow-up album to their first hit was not a success. in-depth very detailed: an in-depth report. taid-back very relaxed:He nevergets excited- he's laid-back. oncoming coming towards you:.oncoming traffic. outgoing 1 friendl.yand easyto get on wjth. 2 [eavinga job: Theoutgoing monagergave a pressconference. out-of-date not popularor va[d any more outspoken giving your opinionsfree[y overtoadedhavingtoo muchto carry rundown 1 tired or ilt: I feeL pretty rundown. 2 jn bad condjtion: It's o very rundown area. u n d e r p a i dn o t p a i d e n o u g h are understaffedwjth not enoughworkers:ManyhospitaLs understaffed at the moment. underweighttoo thin or Light u p - t o - d a t em o d e r no r p o p u [ a r
nouns after-shave: I Lovethe smell of his after-shove (lotion). breakthroughan important discovery:Thediscovery of penicilLin was a major breokthrough in medicine. bypass1 a road round a town. 2 an operationto send btood rounda part of your heart with a probtem:a heart bypass. downfa[t somethingyou do that makesyou lose success: Ganbling Ledto his downfall. fottow-up somethingyou do to makesure an eartieraction is successfu[:Thislessonis a follow-up to Lastweek's. getaway an escape:Thethievesmade o quick getoway. outbreak a suddenappearanceof something(usua[[ybad): There was o serious outbreak of fLu. outcome the result: What wos the outcome of the election? outtook a developingsituation:The outlook for tomorrow's weatheris fine. rundown a summaryof events:Giveme a rundown of what happened. setback somethingthat preventsprogressor makessomething worse:Peocenegotiationshavesuffereda setback. upkeep the cost of keepingsomethingin order: Wecan't afford the upkeep of such a big house.
verbs off-load to take things out of a car, Lorry.train. etc. outgrow to grow biggerthan the size or spaceprovided:He has alreadyoutgrown his shoes. overhearto hear what other peopteare sayingto each other oversleepto sleep [ongerthan you wantedto u n d e r c o o kt o n o t c o o ks o m e t h i n gf o r e n o u g ht i m e underestimateto think that a quantity,skil.L.etc. is lessthan it realty is: I underestimated her obility. update to providethe latest information:After the attack,there were radio broadcastsupdating the news every haLf hour. upgrade1 to makesomething.e.g. a computer,morepowerfu[. 2 t o g i v e s o m e o n ea m o r ei m p o r t a n t j o b
M u l t i - w o r dc o mp o u n d n o u n sa n d a d j e ctives W e c a n m a k ec o m p o u n dn o u n sa n d a d j e c t i v e sw i t h m o r et h a n two words.Thereare atwayshyphensbetweenthe words. an eighteen-year-oldboy a heart-to-heort taLk my mother-in-law
Collocotion bonk
a one-in-a-thousand chance an out-of-work actor an up-to-date dictionary
break the record to do somethingbetter than the best achievementso far catch a cold to get a cotd close the gap to do somethingthat bringstwo extremescloser together, e.g closing the gap between ich and poor. contract an illness/diseaseto get an itlness/disease f e e l u p s e to r a n g r y d r i v e s o m e o n em a d t o m a k es o m e o n e expressyour concern/worryf horrorfshock/a n opi nion about s o m e t h i n gt o s a y w h a t y o u f e e I o r t h i n k expressyour thank (to someone) (for something) to say thank you feet part of something to feel you are a memberof a group give someone/somethinga bad name to harm the reputationof s o m e o n eo r s o m e t h i n g give someonea hard time to makeit difficul.tfor someone give someonepermission (to do something) to say someone cando something give someone a warning (about something) to warm someone go mad 1 to get very angry.2 to becomejnsane last a lifetime to last a very long time miss home to feel unhappybecauseyou are not at home pack your bags to packyour things beforeyou traveI pLaya joke on someoneto play a trick on someone ptay a rote to take part in a ptay,project,etc. put on weight to gain weight and becomefatter reach an agreement (with) to agreeon somethingafter a n discussio receiveacclaim for something to receivecomplimentsand admiration spend money,itime(on something) to spend moneyon/give time to something take it easy to stop do'ingso muchwork turn cold (weather)/nasty (personor anima[)/ pate (person) turn red to showyou feeI embarrassed
adjective + noun anti-sociaI behaviour bad behaviour devetopedcountry a countrywith an advancedeconomy developingcountry a countrywithout an advancedeconomy, 'Third often catleda Wortd'country dry climate/clothes/tand without rain/water d r y s e n s eo f h u m o u r h u m o u rw h e ns o m e o n ep r e t e n d tso b e seriouswhen they are not fatal diseasea diseasethat often causesdeath fresh air cteanand oleasantair heavy fighting/rain a lot of fighting/rain latest fashion/styl.ethe most popularfashion/stylenow petty argument a mjnor argument renewableenergy naturaIenergyfrom suchsourcesas the wind or the sun: Solarpower is s sourceof renewobleenergy. severepunishment very hard and strict punishment sociaI benefit somethingthat wiLl.hetp society social mobitity movementbetweenlevelsof societ5 urban decay the declinein Livingcondjtionsin big cities vast majority nearlyat[ of a [argegroup vio[ent crime a crimethat hurts or kittssomeone working conditions the conditjonsfor workersin a factory,etc.
verb + sdverb fa[[ down heavity to fat[ and hurt yourse[fbadty rain/spend heavily to rain/spenda lot sleep heavily to steepdeeptyand be hard to wake up take someonelsomethingseriouslyto vatuesomeoneor something: Graffiti is often not taken seriously in the art world. For expressions with do, get, have,moke --+ PAGE L62 For prepositionsin phrases-r pecE166
/-exicnn Adjectives for describing appearance This tabte tetls you which adjectivesyou can use (/) with a variety of nouns.The choiceoi a word depencson the context.
Example: You CAN say 'I sa.wa breathtaking view, , but you CAN.Tsay 'I saw a breathtaking man,. For adjectivesdescribingmusic + Mooulr 4, IAGE 1,52.
"o.t
*"*""f*tooo attractive
c ,.'" *"-t-"""":",$::"
b e a u t i f uI breathtaki ng cheap chic classy comfortabte contemporary
cosy dated dramatic effortless e[egant e n o r m o us exotic fashionable good-[ooking gorgeous gracefuI handsome
/(men)
i m pressive m a g n i f i c en t messy old-fashio ned
picturesque powerful
pretty relaxed scenlc smart sophisticated spacious spectacula r stri ki ng stun ni ng styli s h tacky
tasteless tre ndy unsightty unspoi[t
/(women
c
"
r$
;Sq
s
-
z.'
"nSuf
l
o . . . ..:€* d
[xpressions with do,gef,ftoyeondmolre do 1 tasksand work: Canyou do me a favour and help me with this naths problem? I hate doing the garden - it's such hard work! I like to do my homework as soon as I get home. Whodoes the housework in your home? l4y parents do the shopping on Saturday mornings. Don't do the woshing-up - we'vegot a dishwasher. She has done some useful researchinto the causesof Aids. 2 activities: I do othletics/gymnastics/tennisf horse riding every Tuesday after schooL. My sister is doing English/history/science at university. Don't just sit there doing nothing - do something! 3 actions: This isn't working - I think I did something wrong. Don't worryabout the exam;just do your best. Thestorm did a lot of damage. My morning swim does me a lot of good. It'll do you no harm to visit your grandparentsnow and again. Did you do well in your test?
get 1 to obtain or receive: I really must get o haircut before the wedding. I got a letter/email/message fron Brigit this morning. He got a Lot of moneyfrom his weekendjob. After two years with the company,he got a promotion. I neverget o chance to reLax. I got a shockfsurprise when he arrived - I didn't expecthim. Get some sleep! Youlook Likeyou need it! I think I'm getting a cold! I feeL awful. 2 t o b e c o m eo r a c h i e v e : I have got attached to our neighbourspuppy. That'sa terribLecoLd- I hopeyou get better soon. Theseinstructionsore awfuL- I can't get beyond the first step. I'd better go; it's getting dark. Hurry and get dressedor you'LI be late. She can't concentratefor long. She gets fed up quickLy. I get the feeling you don't agreewith the government. Don't Leavewhen it's dark - you couLdeasiLyget lost. Our car got stuck in the mud after the heavyrain. She'svery ambitious.I'm sureshe'lLget to the top. I'd like to get in touch with Jin, butl've Losthisphone number. I wasjust beginning to get worried when he phoned.
have 1 exoeriences: I had a cold/fever/headache,so I took an aspirin. Last night, I hod o terrible dream about being lost. Have fun at the party! I'm hoving a hoircut this afternoon. WeaLwayshave o laugh when we get together. She'sgoing to have an operation on her bad leg next week. I'm tired. Let's have a rest. have a surprisefshock whenyou see him - he's reolly You'LL changed. I had a great time at the party lost night. 2 actions: We had an argument about footbalL. I have o bath/shower everymorning. I hod breakfast/lunch/dinner with CharLie. CanI have a look at your holiday photos? At weekendsI have o lie-in tiil about ten. I'm going to hove s porty on my birthday. I think the neighboursare having a row. They'rehaving a swim in the hoteLpooL. She hod the chance to meet the Leadingactors after the show.
3 to possesssomething(aLsohove got): How many brothersand sistersdo you hove? Youmust acceptthe decision- you really have no choice. I don't know the answer I haven't a clue! Weboth Likemusic ond reading - we have o lot in common. I hove sn idea - why don't we go swimming? I hove s good/bad memoty. He hos a lot of patience with children. I've tried to give up sweets,but I hsve no willpower. 4 to producean effect: The war wiLIhove o bad effect on the economy. The weatherhad an influence on the resuLtof the match.
make 1 actions: Theymade an agreement with us to meet at 6 o'clock. Youshould make on appointment at the dentist's. I make my bed as soon as I get up. We'dlike to moke a comploint about the bad service. I had to make a decision before six o'clock. We mode an effort to finish on time. He made an excusefor not doing his homework. Don't moke fun of him - it's not fair. KeepcaLm.There'sno need to make o fuss. He'sso funny. He always makes me laugh. I'm going to make you an offer you can't refuse! CanI make a phone coll, please? She's making progress at school. I'd like to make a reservation at the hoteLfor Friday night. I think she'll moke a successof her business. 2 to create,or produce: Itlake me a cup of tea, pLease. He investedweLLand made a fortune. He makes a living seLlinghis own vegetabLes. Don't make o mess in your bedroom- try to keepit tidy! I think you've mode o mistake - Mr Smith doesn't live here. He made a Lot of money selling his paintings. Our neighboursoften make a lot of noise at weekends. Youmode a good point at the meeting. CouldI make a suggestion, pLease?
