Documente Academic
Documente Profesional
Documente Cultură
mmm©L c o w e r
Longman
Contents
C ro ssin g b o rd e rs
Past tenses: revision : ^ Usingthe introductory paragraph to The structure of an artide
Negative statements and questions predictthe artide style
The new speakers of English
The .Global Schoolhouse project
E x p lo rin g th e w o rld
Be/get used to Polar expeditions An informal letter of advice
Clauses of concession: even though, despite Phantom travellers
. ■
■ .....................
T h a t’s w h a t frie n d s are fo r
Adjective + preposition combinations Pen friend questionnaire
So/such. . , that The green-eyed monster
Vision of Danger: Episode One -
K ic k s and t h r ills
Indirect questions Martial arts . 4 ? A report
Reported speech: revision Bungee jumping
P a re n ts in th e classro o m
Reporting advice; advise, recommend, suggest, ^ Efficient reading Designing a poster
urge .
. Teenagers and how to survive them
Preferences and recommendations
Vision of Danger Episode Two
Puzzling puzzles
8
Past Perfect Continuous Topic sentences '. A dialogue
Possessive forms
Flying machines
.-.Vision'of Danger. Episode Three;
I'1
^ Revision
J' ■ n
Contents
^ Identifying a speaker's attitude Get talking: expressing your attitude Using intonation to convey your Attitudes and relationships
attitude
Discussing pen friends
Enquiries about bungee jumping Get talking: expressing concern, A Wand watch: suffixes to
reassuring and persuading people ^ change the grammatical
meaning of a word
Sports and emotions
Using key words to aid. Presenting a plan of action to the class . Reading
understanding
Book at Bedtime
^ Listening in an intelligent way " . ■The /8s/ or IQiR Word watch: countable and
uncountable nouns
Discussing foreign exchanges
Conservation and foreign
exchanges
A conversation about a pap concert Get talking: expressing preferences Pop concerts and new technology
G ram m ar Reading Writing
.■W hat’s .©si th e Isox?
: Present Simple as future Reviews of television programmes Reviews: the best of a day’s television
Stative verbs ^ programmes ■
Staying in: Pick of the day
Vision of Danger Episode Five
Ju st th e job
Conditional sentences with unless, ^ Words which avoid repetition
provided!providing fthat), as long as
Making it as a model
Conditions in the past
An archeologist at work
A slice o f life
Sequence of adjectives : People in my life: a story Describing someone
Phrasal verbs 2: transitive and intransitive It's a funny old world!
Dream s a nd w orries
Wishlif only + past tense, wish + would Dear diary ^ A summary using linkers
needn't, don’t have/need to, needn’t hove, didn't
A Change of Heart The next scene of a play
have/need to
| y th e ;d e a d :- of.the eight.
Wishlif only + Past Perfect, regret + verb-ing ^ Understanding connectors to predict
what fallows
Sleeping like a baby
Vision of Danger: Episode Six
M&w was
The Passive voice: revision, modals and The Sony Walkman ^ A report on a scientific development
impersonal ft Vision of Danger. Episode Seven
M'QMnzl th e ,sser;es ■
.,:
Participle clauses ^ Reading techniques to suit your purpose : A story
See/hear somebody da/doing something
Good thinking. Batman
: Special effects
Deciding what to watch oh Get talking: asking for; making and Types of programmes
television reading to suggestions
.................. .................................... . . .
'A Guessing what speakers have Get talking: describing something Occupations; a model and an
been talking about ancheologist
Describing yourjob
............................................... -..... .... .
^ Listening and note-taking Get talking: degrees of Poetry; tone groups Sleeping and dreaming
Adream (dis)agreement
^ Word watch: verb + -irig’or to i
+ infinitive
. ..
■ :
: A talk: making use of ‘extra1 ; ^ Get talking: giving a talk : : Using stress to emphasise meaning Gadgets and inventions ■
: listening time to predict what
wilt follow : :
A teenager's tale : ^ Get talking: maintaining a Using intonation to maintain/stop Descriptive words 2
: conversation. a conversation
..:: ..........
Language learners' strategies Language and language learning
I lS jt l
l i
m m
■
@rf©SSDE]g [©©[/''steps
1 In pairs, write a list of countries where English is 3 Read these alternative introductory paragraphs.
an official language. W rite notes on the things you Are the articles introduced going to be serious and
know about the countries on your list. formal or light and entertaining?
EXAMPLE: Great Britain —several countries (England,
Scotland, Wales), rains a lot Isince the fell of Communism, have been given permission to
' many residents of the former stay. Natalie Napier reports on
Now compare your information with another pair. \ Communist bloc have headed the adaptation of an immigrant
different countries. Some family to their host country.
6
4 Read the article again. Which paragraph (2-7): 7 Put the verb in brackets in the correct tense. In
1 focuses on Joasia’s language learning? some cases there is more than one possible answer.
2 talks about Jo asia and Piotr’s future? 1 Many people from the former Communist bloc
3 maltes a link with the introduction? (emigrate) to other countries since the end
4 is about the parents’ language learning? of Communism. The ICossowskis (leave)
5 deals with die adaptation process? Poland four years ago.
6 is about Joasia and Piotr’s early progress? 2 W hen die reporter (arrive) at the
Kossowslas5house, they (have) tea so they
offered her some.
5 Look at your answers to Exercise 2 again. Are any 3 Mrs Kossowska____ (study) English for several
of them similar to Joasia and Piotr’s experiences? years. H er English is quite good now but she
doesn’t want to give up her lessons yet,
4 Joasia and P io tr (not study) English very
G ra m m a r much before they (arrive) in England. Their
schooling (be) in Polish.
6 Underline the past tenses in the text. Match them 5 P io tr____ (attend) an English school for almost
with the explanations in the grammar box. half of his school life. His next two years at
school will also be in English.
6 The ICossowslds____ (not, be) to Britain before
Talking about th e past they (move) there. It was their first dme in
Present Perfect the country,
Piotr has w on a scholarship. 7 P io tr (go) to a Polish school for six years.
We don't know when.
They have m ade a lot of progress. Listening
And they will probably make more.
Knowing what sort o f listening material you are
Present Perfect Continuous “going to bear helps you understand it because you
They have b e e n living here for four years. can predict its structure and content
That see?ns quite a long time.
Past Simple
They em igrated four years ago.
8 You are going to listen to a seventeen-yeai^old
Completed action. We know when it happened. called Richard. Look at this and answer the
questions.
Past Continuous
I saw that girls w ere playing on grass.
BBC World Service
They started before she arrived and then continued.
Programmes broadcast overnight on Radio 4
W hen we left Poland I was attending Szkola LW (198kHz)
Podstawowa. A A :.-V ’T-; jy ewsr ^
She attended witil they left Poland. lutlook. 1.30 The Young Internationals
^Victoria Marr taIks to young people about ■
^their experiences of emigration;-2 : 10
They had studied Russian before they came -■c-S/rh; p flfn T hv c- n 1r nmn^r
7
9 H Listen again. Complete the 12 A friend of yours wants to know about the Global Schooihouse
notes that summarise what Richard project. Complete the dialogue with information from the text. Use
says. your own words as far as possible.
1 emigrated to Argentina . . . FRIEND: W hat’s a video conference?
2 mother bom there and YOU: It’s . . .
w anted. . . FRIEND: Oh! Have you ever heard of something called the Global
3 Richard couldn’t stay with Schooihouse project? Doesn’t it have something to do with
father: . . . videos?
4 parents felt better if Richard . . . YOU: Yes. I read about it in High Flyer, our English book. It’s . . .
5 Richard found classes strange at FRIEND: That sounds fun! But I don’t understand how they do it.
first:. . . W hat equipment do they have to use?
6 had never .. . YOU: .. . but don’t ask me how exactly it all works!
7 hopes . . . FRIEND: And can the people see and hear each other clearly?
8 misses . . . YOU: Well, in the session described in the book . . . but apparently
Listen to the tape again and check it didn’t matter.
your answers. FRIEND: And what sort of things do they talk about?
YOU: The conference in the book was about. . . but th e y . . .
FRIEND: Wouldn’t it be nice if we had the same in our school?
W ritin g YOU: {Giveyour opinion]) .. .
1
4 The editor of a popular science magazine answers G ra m m a r
eaders’ questions. Unfortunately, her computer
)roke down and all her readers’ questions were jet used to
leleted. Luckily, she’s still got the answers. Read the
:ext again and help her rewrite the questions. jeiusetiftoiii- Ve} ^ .
noun phrase
L Because, when it is very cold, die brain doesn’t
get enough vitamins. Fortunately, this doesn’t ; aren tu s e d to living m extreme
often happen any more. imellthiprobleins.
1 Yes. It can be reduced by using sun lamps, iexteemflg|>ld}
i It is always a danger but these days explorers take ■
■
special medication to cure it. Idplacc^hane
1 You can get headaches and you may vomit. those te m p e n ttu r e ^ ^ ^ ^ ^
J Because, although there are no mountains, the WSfpdies.
layer of ice is very thick.