Word I love watchingold black and white fiLmsfrom the 1930s. I've got Lotsof bits ond pieces to take to schooLtomorrow incLudingny pen, penciL,paper, and bool
/exicon Wordfomilies
cackte/'krek/ to Laugh[oudty chuckle /tl^kl/ to LaughquietLy giggLe/'gtgl/ to laugh in a si[ty way smile /smar/ to movethe cornersof your mouth up to showyou arenappy snigger/'sntga/ to |"aughto yourselfin a disrespectfut way
glance/glorns/ (often glance around. at, etc.) to [ook at somethingor someonevery quickly:Sheglanced ot herseLf in the mirror. gtimpse /ghmps/ to see somethingquickl.yand wjthout a complete view: I only glimpsed him - I wouLdn'trecoqnisehim agoin. observe /eb'zz;v/ to [ook and pay careful attentjon: Observethe changein colour as I add the acid. spot /spot/ to identifo or noticesomeoneor somethingwhen it is not easy: Canyou spot me in this oLdphoto? stare /stee/ (often stare at someone/something)to look at someoneor somethingfor a long time: Whoareyou staring at? watch /wotl/ to look carefu[[y:Wewatched Arsenalbeat United. witness f'wfimsf to see somethinghappen:Did anyonewitness the accident?
hotd
walk
cling /k1i4/ to hoLdsomething tightl.y: The littLeboy was clinging to his mother becausehe wasfrightened. ctutch /kl,rtl/to hotd somethingtightty becauseyou are frightened: She clutched at the poLicefficer's hand. cuddl,e/'ktrdl/ to hotd someoneclose to you in a loving way: He cuddled his young son in his arms. grab /grnb/ to take somethingsuddenl.y and quickl.y:Thethief grabbed my bag and ran off. grasp /grosp/ to take hotd of something strongly: He grosped my hand and Ledme through the crowd. handte/'hrend/ to hotd or movean object in your handsjn order to examineit: PLease handle the slasswith care. hug /h^g/ to hotd someonein youiarms becauseyou Likethem a [ot: She hugged her mother when they met at the airport, take hotd of f 1etk 'heuldav/ to take somethingin your hands: The captain took hold of the trophy and heLdit up to the fans. touch /tx!/ to makecontact,usuatlywith your hand:She touched her arm to show me where it hurt.
limp /ltmp/ to walk slowly and with difficutty, often becauseof an injury: He linped hone ofter the long match. march fmott[f to wa[k with regular steps: Ihe band marched through the streets in the parade. shuffle /'[t'fl/ to watk stowty without Lifting your feet: I couLd hear the old woman next door shuffling aroundstagger /'stnge/ to watk unsteadily:She staggered away from her car after the accident. stride /#aflf to walk with long steps: Ihe teacherstrode across the pLaygroundto stop the fight. stroll /straulf to watk s[ow[y in a place for pleasure:Ihey strolled around the park. strut /strtltf to walk in a proud way, with your chest forward:lvlaLe birds strut in front of female birds to attract their attention. trudge /trd3/ to walk stowly with a tot of effort: The soldiers trudged through the mud. wander/'wonda/ to wa[k stowlyin a placewithout a particu[ar purpose: We wanderedround the shops for an hour.
This tist givesyou wordsfor sayingsimitarthings.It is a goodidea to makeyour own [istsas you find newwordsfor eachgroup.
Verbs laugh
say/speak beg /beg/ to ask someonefor somethingin an eager way:He begged me not to Leovehim. chat /tjet/ to ta[k to someonein a relaxed,informaI way:I met an oLdfriend and we chatted about our schooldavs. c t a i m/ k t e r m / t o s t a t et h a t s o m e t h i n gi s t r u e , a t t h o u g hy o u m a y not be able to prove it:. He claimed he hadn't receivedthe Letter. exclaim/rk'sklerm/ to say somethingLoudLy and suddenl"y, usuatty when you are shockedor surprised:'Hey,Lookat the time!' he exclaimed,'We'reLate!' howl /haul/ to make a loud cry: He howled in poin when hefeLL over. inquire fn'kwatef to ask in a pol.iteand formaIway for information: 'What time does the plane land?' she inquired. mention /'men[n/ to say somethingwithout giving detaits: Duing our chat, he mentioned that Sue had had a baby. mutter /'mnte/ to say something.ina quiet voice.usualtywhen you are not happyabout somethjng:Jim muttered something about not wanting to go shopping. recatl /rr'kc:f/ to remembersomething and tel"l.it: Do you recoll seeing anything un usuaI? reply /rt'plal to answer:I askedhin to help ne. He replied that he was busy. scream/skrim/ to shout in a high voice: WhenI felL into the water,I screamedfor help. shout /laut/ to say somethingvery toudly:-I heardsomeone shouting for heLp. shriek /Jrirk/ to shout in a high voice: Theyshieked with laughter. whisper /'wlnpe/ to say somethingin a very quiet voice:He whispered the answerso no one elsecouLdhear. yel| /jel/ to shout very [oudty: Stop yelting - come here and telL me whatyou want.
look gaze/getzf to look at somethingor someonefor a [ong time: He gozed out of the window.
Adjectives big 1 describingvery [argeand impressivebuil.dings, animalsor organisations:coLossaL; enormousigigantic; huge; massive 2 describingvery targep[aces,areasor distances:enormousi huge; immense;vast
happy cheerfut /'tlrcfel/ showingyou are happy: a cheerful smile. contented /ken'tenttd/ satisfied and happy: He sat looking contented after the meal. detighted /dt'lanrl/ very pteasedand happy:I'm delighted to seeyou. elated /tlettd/ happy becauseyou have been successful:WeLeft the stadiun elated by our team's victory. gtad /gled/ pleasedand happy:I'm glad you come. pleased/plizd/ happy and satisfied:He'spleased with your work. thritted /Otrld/ very happy or excited:I was thiiled to seeher.
rich afftuent /nflrcnt/ having moneyfor expensivectothes,mears,erc. Loaded/'leudrd/ extremetyrich. prosperous/'pmsperas/ successfuIand rich weatthy /'wel9l very rich and with valuableproperry well-heeled/,welhi..ld/rich and often from a high sociaLctass wett-off /,welof/ having morethan enoughmoneyto live weU. well-to-do /,welte'du;/rich and with a high sociaIposition
sad dejected/dtfuekttd/ unhappybecauseyou feel.ingdisappointed depressed/drprest/ very unhappyand not hopefut down fdaonf (coLLoquiat) unhappyand sad feebte /'fi:bll weak gloorny/glu.m/ unhappyand not at aLl.hopefut gLum/g\rtm/ sad and not wilting to tatk grim /grrm/ very worried,sad or unwe[[ miserable/'mtzrabl/ very unhappybecauseyou,repoor,jl.t, etc.
languoge ldiomotir animals have a bqe in your bonnet to have a fixed idea: He'sgot a bee in his bonnet about groffiti. a boq!ryq1m a very keen reader:She'salwoysreading - she'sa reaLbookworm. let the cat out of the bag to tetl a secret.often without intending to:-He let the cat out of the bag obout the surpise PortY. as sick as a doq very i[[: I was as sick as a dog ofter I ate that seafood. tike a fjsh out of water uncomfortabtebecauseyou are not in your usuaIsurroundings: He livesin the city and whenhe goes to the countryside he's like a fish out of water. be a fly on the watl to be a secret observer:I'd love to be a fly on the wall when those two are arguing. a/the ra! race a competitive and stressful lifestyle: Workingin marketing is a rat roce. the btack sheep of the famity someonein a fumil.yor group who doesn't behave[ike the rest: The Smithsare all very nice, exceptfor Jim - he's the block sheep of the family.
body before their very eves jn front of somethingso they can't avojd it: She sLoppedhim before my very eyes. face (up to) something, face it to acceptsomething:I had to face (up to) the foct that I was nevergoing to be a famous footbaLl player. Let'sface it, it's not going to be easy. face death to be in a very dangeroussituation: Rocingdivers foce death wheneverthey race. be knge deep in something to have a lot of things to do:.He's knee-deepin work at the moment. not make head or tail of something to not understand something:I can't make head or tail of these instructions. putt someone'sleg to do or say somethingas a joke to make someoneworry: Don't be upset,I'm onLypulling your leg about your girLfriend! fed up to the (back) teeth to be very angryor bored:I'm fed up to the back teeth with getting up so early every day.
food/cooking eat humbte pie to admit that you were wrong: WhenI discoveredI hod made a mistake,I had to eat humble pie and apologisefor my behaviour. a metting pot a ptacewith an excitingmixtureof cuttures: Londonis a melting pot with peoplefrom everypart of the worLd. for starters to begin with: For storters he'sseffishond he's also rude. be Slefvrlg to be extremelyhungry:Isn't it time for Lunch?We're storving to deoth! chip in: to contribute:if we alLchip in, we'LIhaveenoughto buy a cokefor her birthdoy.
tife/death the birth of something the beginning:The birth of EngLish theatre was in the 16th century. be the crad[e of something the p[acewheresomethingbegan: Greecewas the cradle of western civilisation. be bored to denltl extremetybored: f'm bored to deoth of your complaints. be {14ng for something to want somethingvery much:"['m dying for a sandwich. be in its !nfancy to be in the eartystages:1rrthe 1960s,space travel was stilLin its infanal.
money/work bet to say you are sure about something:I bet she'slate again. (att) the beltjltg is that it is tuirty certain that: All the betting is that he foils his exams. take its tott on someone/somethingto have a bad effect:/ll that hard work has token its toll on her health.
movement go dow!h![! to get worse: His health went downhill after the accident. klSk up a fuss to comptain a [ot: He kicked up a fuss becausethe soup was coLd. A curefor AIDSis be within lqAqhto be ab[e to be achjeved:. within our reoch. be a major slep forward to be an important advance:Landingon the moon was d mojor step forward for space exploration. a {epl!!!g stone somethingyou can use to achievea long-term goal: I want to be a chef but I work in a restaurantas a stepping stone for the future. not !qqc[ something with a bargepoteto not get involvedor use somethingbecauseyou think it is bad: Thatnew sportsclub sounds awful. I wouLdn't touch it with a borgepole.
nature be a breath of ftqs-hair to be somethingnew or differentthat encouragesyou:.My new schooLis a breath of fresh oir - we have Lotsof different subjects. put someoneout to qras! to makesomeoneleavea job because they are too otd: They'veput him out to gross and given him the job of making the coffee. be (skating/watking) on thin ice to be in a situatjonwhen you may makesomeoneangry: Whenyou reguLarlyarive late at work, you're skoting on thin ice. the last qlqw somethingthat happensthat, addedto other prob[ems,makesa situationimpossible:I had one probLemafter another- The last straw was when the car broke down.
places a vicious cjlqlg a bad sjtuationthat affectsother things: He is in Thisneans that he can't get a o vicious circle. He'shomeLess. goodjob and so he stays poor. to the four !9EeI9 of the globe a[[ over the wortd: He has traveLledto the four corners of the globe. in doing something be fqmq and dry to have succeeded be right up your gtr.qe!to be in your area of jnterest or activity: Sciencefiction is right up my street. off the beaten lryck a tong way from anywhere:We wentto a IittLe cottage in the countryside ight off the beaten track. be in the middte of nowhereto be in a placefar from a town: It's in the niddle of nowhere. The town is miLesaway.
others set the !att rotting to begin something: Let's set the boll rolling. Who wants to taLkfirst? not have a ctue to not have any idea about something: I haven't got o clue how to repair my computer. be on a short fuse easitymadeangry:She was tired and on o very short fuse. from the word go from the start: Wefoughtfron the word go. not care two hoots (about someone/something)to not care at alL:I don't core two hoots if they come or not. (get/give someone/something)a bad name: to get or give someoneor somethinga bad reputation:Thatclub'sgot a bod name. Thenolice have closedit down twice. (have/get/give someone)a hard time: to experience a difficult period or give someonecomplaints: My parents ore giving me a hard time becausethey wont me to work harder a lrlll[t4lqry somethingvery unpleasant;The exam was o complete nightmore. Everything went wrong. be not (att) ptain saiting not easy:Thejob wasn't oll ploin sailing. give it to somebody gtlalSh! to say somethingdirectly: I'm going to give it you straight. I don't loveyou any more. make a !S!L4!d dance (about something) to complaintoo much: Don't mqke a song and donce about your homework.
lexrcon Preposition bqnk 1 P r e p o s i t i o n so f t i m e at showsa particularpoint in time: of night; at Lunchtime; at five o'cLock;at Christmas;at sixteen years of agel at the age of sixteen; at my oge; at the beginning/endof the year; ot the moment by no later than a particularin the future: by Fiday; by next week, year, etc.; by ten o'clock; by the end; by the tine (thot)... during throughout a period of time: during the afternoon,evening, etc.; during the exami during the hoLidays;during the past month, year, etc.; during (the) winter, sping, etc. for showsa length of time: for ages;for a coupLeof months;for a few minutes, days, etc.; for a Longtime; for aLmosta week;for the weekend;for twentyyears from starting at a particutar time: from one o'clock;from about seven in the evening; from March to JuLy;from morning till night; from now on in 1 during a period of time: in the afternoon, morning, etc.; in the middLeof the night; in the 1990s; in (the) sping; in my spare time; in the last hundredyears 2 at the end of a period of time: in the end; in the future; in a minutei in o month or two; in five years; in half an hour; in an hour's time 3 showsthe month, year.etc. when: in May; in 2005; atfive in the morning; in future into (usuattylate into or we[[ into) during a particu[artime or age: Iate into the night; well into her twenties on at a time during a particu[arday:.on Chistmasmorningi on Tuesdoy;on 5 November;on the right/wrong day since from a particutartime or date in the past up to now: since 5 o'cLock;since Tuesday;since January; since 200L; since her birthday; since then; since last year; ever since she arrived throughout during a period of time untiI the end: throughout March;throughout the ofternoon; throughout the exami throughout the hoLidays;throughout her life; throughout the past month, year, etc.i throughout (the) winter, spring, etc. u n t i l . ( a l s ot i l l . ) s h o w sw h e ns o m e t h i n gs t o p sh a p p e n i n g : until Fridoy;until 9 o'clocki until the end of the month; until now; until the 1980s;until next week up to (atsoup until.) until an exacttime: up to ten o'cLock; up until the time they got married within beforea period of time has passed:within a year, week, etc.; within a few days
2 Prepositions of position/order just above the door. above: There'sa mark on the waLL across: Thereis a tree across the road and we can't qet Dast. against: The bike was leaning ogoinst the tree. along: Thereare trees along the side of the street. among: She wasstanding omong a group of people. around (alsoround): Theywerestandingoround the statue. a t ' + 1 1 1E 5 N DO FT H I SS E C T I O N back to front: You'vegot your vest on back to front. behind: I heard a voicebehind me. I turned round and saw Pete. below: From the top you couLdsee the whoLecity below you. between: I was sitting between two peopLe- Tomon my Iefi and Sue on my right. in front (of): He stood in front of the students and started to give his lecture. in the front/middte (of): Who'sthat in the niddle of the picture?
inside out: He'sgot his socl
3 Prepositions of direction across: He walkedacrossthe street to the other side. aLong:Wedrovealong the road untiL we came to the village. around: I ran around the house three times. away: He stole the appLeand ron awqy. behind: It went cold when the sun wentbehind someclouds. down: WefoLLowedthe path down the hiLI. from: f ran homefrom the station to my house. into: I put the papersinto my case.Hejumped into the water. I got into bed. He has to go into hospital for an operation. on (also onto): f got onfonto the bus outside my house. out of: I went out of the houseto get somefresh air. over: Thegate was cLosedso I had to jump over the fence. towards: Thefans ran towdrds the stadium. through: Thethievescame into the house through one of the windows. ta: I walkedto the end of the street to meet a friend. round: He droveround the cornermuch too fast. under: Themouseron under a cupboardto escapethe cat. up: I ran up the stairs and rested whenI got to the top. up to: f went up to a poLicemanto ask the way to the museum. FiLIthe kettLeup to the top.
4 P r e p o s i t i o ni sn p h ra se s above a[t: Be kind and polite but obove all be helpful. ahead of: Therewas a long queue ohead of us. along with: I passedthe piano exam along with three other people in the closs. apart from: Youressayis verygood, opqrt from a few spelLing mistakes. as for me, you, etc: My famiLy is noving to Canada.But as for me, I don't want to go. --+ FORME,ro ME at the end of: Let's meet up ot the end of the month when we are less busy. at first: I was ongry at first but then I realisedshe was verysorry. at home: I stayed at home becouseof the awful weather. at ([ong) last: I've found a good tennis coachot (long) Iast. at the moment: At the moment I'm Livingin Athens. at that very moment: I was turning the corner and at that very moment a chiLdran into the road. at any rate: I think they are coming - ot any rqte that's what they toLdme. at risk: YourheaLthis ot risk if you smoke. because of:: Wecan't go for a walk becauseof the rain. by accident: I knockedover the dispLayby accident. by chance: Weplanned to meet on Sundaybut we met by chance on the bus this morning. by mistake: I'm sorry but I took your dictionaryby mistake. by the time: By the tine we arrived, they had aLreadygone. for a while: Wewaitedfor a while ond then Ieft without her. for me, her. you etc.: I don't like that disco - for me it's too noisy! --+ AS FoRME,T0 ME for now: Wehave enough tea for now but we might need more later. for sale, rent, etc: Is your oLdcomputerfor sale? from bad to worse: Yourbehoviouris going from bod to worse. from memory:.I can pLaythe whoLetune from memory. from now on: From now on you must oLIshowyour membership cards. in addition to: She worlcsin the cafd in oddition to herjob at the cinema. in aid of: We're collecting money in aid of the refugees. in case: Let's take an umbrella (just) in case it rains. in charge ot: Who'sin charge of the tickets on the door? in comparison to/with: She is nuch taLLerin comparison to (or with) most of us here. in contact with: ,4reyou in contact with anyone we met in London? in danger ofi You'rein great danger of faiLing aLlyour exams. in demand: Are those eLectronicpets stiLlin demand? in the end: In the end aLlof us agreedwith her plan. in front of: She stood in front of the mirror admiring herself. in a hurry: Sorry,I can't stop, I'm in a hurry to get work. in a mess: Yourroom is in a terribLemess. in my opinion: In my opinion, busfares should be cheaper. in need ot:: Thehouse is very old and in need of major repairs. in order that: I did it in order that you wouLdnotice me. in order to: I shouted in order to get help. in reality: She said she was rich but in reality her porentsare verypoor. in return for: I lent her a couple of CDsin return for using her bike. in search of: They'vegone in search of o cheaprestaurant. in spite of: Weenjoyedour walk in spite of the rain. instead of:: Whydon't you go to the match insteod of ne? in terms of: In terms of their recentsuccesses, the team is a good one. in good time: P/eosebe there in good time becausewe still hove to buy the tickets. in time: I arrivedjust in time for the start of the film. in no time: Workhard and you'lLfinish in no time (at all). in touch: Goodbye- keep in touch and emaiLme. in a way: You'reight in a way but I stiL|don't agree with you. not at all: I'm not ot oll happy with my essay.
'Can of course: I cone?' '0f courseyou can.' 'Doyou mind?' Of course not. on a diet: She has been on a diet for the last month. on fire: 0h, Iook! Theshed is on fire! on the grounds of: He wos expeLled from schoolon the grounds of cheating in the exam. on the increase:.SadLy,street muggingsare on the increose in major cities. on the Internet: I found a way to buy bool
hiu. younger out of controt:Your brother is completely out of control.
out of order: 7 Thephonesat the station are alwaysout of order. 2 not polite or acceptabte:Her behaviourwas completelyout of order! out of the ordinary: Nothing out of the ordinary happensin our town. out of practice: I'd love to play chesswith you but I'm out of practice. over a mittion, etc:. Thereare over two million refugees in the camDs. over the top: Don't you think your onger wasover the top? He wasn't that bod! to me, her, us, etc.: To me, that picture is terrible! -J AS FoRME, FOR ME together with: -I went to the museumtogether with most of our g roup. under contro[: Thesituation is now under control ond things are back to normaL, 'I'LI prove under your breath: that you are wrong,'she muttered under her breath. under way: Plonsare under woy to build a new stodium. up to you: It's up to you to decide- I can't make the decisionfor you. ups and downs: EveryfamiLy has its ups and downs.
5 The passive We use by to showthe'agent' (WHOis responsible for the action): 'Hamlet' was written by Shakespeare. The website was designed by a young computer programmer. We use with to say HOWthe action was done: The winning team wasgreetedwith cheers, It was covered with water. It was nade with flour and eggs.
6 Pr epositions at the end of sentenc es I know the msn you ore workingfor. (with a retative ctause) I askedhim who he was talking to. (reported speech) What are you getting of.2 (questionswith multi-part verbs) I don't like being Loughedof. (passiveswith mutti-part verbs)
Iexicon 7 Prepositionsafter nouns, adjectives,and VETDS
Index ab o u t nounsi orgument;article; complaint; decision;discussioni opinion; protesti question;reminder adjectives:angryt annoyed;anxioustcurious;disappointed; enthusiastic;nervousioptimistic; passionate;pLeased;sad; worried verbs: care; compLain;hear; know; talk; think; worry against nouns: campaign;complaint;protest among noun: competition at n o u n s :l o o k adjectives:amazed;ongry; bad; clever;good; pLeased;sad; shocked;surpised; useless verbs; laugh; Iook; sniLe between noun: competition by adjectives etc.: annoyed;cLose;disgusted;impressed;shocked; surprised--+ tHr pnssIVE above for nouns; affection; appLicotion;campaign;cause;competition; demandi excuse;hope; Iook; need; opportunity;punishment; reason; request; respect; rewardi suggestion; synpathy adjectives, etc: bad; enough;essential;except;famous; good; ready; responsible;sorry; unfit; weLl-known verbs: admire; apoLogise; pay; pLay;wait from nouns:distonce:extract: view adjectives, etc: absent; different;far verb: suffer in noun: confidence;falL; growth; interest; isei taste; trust adjectives:experienced;interested;involved verbs: believe;invest; toke part into noun: research;study; transLate of nouns: advantage;approvaL;beginning;cause;coLLection; cradLe; end; enough;evidence;feat; hope; importance;Ioss;masses; member;mentioni number;opinion; packet;percentage; period; piece; portion; question;range; reminderi iski seiesi slice; study; suggestion;threat; turnout; victim; view adjectives, etc:.afraid; ashamed:aware;fond; fulL; made; nervous;plenty; proud; short; typicoL;unaware verbs: consrst;remind: think on nouns: ogreement;article; attack; effect; impact; influencei lecture;opinion; view adjectives:dependent;keen verbs: commenti concentrateidecide;depend;focus: insist; operate;reLyispendi work out of adjective:made vetoi maKe over noun: ricfo4z to nouns:attention; attitude; damage;entrance;injury; reaction; relation; reply; soLution;thanl
Examptes with adjectivesand nouns absent from: She was absent from cLass for two weeksbecause of her iLLness. according to: According to our records,you haven't paid your fees. advantage of: Surely,I don't need to explainthe odvontagesof a good education. affection for After our holiday, I feLt o strong affection for evetyonein our group. afraid of: I'n stilLafraid of the dark. agreement on'. Theycouldn't reach an agreement on how much the car was worth. amazed ati I was omozed at how eosy it was to get a ticket for the match. angry about, at/with: He'lLbe angry about your decisionto cancel the party. She was angry at (or with) me for being Late. annoyed about/by, with: She was annoyedabout (or by) their Loudmusic.I'n annoyed with him for making me wait. anxious about: Are you anxious obout your exams? application for: Haveyou filled in your application for thejob? appointment with: .I have an appointment with my dentist on Monday. approva[ of: Youneed the opproval of your monagerbeforeyou can LeaveearLy. argument with, about: He had on argument with hisparents about the messin his bedroom. article about/on: Did you read the article about (or on) Afghanistan? ashamed of: Youought to be ashamed of yourselffor being so unkind. attack on: Thespeechwas an qttock on the government's immigrationpolicy. attention to: No-oneseemedto poy any attention to whot he was saying. attitude to/towards: Theirottitude to (or towards) foreignersis unacceptable. aware of: I'm sureyou're oware of the dangersof smoking. bad at, for: She'sbad ot tennis ond evenI con beat her. Sweetsare bad for your teeth. beginning of: Pleasegive me your essayat the beginning of next week. bored with: I'm bored with watchingtelevisionaLIthe time. busy with: He was too busy with hfs homeworkto go to the cinema. campaign against, for: Wetook part in the compaign ogainst the war. Weneed a strong compaign for cheaperpubLic transport. cause of, for:. No-oneknew the cquse of the fire. There'sno cousefor olarm, chat with: Whydon't you hove a chat with your parentsabout your problem? clever at: My sisteris veryclever at moths ond aLwaysgets good marl
demand tor: Therehas been a strong demond for an end to Third WorldDebt. dependent on/upon: YourpLaceat universityis dependent on (or upon) your examresuLts. different from: My idea of a perfect holiday is very different from yours. disappointed about, with: I'm disappointed sbout not being aLlowedto go out tonight. We were disappointed with the players during the second half. discussion about: Theywerehaving o discussionabout what to do at the weekend. disgusted by/with: We weredisgusted by (or with) his obscene longuage. distance from: ThehoteLis o short distance from the airport. due to: Thegame has been cancelleddue to the bad weather. effect on: Snoking wiLIhave a very bod effect on your heaLth. end of: NeorLyeveryonewas crying at the end of the film. enough for, of: Thereis enoughfood for everyone.I've had enough oI your bad behaviour. enthusiastic about: She didn't seem veryenthusiastic about my idea. entrance to: Weagreedto meet of the entrance to the cinema. essentiaI for: VegetobLes and fruit are essentiol for your health. evidence of: Yourexam resuLtshowsno evidence of having done any revision. except for: Everyonearrivedon time except for Ben. excuse for: Losingyour shoes is o poor excusefor being late. experienced inl. I'm not very experiencedin using the Internet. extract from: Let me read you a short extract from his letter. falL in: There'sbeen a dramaticfall in tourists in London. familiar with: Are you familiar with the ruLesof tennis? far from: Is the station far from here? famous for: She'sfamous for writing excellentdetectivenovels. feat of: Thebridge is a marvelLous feat of engineeing, fond of: I'm fond of chocoLate. futl of: Thecafd wasfull of people last night. good at, tor: I'm no good ot remembeing nlmes. Exerciseis good for you. growth in: Therehas been a significantgrowth in the number of womenplaying football. happy with: I'm not veryhappy with my peformance. hope for, of: Until the war is over we have no hope for the future. Wehad no hope of escope. impact on: Computershave had on enormousimpact on education. importance of: Don't underestimatethe importance ol eating a good breakfast. impressed by/with: Everyonewas impressedby (or with) her piano playing. infected with: MiLlionsof peopLeare inlected with Aids throughout the world. influence on: Whichof your teachershas had the most influence on you? injury to: He suffered serious injuries to both legs in the accident. interest in: I have no interest in sport whatsoever interested in: I am not at alL interested in sport. interview with: She has on interview with a journalist on Thursday. involved in: Don't get involved in any argumentsabout politics or reLigion. keen on: I'm not verykeen on swimmingin the sea becauseit's too cold. kind to: Be kind to her - she is onLytrying to be helpful. lecture on: He gave an interesting lecture on the latest theories about how Lifebegan. look at, for:. Whenyou are in London;have a look at the Tate Modernbuilding. I'LLhove a look for a postcard of it if you Like. loss of: She neverrecoveredfrom the loss of her porents in the car crash. made from: Paperis made from wood. made (out) of: Myjacket is mode of leather. What'sthis tabLe made out of? masses of: He wassurroundedby mossesof fans.
member of: You'rea member of the sports centre, aren't you? mention of: Therewas no mention of his latestfilm in the newspaper.Wasthere any mention of the match on TVLast night? need for: I think there's a need for internationalco-operationto stop gLobalwarming. nervous about, of: I'm verynervous about my exams.She's nervous of dogs becauseshe was once badly bitten. next door lo: Welive next door to the stadium. number ot: A large number of counties signed the treaty to reducegreenhousegqses. opinion about, of, on: I don't have any opinion about who to blame. What'syour opinion of his lotestfiLm?I'd Liketo hear your opinion on capital punishnent. opportunity for: A visit to London wouLdbe a great opportunity for improvingyour EngLish. optimistic about: "I don't feel veryoptimistic about worldpeace. owing to: Themotorwaywas cLosedowing to a seriousaccident. packet of: Canyou get me o packet of cornflakes,please. passionate about: He'spossionate about footbaLl. percentage of: A largepercentoge of womenvoted ogainst the government. period of: We are expecting a Longperiod of hot weather. piece of: CanI have another piece of cake;please? pleased about, at, with: Mum was verypleased about my exam results. We were so pleased at the news of your success.Dad is verypleased with his new car. ptenty of: TherewiLIbe plenty of food at the party. potite to: Most chiLdrenare polite to their parents. portion ot: I'd like two portions of ice-cream,please? protest about, against: What is your protest about? It's o protest ogainst the war. prone to: Don't give him anything vaLuabLe to carry- he's prone to accidents. proud of: Youcan be veryproud of what you have ochieved. punishment for: What is the punishment for murder? question about, of: Theyaskedme lots of questions about my hobbies.It's a question of who wiLIbe our representotive. range of: Haveyou seen their new rdnge of clothes?Theplane was in (or within) range of airpoft controL. reaction to: What'syour reaction to the news that the fees will be increased? ready for: Hurry up and get ready for schooL. reason for: What is your reosonfor being late this time? request tor: Therehas been a requestfor more bLooddonors. related to: I think iLI heaLth is definitely related to poverty. relation to: 1ppoftunitiesfor womenare smalLin relation to men. retationship with: PracticalLy everyonehas a good relotionship with our teacher. reminder aboutfof: Do you need more reminders about (or ofl the dangers of smoking? repty to: Haveyou written o reply to your uncleyet? research into: Theyare doing Lotsof reseorch into a vaccine for maLoria. respect for: I have great respectfor people who workfor chaities. responsibte tor: Who is responsiblefor olL this mess? reward for: Youcan stqy up Latetonight as a reward for your good behaviour. rise in: Therehas been a rise in crime over the past year. risk of: Thereis aLwaysa risk of faiLure but we must try, rude to: He is neverrude to his parents in front of other people, sad about/at: We weresad obout LeavingLondon,Everyonewas sad ot (or about) the news of the air crash. satisfied with: I'm not sotisfied with your reasonfor being Late. series of: After a series of failures, wefinalLy won a match. short of: We'reshort of volunteersto help with the schoolplay. shocked at/by: I was shocked at (or by) the way he spoke to his father. similar to:. Her taste in music is similar to mine. slice of: CanI have another slice oI cake;please? sorry for: I'm sorry for all the troubLeI cousedyou. solution to: I'm afroid I can't think of a solution to your problem. study of, into: He'smaking o study of birds in tropicaLforests.It will be a study into how birds survive in smaller forests.
Lexb0k suggestion for, of: Doyou have a suggestionfor what to do this weekend?I thought I heard o suggestion of doubt in his voice. surprised at/by: He was not surprised ot (or by) her success. sympathy for, with: I've no sympathy for students who neverdo their honework. Do you have any sympathy with their viewson world poverty? tal.k with: Have a talk with your parents and see what they say. taste in: She has no toste in cLothes. thanks to: Thanks to your help, I passedmy exoms. threat of, to: There'so threot of colder weatherLaterthis week. The conflict is a serious threat to world peace. troub[e with: Ihe trouble with you is that you don't listen to good odvice. trust in: Havetrust in your own opinions. turnout of: Weexpecto good turnout of fans in spite of the rain. typical. of: It's so typical of you to say 'no' at first whenyou mean 'ye{. unaware of: I'm unaware of any opposition to our plans. unfit for: After his Lies,he's obviouslyunfit for anyjob in government. usetess at: I'm uselessat learningLanguages. victim of: Many victims of crime neverget any support. victory over: The treoty is a victory over those who prefer to fight than to talk. view from, of, on:. The view acrossLondonfrom the London Eye is outstanding. The view of Pais in his last pointing is the best I've seen.Doyou have any view on how to solvegLobalwarming? well-known tor: London is well-known for its museumsand galleies. worried about: f wos so worried about waking up in time that I couldn't get to sleep.
Exampleswith verbs M a n yv e r b sh a v em o r et h a n o n e p a r t t h a t i n c l u d ep r e p o s i t i o n s . S o m e t i m etsh e p r e p o s i t i o ins o p t i o n a a I n d d e p e n d so n m e a n i n g : She's working hard. She's working on a project. r+' MULTI-PART pAGES VERBS, 1,70-1,76Someof these have p r e p o s i t j o nasn d u s u a t t yh a v ea n i d j o m a t i cm e a n i n g : get in touch with someone,make up for something,come across something. Remember:Verbswith morethan two parts take the object at the end: I gotin touch with an old schoolfrfend. admire someonefor something:I admired him for showinghis true feelings. agreewith someone/something:I don't agree with the reporton the match. apotogise to someone (for): I apologisedfor my behaviourat the pafty. I opologised to the teacherfor arriving Late. argue with someone (about): I hate arguing with my neighbours about noise. believe in something:.I'm afraid I don't believe in ghosts.I think it's all in peopLe'simagination. betong to someone: This bag belongs to a friend of mine. buck someone up: Go and tell her the good news- she needs somethingto buck her up. care about someone/something:Doyou core at all about what is happeningin the world? chat with someone(about): He'schatting with my mum about his famiLy. comment on something: It's stiLltoo earLyto commenton the successof the project. concentrate on somethingi Concentrateon getting the spelling right. complain to someone (about): Wecomplainedto the mqnoger obout the quality of the servicein the restaurant. consist of something: Air consistsof oxygenand hydrogen. deaI with someone/something:Thedentistdealt with my tooth and the pain stopped. decide on something: I've decided on a careerin computers. depend on/upon someone/something:Yourexam resuLts wiLI depend on the amount of workyou do. (also rely on/upon someone/something)CanI dependon you to be thereon time?
emigrate to somewhere:.Theyemigrated to AustraLiaLastyear. fa[[ in love with someone/something: t I've fallen in love with you. 2 We'vecompLeteLy fallen in love with Mozart'smusic. focus on something: Weuse the passiveform to focus on the action and not the person who does it. get in touch (with): Shepromisedto get in touch with us as soon os she gets backfrom her hoLiday. hear something about something: Haveyou heard thejoke about the eLephantand the antT insist on/upon something: Oursportsteacherinsistedon us training three days a week.My mother insists that I eat breakfastbeforeI go to school. invest something in something: Weneed to invest more in solar energy. know something (about): I don't know a Lotobout politics. [augh at someone/something:It's not verynice to lough ot other peopLe. listen to someone/something: I love listening to music on the radio. look at someone/something:Everybody looked at me whenI got onto the bus. make something out of something; Shemade a dressout of pure silk. operate on someone: Theyoperated on her after her heart attack. pay for something: I paid for the newspaperand Ieft the shop. ptay for, with someone/something: The Portuguese footbaLLer, Luis Figo, used to play for Earcelona. The children are very bored here becausethey have no one to ploy with. prevent someonefrom doing something:A kneeinjury prevented hin from playing. refer to someone/something: You'll need to refer to your notes before you do the exercises. rely on/upon someone/something--+ DEeEND oN/upoN remind someoneof someone/something:Sheremindsme of my own sister.Seeinghim reminded me of a great hoLidayin the Lakes. smile at someone/something:Thebus driversmiled at me whenI poid him. spend (money) on something:.I've spent a Lot (of money)on clothes this month. stop someone (from) doing something: Therain didn't stop us from enjoying the trip. suffer from something: Do you suffer from headaches? take someone'smind off something: Thefilm took my mind off my probLemsfor o while. take part in something: I took port in a demonstrationlast weekabout the new powerstotion. take something out: Thedentist saysshe may have to toke out one of my back teeth. tatk about someone/something: Hi. We werejust talking about you. talk to someone (about): Wemet at o party ond tolked obout musicfor two hours. I often tolk to my friend Suson in the evenings. think about, of someone/something:Whatdo you think about that new CDby Prince?I often think of ny fanily when I am awayfrom home. transtate something into something: Thenovelhas been tra nslated i nto severaI Lang uag es. watk out on someone: He wolked out on his famiLyleaving them no money. wait for someone/something: I'm woiting for the post. We waited for someoneto begin dancing.I've been waiting for the busfor ages. work on something: Scientistshave been working on a new drug to cure Parkinson'sdisease. worry about someone/something:I wouldn'tworry about that exan if I wereyou.
Multi-port Verbs be through (with) to be tired or bored wjth someone or an activity and so determinedto leave:-I can't bear any more Iies - we're through. I'm through with gambling, I promise. up? + crr, be up 1 to be out of bed:If's veryLate- ore you stiLL WAITuP 2 to have increasedin price: Busfares are up agoin. ---+ G OU P be up to something to be doing somethingwrong or bad:.What have you been up to? be caught up (in) to be in a difficutt or dangeroussituation: Sadly, many womenand childrenore caught up in the war. be made up of something to includeas its parts: ThepopuLation is made up of severaLnationalities. blow something up to use a bomb to destroy something: Thebridge hos been blown up. break out to start to happen:Mostof us hopethat peacewill soon break out. Noun:outgRrnK brighten something up to make something more colourful or ( o f n o t backout s o m e t h i n g / d o i n gs o m e t h i n g )t o do something interesting: 1rangesheetswill brighten up your bedroom. you have promised:She bocked out of her pronise to help. bring bring something back 1 to return with somethjng:PLease b a c k s o m e t h i n g u p t o b e p r o o f o r e v i d e n c et o s u p p o r ta n i d e a , back my pen tomorrow. --+ GET,GIVE,TAKESOMETHiNG BACK 2 to exptanation.etc: Find more information to bock up your theory. make you remembersomething or someone:The photograph b e a b o v e s o m e t h i n g 1 t o b e s o i m p o r t a n tt h a t y o u n e e d n ' td o (T0) brought it aLLback to me. --+ cOMEBACK particu[arthings:5hethink she'sobovedoinghousework.2to be bring something down to causea business,etc. to cottapse: s o g o o d t h a t n o o n e c a n t h i n k y o u d i d s o m e t h i n gw r o n g :H e 3 Theunion strikesbrought down the government.--+ FALLDowN obove susoicion. bring someone on to hetp or encouragesomeone to make b e a b o u t s o m e t h i n g( a t s ob e t o d o w i t h s o m e t h i n g )t o e x p l a i n , progress:Her new piano teacheris bringing her on niceLy. describeor give facts on a particutarsubject:It's a book about bring something on to causeit[ health:Rainbrought on my cold. i nformation technology. bring something over (to) to hold somethingand go near to be about to do somethingto be readyto start to do somethingvery someone:He brought over another cup of coffee to us. soon: I was about to cLosethe door when the phone rang. b r i n g s o m e o n eu p t o h a v ea c h i t di n y o u r h o m et o l i v e a n d g r o w : be after someoneto be trying to catch someone:ThepoLicehad My parents brought us up to be poLite and friendly. been after the robberfor months. ---' G0AffERsOMEONE/SOMETHING ] G R O W UP be against something/someoneto disagreewith or not support b r i n g s o m e t h i n gu p t o m e n t i o na t o p i c o r p i e c eo f i n f o r m a t j o nf : --+ someoneor something:I'm against everykind of racism. TTJRN hate to bring it up, but you owe me ten pounds, don't you? --+ AGAINST SOMEONE C O MUEP be getting at something to be exptainingor saying something bump into someone to meet someoneby chance: Guesswho important: What I'n getting at is that computerscan never I bumped into in the supermarket! expresshuman emoti ons. button (something) up to fasten ctothesusing buttons: Button be behind (with) to not havedone as muchas you shou[d:Ioa're up your coot * it's very cold. ) Do,zP (SOMETHING) up (wITH) behind with your homework. i+ FALLBEHIND call something off to cancelor stop something:It's raining- shaLl be down to feel very sad: He's been so down since he faiLed his we call off the picnic? Thestrike was called off. + BEoFF EXAM.--+ GETSOMEONE DOWN ca[[ on someoneto visit someoneas a routine:Thenursewill coII p [ a n , p e r s o n , b e ( a t t )f o r s o m e t h i n g / s o m e o nteo s u p p o r ta n i d e a , on your mother later. etc. very strongty:I'm all for nursesbeing paid more. ca[[ something out to say somethingin a loud voice:Theycalled be dying for something to want something very much: out my name. I'n dying for a cup of coffee. can/coutd do with something/someone to need or want: be in 1 to be at home:Is your mother in? --+ stev,sToPIN 2 to be I can do with someoneto heLome. He could do with a bath. -+ popu[ar: Veryshort hair is definiteLyin these days. rIt Itrt carry on (with) to continue a particu[ar activ'ity: Theycarried on be in for something to be Likel"yto experiencesomething pLayingin the rain, Be quiet and carry on with your work. uncomfortabteor difficutt: I'm afraid we're in for another very carry something out 1 to take action and complete an coLdnight. I coMErN FoRSoMETHTNG examination. research. etc: The police ore corrying out a fulL be taken in (by) to be madeto befievesomethingthat jsn't true: investigation into the car crash. 2 to do something ptanned, He was compLetelytoken in by the girl's sad story. promised, threatened, etc: They are corrying out essentiaL particu[ar activityvery much: be into something to enjoy doing a repairsto the bidge. She said she'd report us and now she has I'm not realLyinto stamp collecting. carrted out her threat. be off 1 to not be going to happen: The match is off becauseof catch up (with) 1 to move and reach the same position as --r the rain. cALLSoMETHING oFF2 to sme[[or be bad: Thisfish is someonee[se: Yoastart cycLingand I'llyou cotch up. --+ KEEP uP off. --+ co oFF 2 to reachthe same standardor [eve[as someoneelse: You'lL Luckilywe be tet off to be allowedto go without being punished:. need to work harder if you want to catch up with the others. --+ OFF were let off by the monoger,--) LETSOME0NE K E EU PP be on to be goingto happen:Thetennismatchis on againbecause chat with someone (about) He's chatting with my mum about the rain hos stopped. hisfamiLy. It's just not on to changethe date be not on to not be acceptab[e: check in to go to the deskof a hote[ or airport and say you have of the meeting so late. arrived: Please check in two hours before your flight. Noun: be out 1 to not be at home: I'm sorry, my mother's out. -+ co, C HE C K - I N WALK ouT2 to not be in fushionany more:Hatsare out. c h e e r ( s o m e o n e )u p t o m a k ey o u r s e l f( o r s o m e o n e )h a p p i e r : i n y o u r h o m eo r s h o p : b e o u t o f s o m e t h i n gt o n o t h a v es o m e t h i n g Cheer up, this rain will stop soon. He did his best to cheer -+ We'reout of brown breod, RUNouT 0F SOMETHING me up. be over to have finished: ThepLaywill be over by ten o'cLock.--+ ctean something up to makea dirty or untidy placeclean:I must GET0VER S0I"lETHING cleon up my bedroomeverySoturday.Noun: cLEAN-uP ctear (something) up to makea ptacecteanand tidy again: You can have o porty if you promise to clear up afterwards. MostmuLti-partverbshavean object and we can usuatlyput it after the verb or after the preposition:PLease turn the TVon. 'something' Pleaseturn on the TV.The tist showsthis by putting o r ' s o m e o n e ' i nt h e m i d d l "aen d u s i n ga n e x a m p t ew i t h i t a t t h e S o M E T H IuNPG. end: + BAcK Whenthe object can on[y go after the preposition,the list has 'something' EO M E T H I N G . o r ' s o m e o n ea' t t h e e n d : r B EA B 0 VS If the object is a pronoun,it usualtygoesbeforethe preposition:PLease put it on. go in and Somemulti-partverbsdo not havean object: PLease sit down. 0ther mutti-partverbs havean adverb+ prepositionand the object goesat the end. r BEIN FORSOMETHING. Bracketsshowthat an object or a prepositionis optionat. - - + c H E E(RS O M E 0 NUEP).
[-exicon click on something to pressa key so that an icon on a computer screenworks: Click on that icon to moke the emailfile open. come about to happen:Howdid it comeobout that everyone knows my decision? come across (as someone) to seem to be a particular kind of person: He comes across qs an idiot but he's realLy very inteLligent.How did I come ocrossat the interview? come across something to find something by chance:I came ocross this old jacket in my cupboard. come apart to frtL into pieces:Honestly,your dictionoryjust came opqrt when I opened it. --+ FALLAPART come back (from) to return to a p[ace from another pLace:PLease come back soon. I wos coming back from the supermarket when I saw her. --+ BRING, GET, GIVE, TAKE SoMETHING BACK, TURN BACK come back (into fashion) to becomefushionab[eagain:Longcoats came back during that coLdwinter last year. Noun: comEBACK come back (to) to return to your memory:Wait a ninute * her name is coming back to /re. -r BRING SoMETHING BACK come betweensomeoneand someoneto causea quarrelbetween two or more people: Nothing can evercome between me and my girlfiend. come down to decrease:Priceshave come down since the summer. --+ CUT,GO,SLOW DOWN come down with something to become itt with a particular infection: I think I'm coming down with fLu. come from somewhere 1 to be born or live in a oLace:He comes from IstanbuL 2 to have started or devetopedfrom a particular anjmat,ptant or substance:Do humanscomefrom apes? come on 1 to move more quickly: Come on, Let'sgo.2 to begin graduatty:I've got a cold coming on. 3 to arrive somewhereafter others: /ou go and I'Il come on whenI've finished working. come out to arrive in the shops, etc: Whenwill their new CDcome out? come round 1 to visit someone'shome: Canyou come round this evening?-+ G0RoUND 2 to becomeconscjousagainafter fuinting: She's coming round, thank goodness, come through to becomeknown:Newscame through that they had arived safely. come through something to survivea difficutt eventor period:He hos come through the operation but he's stilLsLeepingcome to to becomeconsciousagainafter fainting:Shecome to and found herseLflying on the floor. come up 1 to rjse in the sky: Thesun wos coming up as we began our walk. 2 to be mentioned:Wheneverthere is trouble, her name comesup. -r BRING SoMETHING UP3 to be used in a test. etc: f hope that comes up in the exam.4 to become available:,4 summerjob has come up in the cafd. come up against someone/somethingto have to deat with a probLems difficul.ty,opposition, elc: Wecome up agoinst severaL in the beginning. come up to something 1 to reach a particularlevel: The water came up to our knees2 to be as good as the leveI peop[eexpect: Yourhomeworkdoesn't come up to your usuaLhigh standard. --+ LIVEUPTOSOMETHING come up with something to producean excuse,a suggestion,the correct answer, etc: He come up with a briLliant idea for her birthday prcsent. copy something down to write fucts, etc. in your notebook:Copy down these words. --+ GET,rAKE,wRIrESoMETHING DowN c r a c k ( s o m e o n e )u p t o b e g i n t o l a u g h a [ o t , o r m a k es o m e o n e [augh a Lot:.Hisjokes make me crock up. cry out (for) to shout [oud[y: She cried out for heLpbut no one heardher, + cALL,sH0uT,YELL0uT (F0R) cut down (on) to use much less of something:Tryto cut down on usingyour mobile phone. do (somethinS)up 1 to fusten a pieceof ctothing,shoes.etc: Do up your laces. The dress does up at the back. --+ BUTToN, zlp (SOMEIHING) UP 2 to decorate a room. etc: He's doing up the kitchen. do with something (always to do with) to have something as the topic. reason, etc:.Theirrows orc to do with noney. do without to managewithout something:I haven'tgot any more sweetsso you'LLhave to do without. dress up (as someone) (for something) to put on particutar
clothes so that you look [ike someone:Liz dressed up as Tina Turnerfor the party. drop in (on) to visjt someonewhen you are passing:I'll drop in on you this eveningif you Like. drop off 1 to fal.l.asteep:-I aLwaysdrop off on the train.2 to become fewer: The number of people who go to restaurantsis dropping o//. Noun: DRop-oFr--r FALLoFF drop someone off to let a passenger[eave a car, bus, etc: Drop me off at the next corner,please. --+ LETs0MEoNE oFF drop out (of) 1 to leavea courseof study: Manystudentsdrop out of universityat the end of the first year. 2 to abandonthe usuat tifestyte of most peopte in society and live apart: The twins dropped out of society and went to Live with others in the mountains. Noun: Dnop-out eat out to eat a meal in a restaurant:Shall we eat out tonight? eat up (something) to eat the whole amount:He'seaten up aLI his dinner. fade away to becomeweakergradualLy:Thevoice under the heap of briclcswas fading awoy. fa[[ apart to fatl into pieces:.It fell opart in my hands. --t coME APART fatt back on something to use moneyyou kept becauseyou need it: Do you have money to foll back on if you Loseyour job? fal.l.behind (with) 1 to movemorestowtyso that othersarefurther ahead:Wefell behind cyclinguphiLland Lostthe others.2 to make slowerprogressthan others: Yourson hos follen behind with his schoolwork.3to not makethe necessary regularpayments:/or.r have fallen behind with your rent. fal.t for someone to feel strong romanticfeetingsfor someone: I've fallen for her in a big way. faLl,for something to be tricked into believingsomethingthat isn't true: Youdidn't foll for his excuseabout being busy ot in the Iibrary, did you? faLLoff 1 to becomeseparatedfrom an object: Ihe handLehas fallen off. --+ coMEoFF2 to become less gradualty:Solesare falling o/1. r DRoPoFF fatl out (of) to fuLLfrom a high place:Herfavouite toy has follen out of the window. fatl.out (with) (over) to havea quarreIand end a friendship:He's fallen out with his girfiend over the fact that he's often late. N o u n :r n t t - o u t fall over to fa[[ onto the ground: Hefell over ond hurt his leg. faLt through to not be agreed, compteted,etc. successfutly: At the last minute, the negotiationsfell through. fitl. something in/out to comptetea questionnaire,application form, etc: Pleasefill in the card and give it to PassportControl. --+ MAKE SOMETHING OUI fitL (something) up to put tiquid in a container,especja[[ypetroI into a car: Let's fill up ot the next petroL station. WefiIled up the car before we drove to Germany. find (something) out to [earn information about something: Phoneand find out when the film storts. find out about something to find facts about something: What did you find out about dinosaursat the museum? finish something off to eat or drink the last parts: Hey,you've finished off all the ice-cream! fish something out to find and take out something:Thepolice fished out two bicyclesbefore they fuund the body in the canal. fit in to live easity with your neighbours,friends, famity, etc: For some reosonshe doesn'tfit in and she hasfew fiends. f i t s o m e t h i n gi n t o p u t s o m e t h i n go r m a n yt h i n g s i n a c o n t a i n e r : I couLdn'tfit in all my things. fix something up 1 to arrangea meeting. etc: My bestfriendfixed up a datefor me with her brother.2 to repaira homeand make it attractive: My dad fixed up the fLat for us. flood something out to cover a ptace with deep water: The whole orea wos completelyflooded out, wasn't it? follow something up (with) to take action to deal with something:ThedoctorssuggestedI follow up the operationwith a period of completeresf. Noun: FoLLoW-UP get something across (to) to be successfulin explainingyour idea, ptan, etc: His speech got ocross to the audience the reasonsfor the need to raise interest rates,
get aheadto havesuccessin your life:Youneeda good education in order to get ohead. -+ GET0N IN LIFE get around to r GETROUND T0 DOING SOMETHING g e t a t s o m e o n et o c r j t i c i s es o m e o n e a [ [ t h e t j m e a n d u p s e tt h e m : You're always getting at me. get at something --+ ar GETTTNG ATsoMETHING get away (from/to) 1 to be successfuI in going on hoLiday;Weare hoping to get away to BerLinfor the weekend.2 to go from a p[ace,sometimesbecauseit is djfficutt to stay:I realLymustget oway from this town. Noun: Grr-nwny get away with somethingto not be punishedfor doingsomething wrong or bad: He alwaysgets away with being late. get back (from) to returnto a place:Whattime wilLyouget back from school?--+ coME.TURNBACK g e t s o m e t h i n g b a c k t o m a n a g et o h a v e s o m e t h i n gy o u o w n returnedto you: I'll neverget my Lostwatchback. -+ BRING, TAKE SOMETHING BACK g e t y o u r o w n b a c k ( o n s o m e o n e )t o p u n i s ho r n a r m s o m e o n e who has done somethingbad to you: I'll get my own back on you one day. get by to have enough money or food: She finds it hard to get by on her pension. get someone down to causesomeoneto fee[ very sad: AII these biLlsqre getting me down. -+ BEDowN get something down to write something:I wasn't able to get down her phone numberfrom the answerphone. --+ copy, pur, TAKE. WRIIESOMETHING DOWN get down to something to start doing something:Stop toLking ond get down to your work! get in touch (with someone)to phone.emai[. etc. someone:-I'll get in touch with you when I know the exact date. get into something 1 to manageto enter a ptaceafter an effort: How did you get into the stadium without a ticket? 2 to start a conversation,fight, etc with someone:He's alwaysgetting into rows with his parents. g e t ( s o m e o n e )i n t o t r o u b t e ( w i t h ) t o d o s o m e t h i n gt h a t m a k e s yourselfdeservepunishment(or someone):Stayingout late will only get you into trouble with your parents. -) GEr(SOMEONE) O U TO FT R O U B(LWEI T H ) get off 1 to leave a bus. train, etc: I got off at the train station. --+ DR0P,LETSO|{EONE OFF.2 to start a journey: We got off at eight o'cLock. get on (in tife) to have successin your Life: You need a good educationin order to get on (in life). -, cETAHEAD get on (with) to have a friendty retationshipwith someone: I get on very badly with my cousin. Wedon't get on. RealLy?I get on fine/welL with hergetting on (for) + BEGETTTNG 0N (FOR) get (someone)out of troubte (with) to do somethingso that you avoid (or someoneavoids) punishment:Sayingyou were tired won't get you out of trouble with your teacherfor being late. --+ GET(SOMEONE) (WIIH) INTOIROUBLE g e t o u t o f ( d o i n g )s o m e t h i n gt o m a n a g e t o a v o i dd o i n ga j o b y o u don't Hke:I tried to get out of (doing) the washingup. get something out of something to enjoy an activity.a courseof study,etc. and learn manythings: Wegot o Lotout of our visit to London. get over someoneto becomehappierafter the end of a romantic relationship:How can everget over Jona? get over something 1 to become we[[ after being itt with a particular jltness: It takes time to get over a bad coLd. 2 to becomehappierafter being sad, frightened, etc: I'il neverget over my mother'sdeath. get round to doing something (also get around to) to do s o m e t h i n gy o u h a v ep l a n n e do r w a n t e dt o d o f o r a l o n g t i m e : WhenwiLLyou get round to painting the tabLe? get through 1 to be successfuI when you try to phonesomeone: I waitedfor a long tine but I finaLly got through to the ticket ffice. 2 to passa test or exam:I'm sureyou'll get through. get through something 1 to pass a test or exam: You'll get through your driving test this tine. 2 to survjve an unpteasant or djfficutt period: If I can get through this week, I can get through anything!
get (something) through to someone 1 to manageto reach someoneby tetephone: I can't get through to the manager. --+ P U T S O M E 0 NTEH R O U G( T H0 ) 2 t o m a n a g et o m a k e s o m e o n e understandsomething:I don't seemable to get through to you all that this test is very important. get to someoneto makeyou feeI very angryor upset:Herciticism of my clothes is getting to me. get to somewhere to arrive at a ptace: When will you get to Madrid? get together (with) to join other peoptefor a party, meeting,etc: Let's get together with the others after school. Noun: GsrTOGETH ER g e t ( s o m e o n e )u p t o w a k e ( s o m e o n eu) p a n d g e t ( t h e m ) o u t o f -+ BE,sTAy,WAITup bed: What time do you get up on Sundays.T get up to something to do somethingnaughty: What ore those boys getting up to? give something away 1 to give somethingto someonebecauseyou don't want it or becauseyou want them to havejt: Whydon'tyou give away that racket since you never use it now? Noun: GIVEAWAY 2 to te[[ a secretor give informatjon:someonedid not want to know: Pleasedon't give awoy the ending- we'reseeingthefiLm tomorrow, give (someone) something back to give somethingto someone who had jt before you: Pleasegive me back my dictionary. I'll give it bock to you tomorrow. give in (to) to agreeto somethingbut not becauseyou want to: Youmustn't give in to your children aLIthe time. give something out 1 to give copjesof the samething to many people: Julia will give out the boolcs.-,r sHAREsoMETHTNG oul (AMoNG) 2 to te[[ peop[esomething:Thenewswos given out that the attockerhad beenfound. give up 1 to admjt that you don't know:I don't know the answerI g i v e u p . 2 t o s t o p d o i n gs o m e t h i n g b e c a u s yeo u t h i n k y o u c a n ' t make progress:.Don't give up - if you practise more, you'Ll be a good tennis pLayer. give something up 1 to stop doing somethingyou have done regu[arty. especialty something bad: I'm trying to give up smoking.2to leaveyourjob: Shegave up herjob in the bankand travelledround the world, didn't she? go after something/someone 1 to try to catch someone:Ihe police hove gone ofter the thieves.-+ BEAFTER SoMEoNE 2 to try to get something: He'sgone after a job in Paris. go atong with someone/something1 to go with someoneto a place:I've decidedto go along with the others to the cinena.2 to agree with someoneor support something:We went along with aLLher suggestions. go around (aLsogo about/round) --+ G0ABoUT go away 1 to travel and stay somewhere:She'sgone awoy to France for a hoLiday.2to stop being present:I told you - go oway! W|LL this cold ever go away? go down 1 to moveto a lower place: Ihe sun went down behindthe clouds.2 to changeto a lower,amount.price,etc: Do taxesever go down? --+ coME,cuT DowN go down with something to becomejtt wjth a particu[ardisease, etc: I'm afraid she's gone down with flu. go for something to makean effort to get or achievesomething becauseyou want to: She'sgone for a job in the newfactory. If you want to win, go for it! go in 1 to enter: Wecan go in of seveno'clock.2 to be understood: I try to LearnEnglishgrammarbut it just won't go in. go in for something 1 to do a particularactivity.examor course of study: I'm thinking of going in for a careerin television.2 to do somethingbecauseyou enjoy it: I neverdid go in for wotching footbaLLon TV. go into something 1 to enter a buitding or room: He went into hospitaLforthreedays.2 to examinethe detai[sof something:llle will have to go into aLIthe details of your application. go off 1 to move away to another place: He went off on hoLidayto Spain. Don't go off on your own - wait for us. 2 to becomebad: I think this miLkhos gone off. --+ BEoFF3 to burst into piecesand causedamage:A bomb went off in the street. go off something/someoneto stop [iking someoneor something: I've gone off Brad Pitt.
Lex(czft go off with someone/somethingto [eavea placewith someoneor something:My brotherhas gone off with my footbaLL shirt. go on 1 to happen: Read newspapersif you want to know what's going on in the world.2 to continue doing something:She was so tired cLimbingthe hill that she thought she couldn't go on. go on something to be usedto pay for something:Thismoneywill go on the booksI need. g o o n a b o u t s o m e o n e / s o m e t h i n1g t o c o m p l a i na b o u ts o m e o n e or something:Stop going on obout how awful your parentsare. 2 to ta[k about somethingor someoneat[ the time: She goes on ond on obout her new boyfriend. go out 1 to leavea place:He'sgone out to the coffeebar.2 to go away from home and enjoy yoursetf:. I don't go out a lot during the week. r BE oUT3 to stop burning or producinglight:.The fire's gone out again. SuddenLy,the Light went out.4 (al"sogo out of fashion) to stop being fushionable:High heelswent out agesago. --+ BEoUT go out with someone1 to leavea ptacewith someone:He'sgone out with Max to the coffee bar. 2 to have someone as your girtfriend or boyfriend: Are you going out with anyone at the moment? go over (to) to movenearsomeone:I went over (to her) and shook her hand. go over something to read somethingor practisesomethingagain and checkyour knowledge:I need to go over the grommarwe Learnedyesterday. go round 1 to wa[k, drive. etc. round the outside of a pLace:Trucl
hurry up to move, fin'ish a job, etc. faster: Hurry up or we'll be Iote. join in to be one a group doing something:Now,I'Ll sing and I'd Likeeveryoneto join in. k e e p o n ( d o i n g s o m e t h i n g ) t o c o n t i n u ed o i n g s o m e t h i n g f: warnedher but she keeps on smoking. keep someone/somethingout to prevent someone,a vehicle, etc. from going in or through a place:How con we keep out so many cars in the city centre? keep out of something to not be active in something:I try to keep out of discussionsabout politics. keep to something 1 to stay on a particularroad. stay with a schedute,etc: Keep to the motorwayall the way to Manchester. Keep to the left. Wemust keep to the agreedtimetabLe.2to do somethingyou promisedor agreedto: Yousaid you wouLdpay and you nust keep to that. keep up (with) to move at the same speed or leveL:Youcan't come if you don't keep up with ui. t CATCH up (wrrH) keep someone up to stop someonefrom going to bed: Everyone was kept up by the noise. Theparty next door kept everyoneup oLLnight. --+ BE,sTAY, wArTup keep something up to maintainthe samehigh l"evel.: Keepup the good work! kick off (with) 1 to start ptaying footbalt: Thematch kicks off at seventhirty tonight. Noun: KIcK-oFF 2 to start taking part in a djscussion,meeting, etc: Let's kick off with a reportfron the satesmanager.-r START oFF(WIIH) kick up a fuss to comptainvery [oud[ybecauseyou are angry:She kicked up o terrible fuss just because the bus was ten minutes Late. kneel down to rest yourself on your knee: We aLIknelt down on the floor to Lookfor her contact Lens.--+ LIE,sIT DowN know something about something I don't know a lot about science. teave for somewhereto start a journey to a ptace:Thetrain will be leoving for Madrid in one hour. leave something on to tet a light or machinecontinueworking: Youleft the Lightson aLLnight. -) puT,swrTCH, TURNsoMErHrNG ON leave someone/somethingout (of) to not include someoneor somethingin a group, [ist, etc: My name has been Ieft out ol the |ist, Did you leove anyoneout? let someone down to makesomeonefeel disappointedbecause you didn't do somethingyou promised:You'veagreedto feed the cot while I'm away - don't let me down. tet someoneoff 1 to [et someoneleavea bus.train, car, etc: You can let me off at the corner,J GET0FF;puTsoMEONE DOWN. 2 to altow someoneto go without being punished:. I'll let you off this tine but don't do it again. -+ BELEToFFNoun:LET-oFF [ie down to put yoursetfin a position with your body ftat on a bed, the floor, etc: I've got a headacheso I'll lie down for a whiLe.--+ KNEEL, sIT DowN.Noun: LrE-DowN lie in to stay jn bed after your usual time for getting up: He lies in alLmorning on Sundays.Noun: LIE-IN listen to someone/something f Lovelistening to music on the radio. tive it up to enjoy yourself, especia[tywhite you spend money: He's living it up in London. live up to something to do somethingto the exce[tent[eve[ people expect:It's hard to live up to your parents' expectations. .+ COME UPTOSOMETHING Logon/off to do the actionsthat turn a computeron or off: Click 'Shut on down' to log off. look after someoneto take careof someoneand give them what they need: Therewas no one to look after Margerywhenshe wos
iu.
look after something to watch somethingso that it isn't stoten or broken: Canyou look ofter my bag whiLeI go and buy my ticket? took around (also look round) to look in every direction: I looked oround for an empty seat. look at someone/something 1 to look in the direction of someone or something: Look at that LoveLygarden. 2 to examjnesomething:ThedoctorwiLIneedto look ot that cut.
l o o k b a c k o n s o m e t h i n gt o t h i n k a b o u t a p e r i o dw h e n y o u d i d somethingin your past: f'll look back on my schooLdays with a Iot of pLeasure. [ook for something/someone to try to find someone or something: We'vebeen looking for you for ages. -) sEARcH FoR SOM EON E/SOM ETHING look forward to something to be excitedabout somethingthat wi[[ happen:I'm looking forword to meetingyou. look into something to try to find the truth about something: ThepoLiceare looking into what happened. look out 1 to look through a wjndow, etc: I looked out and sow it was raining. Noun: L00KOUT; OUT|OOK 2 (aLsowatch out) to be carefu[:Look out - there'sa car cominq. look out for someone (al.sowatch out ior) to take care of someoneby making sure they don't get jnto difficulties:I've promisedto look out for the younger membersof the group. look round --t LooKARoUND look through something to searchpapers,[ist, etc. to try to find something: I've looked through the magozines but I can't find that photogroph. took something up to find information in a dictionary,on the Internet, etc: If you have probLems,look up the words in your dictionary. took up to someone(for) to l"ikeand respectsomeone,especial"Ly someonein authority: I've alwayslooked up to my mumfor her pati ence and en courag ement. m a k e s o m e t h i n go u t 1 t o m a n a g et o s e e s o m e t h i n gt h r o u g hb a d Light, a tetescope. etc: We could just mqke out a dark shape movingacrossthe fieLd. 2 to understandsomething: Wecouldn't make out hishandwiting. 3 to claimthat you are someonethat you aren't or you can do somethingyou can't do: He made out that he could swim to the island but he couldn't. make up to become friendl.y with someone after a quarret: After a quarrel that Lastedmore than a week, we decided to moke up. make something up 1 to say or wrjte somethingthat is not true: She made up a idiculous excuse.Youdidn't see her - you made it aLLup.2 to put cosmetjcson your face:Yourface is made up beforeyou go on television.Noun: MAKE-up3 to put things together to make something: Young men make up most of United'ssupporters.Noun: MAKt-uP make up for something 1 to do something nice to make a disappointment,a bad experience,etc. better: I'm sorry I couLdn'tcomewith you but I'll nake up for it next weekend.2 to havea good quatityso that bad quatitiesare lessimportant:He may not be good-Lookingbut he mokes up for that by being very caing. meet up (with) to meet someone you arranged to meet: You alL go ahead and I'll meet up with you loter. miss someone/something out to not include someone or something:My name was missed out from the list. mix something up (with) 1 to changethe orderor arrangement of something:PLease don't mix up the CDswith the tapes. 2 (aLso muddte something up (with)) to put two or more things togetherso that you don't know which is which: Theagent hos mixed up ourflight hckefs. Noun: trltx-up move in to take possessionof a home: When did your new neighboursmove in? move on 1 to movefurther along a road, etc: Thepolice told us to move on. 2 to get a better job. home, etc:.You'veworkedhere years and it's time you moved on. for severaL move out to leave a home: Theyare moving out next week. muddte something up (with) --+ MIXsoMETHTNG up (wrTH) open up 1 to open the door and let peoplein: Whattine doesthe supermorketopen up? 2 to fee[ retaxedand tatk: After a few kind wordsfrom her teacher, she began to open up. part with something to give somethingto someonee[se: f? neverpart with your ing. pass away to die: Hrs mother passed oway Lastweek. pass by to move past someoneor something:I saw her smiLeas she wos passing by. Noun: PASSER-BY Plura[: PASSERS-BY passthrough something to comeinto a building,town. etc. and then leave: Thousandsof refugeeshave passed through this IHROUGH POT|.--+ COME SOMETHING
pass out to suddentybecomeunconscious: She passedout in the heot. pay someone/somethingback to return moneyyou owe: I must pay back a large loan from the bank. pay up to pay the moneyyou owe: Pay up or I'lL teLIyour parents. perk (someone) up to become(or makesomeone)happier,more active, etc: A coffeeshouLdperk me up. pick something out to choosesomethingfrom many:She picked out o smolLblue T-shirt.-r porNl soMETHTNG 0uT pick someone up 1 to collect someoneand let them ride in your car or taxi: I'll pick you up at seveno'cLock.Noun: pICK-Up2 to makesomeonefeel better:A cup oftea will soonpick you up.3 to talk to and get a boyfriendor girlfriend: He tied to pick me up at the party. pick something up 1 to take somethjngfrom the ground, etc: you dropped the bool
t-8xu0ft home. + GEI0N T0 S0|"1E0NE round something off (with) to compteteor end a mea[,speech. etc. with something: Werounded off dinner with a fruit saLad. run off (with) to stea[ somethingand run: Thedog ron off with the cookedmeat. --+ MAKE0FF(wIrH) run away to run far away to avoid being caught. punished.etc: Thedog took the meat and ron away. run into someoneto meet someoneby chance:Guesswho I ran into in the supermarket. run out (of) to have no more suppliesof something:Wehoven't run out of niLk again, have we? Yes,the miLk'srun out. run over someone/somethingto drive a car, etc. over someone, an anima[. etc: The dog wos run over by a bus. saddte up to get a horsereadyfor you to go on a journey:When we were saddling up, he said we hod too much Luggage. searchfor someone/somethingto [ook carefutlyfor someoneor --t toox something: We seqrched everywhere for a cheap cafd. FORSOMEONE/SOMETHING send away for (alsosend off for) to ordersomethingby post:-I've sent off for an applicationform. s e n d s o m e o n eo n s o m e t h i n gt o a r r a n g ef o r s o m e o n et o g o o n a journey, etc: My parentssent me on a trip to London. send something out to distrjbutea notice, etc:A letter has been sent out to all our members. set something aside to savean amountmoney:f set aside a few pounds elch month for my trip to London. set in to begin or appearand continue:Coldweatherhas set in. set off (on) to start to move: Weset off on q walk to the Lake. set out to start a journey: Wemust set out eorlytomorrow. set out (to do something) to start or plan to achievesomething: Wehad set out to win but werepleasedto comesecond. i n a p a r t i c u [ apr o s i t i o n I: h e s e t s o m e t h i n gu p 1 t o p u t s o m e t h i n g refugeesset up homeson poor soiL.2to arrangea meeting,etc: I'll set up onother meetingfor next week. Noun: srt-up settle down 1 to makeyourself comfortabtein a seat, bed, new home, etc: How are you settling down in England?2 to start living a responsibleLifewith a job, etc: Isn't it time you settled down and got a decentjob? shout out (for) to shout loud[y:Sheshouted out for heLpbut no cRY,YELL 0Ur one heardher. + CALL, show someone in to lead someoneinto a room: Whenthe next applicant arrives,show her in, pLease. show off to show or describeyour own abjtjtiesin orderto make peopteadmireyou: Sfopshowingo// Noun:sHow-0FF shut up to stop talking: Shut up and sit down. sidte up to someone to move slowty and carefully towards someoneas if you don't want to be seen: He sidled up to me and askedme for money. sit back 1 to sit comfortably:Sit back in your chairs.2 to make no effort: He sat back while others did the work. sit down to restyourselfin a chair,on the floor, etc: Wesat down on the nearestseat. sit up to sit with your back straight:He'sabLeto sit up in bed. slow down 1 to drive, develop,jncrease,etc. more slowty: You shouLdslow down in a busy street. Salesin supermarketsshow no sign of slowing down, do they? Noun: slowDol\tN s o r t s o m e t h i n go u t 1 t o a r r a n g et h i n g si n g r o u p so r a p a r t i c u [ a r order: -I must sort out my old photographs.2 to settte disagreements,etc: Theprime minister had to sort the chaosout betweenthe two poLiticians.3 to deal wjth a bad situation: Whenwill this ness be sorted out? s p e a ko u t ( a t s os p e a k u p ) t o s a yi n p u b t i cw h a ty o u t h j n k o r f e L [ : If peopLespoke out, the war night end. speak up 1 to speakmore loudly:Speak up - we con't hearyou. 2 -_' SPEAK OUT speed up 1 to move faster: We speeded up but the car was still behind us. 2 to happen more quickly: Changesin cLimatewill speed up over the next ten yeors. sptit up (with) to no [ongerbe someone'sgirlfriendor boyfriend: I split up with my girlfiend a few months ago. spread out to move apart and cover or fi[[ a larger area: I suggesteveryonespreads out and Lool
stand out to be obvious:Her intelligence stood out. stand up to rise to your feet with your body upright: Westood up as the visitor enteredthe room. stand up for someone/somethingto supportsomeone,an idea, etc. that is being attacked: Youneverstand up for me whendad blamesme. Stond up for your rights! stand up to someoneto refuseto acceptunfair treatmentfrom someone:Don't Letyour brother teLIyou who to befriends with stand up to him. start off (with) to start an activity: Let's start off with a vocobularygome. KICK,sEToFF start out 1 to start a journey: Theystorted out at sixo'cLock.2 to begin your career:He started out as a Lorrydriver but becamea famousjudge.3 to begin to be heard,done. etc: Jazz storted out in New 0rleans. start something up to begin a business.group, etc: Helenhas started up a waLkinggroup. stay in (also stop in) to be at homeand not go out: I can't come to the cinema - I'n staying in tonight. -+ BEIN stay up (tate) to not go to bed at the usuaItime: Youcanstoy up on Fiday. ---rwArr uP (FoR) stick something up to attach a notice, etc. on a wat[, etc: I've stuck up a poster of Madonna. stop in -r srAYrN stop off (at) to break your journey: We stopped off at the motorwaycafdfor d meoL. strolt over (to) -"r wALKovER(r0) sum up to give a short statementat the end that showsthe main point: Io sum up, computerscon do many tasks. switch off to stop paying attention: He switches off when I ask him a question. switch something off to use a switch to stop a light, machjne, etc. working: Don't forget to switch off the lfghfs. --+ ruRru S0l'4ETHING 0FF switch something on to use a swjtch to makea [ight, machine, etc. work: Switch on the kettle and let's hove tea. --+ TURN S O M E T HO I NNG take after someoneto look or behave ['ikesomeone:He tokes after his mother. take something back 1 to returnwith somethingto a shop:Ihrs jacket doesn't fit and I'm taking it back. t BRING,GET,GIVE SOMETHING BACK2 to admit that you were wrong to say something: How dareyou calLme a Liar- toke that bock. take something down to write something: Take down this D0WN message.--+ cOPY, GET,PUT,WRITE SOMETHING take something in to understandand remembersomething: IN (BY) I didn't take in much of what she said. --+ BETAKEN take off to leave the ground: ThepLanetook off at seven. Noun: TAKf-OFF take someonein to makesomeonebelievesomethingthat is not true: We were token in by her expensivecLothes. take something off 1 to removeclothing:I took off ny coat.2 to remove something from a list: Beef has been token off the menu. 3 to reducea price: Theytook ten percentoff the price. I'll toke off anotherpoundfrom the price.4 to use a period of tjme to have a hotiday. etc: I'm taking off Fiday. take someoneon to give someonea job: They'vetaken on several more men. take something on 1 to accept work: You'vetdken on too much about a problem:Thegovernmentmust work.2 to do someth'ing take on the probLemof homelessness. take someone out to invite someone to go to a cinema, restaurant.etc: I'm toking her out for a meaLthis evening. take something/it out on someone to make someonesuffer becauseyou are angry:Jusf becausehe won't phoneyou - don't toke your disappointmentout on me! You may be angry with him, but don't take it out on me. take over (from) to take control from someoneeLse:Diana is ill and she has asked me to take over. I've taken over from Diana. take over something to take responsibilityfor something: The governmenttook over managementof the railways. Noun: TAKE-OVER take to someone/somethingto form a liking for someoneor somethinq: We took to our new teacherimmediateLv.
[-exicon take something up to do an activity: PauL hos token up swimming. take up something to use an amount of space:Thesofa is nice but it takes up too much space. t a k e s o m e o n e u p o n s o m e t h i n g t o a c c e p t s o m e t h i n gt h a t someoneoffers: f he offersyou the job, will you take him up on it? talk something over (with) to discusssomethingbeforemaking a decision:Talk things over with your parentsbeforeyou decide. tatk (to someone) about something We met ot a party and tolked about music for hours. I often tolk to Susan in the evenings. think about someone/somethingto think carefutly:Think obout what failing the examcould mean. think of something to jnvent an excuse,etc: Canyou think of one good reasonwhy I shouldn't punishyou? throw something away (alsothrow something out) to get rid of somethingbecauseyou don't want or needit: I'm throwing out my old cLothes.-+ GIVESOMETHING AWAY throw something off to take off clothes quickLy:I threw ofl my coot and sat down. throw someone/somethingout (of) to makesomeonego, or take rubbish, etc. out, of a ptace: He was thrown out of coLlege becausehe didn't do any work. tidy (something) up to makean untidy place tidy: Tidy up your room beforeyou go out. trigger something off to causesomethingto start or happen:Ihe changesin climate have tiggered ofl floods in many countries. try for something to try to get a placeat a collegeor university. a job. a record: He is trying for the worLdrecord. A place ot university is worth trying for. t r y s o m e t h i n go n t o p u t o n c l o t h i n ga n d s e ei f i t f i t s o r t h a t y o u Likeit: Why not try on this coat? try something out (on) 1 to use somethingand find out if it works wetl : I haven't tried out my new dictionaryyet. Noun: 2 to test a skill: Haveyou tried out your EngLishon your TRY-ouT penfriend yet? turn against someone to becomeunfriendlytowards someone: After he came out of prison, everyonehad turned ogainst him. --' BEAGAINST SOMETHING/SOI.4EONE turn away to turn round and look in another directjon: He turned away and put his hands in his pockets. t u r n s o m e o n e a w a y t o n o t a l t o w s o m e o n ei n t o a p l a c e : They ore turning swsy everyonewithout a ticket. turn back to return the way you had come: let's turn bock becausethe we can't see our poth in this bad weather. turn down something to turn roundand movea[onga street,etc: Thecar turned down the road and went into the cor park. turn someone down to refuseto a[[ow someoneto have a job, ptace at university, etc: I appliedfor a place on the computer coursebut they turned me down. turn something down 1 to make noise, a Light, heat, etc. less strong: furn down that teLevision!2 to decjde not to take a job, offer, etc: He turned down the chance to play professionaL footbalL. turn into someone/something to change or develop into someoneor somethinge[se: Her daughterhas turned into a beautiful young woman. The caterpiLLar turned into a beautiful butterfly. turn off to drive off a road and join another one: Turn off at the next exit. turn someoneoff to be unpleasant,not funny, etc. so that you do not tike the personresponsibte:HissiLIyjokes obout women reaLLyturn me off. turn something offto stop a Light.machine,tap, etc. from giving you tight, power,water, etc:.Pleaseturn the televisionoff, Turn it off. The street Lights are turned off at dawn. -+ swITcH SOMETHING OFF turn off something to leave one road and be in another: 1,1/e turned off the High Street into o narrow road. Noun: TURNoFF turn on someoneto attack someoneor treat them badlv: Whvdid she turn on you Likethat?
turn something on to makea Light. machine,tap, etc. give you light, power. water, etc: Pleaseturn on the radio. Turn it on. --+ PUT,SW]TCH SOMEIHING ON turn out 1 to appear and be present:A Largecrowd turned out to greetthe President.Noun:TURN-oUT 2 to havea particularresu[t: Luckily, her treatment has turned out well. It turned out that Max had my ticket. turn someone out (of) to make someoneleave a place: We were oll turned out of the classroom. turn something out 1 to stop a [amp, etc. from giving you tight: Turn out the light and go to sleep. Turn it orrt. --r swITcH S0METHING OUT.2 to producea pieceof work: She'sbeen turning out somegood essaysthis term.3 to take everythingout of a bag, pocket, etc: I turned out my hondbagbut I couLdn'tfind my addressbook. turn over to move so that you fuce the other way when you are lying down: I turned over and faced the waLI. turn round to fuce the oppositedjrection:I turned round to see who was behind me. turn to someone(for) 1 to turn roundand look towardssomeone: He turned to me and smiled.2 to ask someonefor hetoor advice: I don't know who to turn to. He turned to his father for advice. turn up to appear somewhere,especiatlyas a surpriseor after a delay: When did Peter turn up? Don't worry - your camera will turn up. t h e a m o u n to f s o u n di n a r a d i o , t u r n s o m e t h i n gu p 1 t o i n c r e a s e etc: I can't hear - pLeaseturn up the volume. 2 to shorten trousers. etc: I'll turn up your trousers.Noun: TURN-UP use something up to use at[ of something:You'veused up aLlthe miLk. watk out of somewhereto leavea p[ace,usuatlybecauseyou are disappointed:Haveyou ever walked out of a film? wake up (from) to stop steeping:He woke up from the anaesthetic with a bad headache. wake someoneup to stop someonefrom steeping:Thesoundofthe windowbreakingwoke up the wholefanily. walk in to enter: Look who'sjust walked in! walk out (of) 1 to leave a meeting,job, etc: Theyhave wolked out of the tall
0bbJ0Yi0liolS
(Uuler!rcd auureviations aresaiaasoneworo.t
0rgani sations/ Countri es BBCBritishBroadcasting Corporation; EUEuropean Union; CIACentraI Intetligence Agency (Am);FBI Federal Bureau of Investigation (Am);IUf InternationaI Monetary Fund;IPCC InternationaI Panelfor CLimate Controt; ISSInternationaI Space Station;NAFIANorthAmericanFreeTradeArea;NASANorth American SpaceAgency;X1![QNorthAttanticTreaty0rganisation; NZ NewZealand (onl.ywritten);UK UnitedKingdom; UN United Nations;USAUnitedStatesof America
Measurements speed:, kph. kilometres per hour;mph. milesper hour distance:km. kitometres; cm. centimetres; m. metres; mm. mittimetres; m. miles(1 mite= 1.6 km weight:lb.pound(1 pound= 0.45kitos);oz. ounce(28 grams) eCdegrees temperaturei temp. temperature; Centigrade; qFdegrees Fahrenheit (waterboitsat 2't2eandfreezes at 32e)
PeopIe GI ordinary American soldier;GPgeneraI practicioner (doctorBr);MPmember of partiament (Br);pU primeminister(BrE); PCpoticeconstabte (BrE);VIPveryimportantperson
Writing
Health
Tittesof peopte:Dr doctor;Mr man;Mswoman; Mrs marriedwoman;Prof.professor Addresses: c/o in careof (sendinga letter for somebody to anotherperson's address); AveAvenue; Rd Road;St StreeU Nr near(Nr Ludtow) Letters: asapas soonas possibte (informal.); PTOplease turn over(pagein [etter);RSVPpteasereplyto this invitation; PSpostcript(extramessage at the end of a [etter); tet. - teLephone number. Others: e.g.for example; etc. andso on; i.e. that is to say (exampl.e); NB ptease note InformaIemait/mobite phonetext messages: BBFNbyebyefor now;BRBbe rightback;CUseeyou;CW2CU can'twaitto seeyou;IDK I don'tknow;IIUVUI [oveyou;HANDhavea niceday;KITkeepin touch;NRNno reptyneeded; PCMptease contactme;TIA thanksin advance; PLSptease; X kiss.
Aidsauto-immune deficiency syndrome; MSmuLtiple scterosis; TB tubercutosis
Economics/Business GDPgrossdomestic product;GNPgrossnationaIproduct; Ltd timitedcompany;ono. or nearestoffer(for advertisements)
Language(dictionaries) adj. adjective; adv.adverb;n. noun;prep.preposition; pron.pronoun; v. verb;sing.singutar; pl. ptura[;T transitive (verbwith object);I intransifive(verbwithoutobject); AmEAmerican Engl.ish; BrEBritishEngLish.
Colloquial pc pol.iticaLLy correct
Computers PCpersonaI computer; IT information technotogy
pronunciotion symbols /p/ /b/ /V /d/
= = = =
pen bad top do
/k/ = can /s/ = get /t/ = hsh /v/ /e/ /6/ /s/ /z/ /[/ /s/
= = = = = = =
/e/ /n/ /i/ /4 /sr/
= = = =
tet act steep bit
= aft
/o/ = dos /cr/ = form
van /u/ three /v/ there /l see /zf zoo /e/ shop /et/ treasure /au/
= = = = = = =
put boot cup skirt the make home
/t[/ /$/ /m/ /n/ /n/ /h/ /t/ /r/ /i/ /w/
= = = = = = = = = =
cheese job man not nns hot let rain yet way
/a/ /au/ /ct/ /re/ /ee/ /ue/
-1 = = = =
shy now boy near carc cure
/'/ = nain stressafter /'ufte/ stressafternoon /,otfte'nulnf /,// = secondary
tff||r.tfl{lf*r* d*ffmfr}r fitMti{4 !r*ti&r* t*r rnd onltnercroLsm lor brdrr: ol d lc,t* ffid sdrflrAf afl ry. \foh urfurrue,=-rpedfia C,lrapr*on Fdetritnr,orr $rliruerirloili d il Lcngmmtirh+ nd 6(ft** mrllk(d lrrrqmxr $lr$rlrr! dkcr rrd crnt6ct&srfrrrdlhrffidd. ,fhfurcgfubdmmmmrbof mu&m ar?drfu*{tr ot {qnr,ffi, ggf* l"o.enr Iryrrr Ellerror*E co{"1$0s b git* bffi]*|5il€rlttc, rdf-pmd *tdy CISlxu. Aerfidop€d b fflnpl€rn:flt drr$uffir lmtffitiso
,*f;I\ ^fffi|t 5 KF
r iar $Srne* lexning finrrcr ssrilErC€fr*rd fing[btl e***rr ErrgliJr,frd EIffi P|tpmtir
;:=T;--*g=Elffirsll
Ffl rrm?i"lb.tnf*ltn
yrtn r'riftbtiirr.r hqtdrro-m.
p31
H
blllfffifl
I s B N 1-405a-3127-8
lillilljl 1 2