Vocabulary
5 Find words in the text to match the definitions.
1 To take something away from somebody
____
I To make sometiiing suitable for new conditions.
_ □ ____
3 A long, organised journey made for a specific
purpose. □ ____ □_
I A drug used to treat an illness.________ □ ___ □
5 This word describes something which hurts a lo t
_□ □_
Complete this word with the letters in the boxes and
find out a quality explorers must have.
Explorers have to b e ________X J____ S.
7 Read Kirsty’s letter to her pen friend. Rewrite the
phrases underlined using a correct form of (not) be
used to and get used to.
Pronunciation
10 Walton Stre
6 Read the words aloud with your partner. Which .... Sydn.
word in each group has a different stress pattern?
' , 31st January, 19S
Draw the shape of the stress patterns using a little
box (□) for the unstressed syllables and a big one (□) Dear Joao, ■"
for the stressed syllables. ) have ju s t come back from a camping trip in the outback. It was a
□ □ □ great experience once we adapted to conditions in the camp. The first
1 latitude temperature Antarctica few nights I couldn’t sleep because I had never slept in a ten t so I
wasn’t used to not haying a bed! To tell you the truth, i was nervous a
2 environment expedition medication night because I was unfamiliar with the noises and I had never shared
□ □ a room (or a tent!) with other people. (I've always had my own room a t
3 climate painful extreme ■home.) Put I soon adapted to th at and we had a lot of fun in our
4- deprive depressed freezing
It was very hot during the daytime but very cold a t night so I
IH Listen and check your answers. Say the words. caught a cold because I was not accustomed to the changes In ::
temperature. Put anyway we had a great time on the trip: we saw lots
of animals and studied the sky a t night. Now I feel like a great explorer
The only thing I never became accustomed to was not having a real
toilet! If you ever have a chance to visit me, you can come to the
■
outback too; .. ._
I’m sure you would adapt to life in the camp more quickly than Idldl
■ Take care and write soon.
O These foreign students are coming to live in your I I Read the article on page 13. Compare your
town for a few months. guess with the information there.
a) W hat do you think life is Hite in their country?
Think about the food, die weather and the
general environment and write notes. 12 Read the article again. Find the names of the
EX A M P LE: Ella: veiy cold; probably small town; eats people referred to.
fish? 1 They felt the presence of a phantom traveller.
2 H e wrote the story of his journey in Antarctica.
3 H e thought he’d heard spirits calling his name.
4 H e was a phantom traveller himself!
5 Apart from Fletch, one other person in die text
who is different from die others. (Why?)
G ra m m a r
12
Phantom Shackleion wrote:'I know that
during that long march of thirty-six
40 record books. ‘It was a bit of a joke,’
Martin says,‘but having a fourth
travellers hours over the unnamed mountains
and glaciers it often seemed to me
member along meant you could
always blame something on Retch!’
30 that we were four, not three.' Despite feeling his presence
Despite the tact that explorers and
Explorer Steve Martin and his two 45 constantly, Martin never actually saw
great travellers tend to be hard-
team mates even made ‘the fourth Ffetch. . - . . V .*
headed and practical, many of them ;
man’ an official member of the party It is unlikely that so many serious
have sensed a ghostly companion on
when they were crossing Greenland I explorers were lying. Were.their •
5 their travels. Marco Polo was one of
- 35 Even though there were only j three ^ . - minds
PM W affected
M lPUwiwu by thefdifficult
ujf tqu,tUJgIUU11 ' , *
the first to describe this. During the
men on the expedition
edition, they felt a . - y so conditions^ej^^^lftring their'
thirteenth century, he crossed .the- ■
- fourth presence who :aiways
Lop Nor desert on the way to China,-,
to the left of the party.
and told the following spooky tale;., ■
- him-:Eietoh and h
10 ‘When a man is riding by night-; j t
through this desert and.somethinTT
happens to make him stop andj t e
teruch with
he heare;spijiits^j1<li^T!Ts^
15 that they seem to be his' > T •
companions.
they call him by name. . . ' •
Other explorers have alspfwritten L
about this feeling. Despite the failure
20 of Ernest Shackleton’s Antarctic :
journey- his ship broke up in the ice
—the written account of it, South,
has become famous.-T S Eliot was f
1 v1 V Y
; inspired by it when he wrote The"
25 Wasteland.' /■ ■; •
I4
U n it 3
Pronunciation
6 Listen to the mini-dialogues to find out the
people’s attitudes.
a) Listen to the way people answer. W ho sounds
1 enthusiastic; 2 unsure; 3 uninterested?
4 Rewrite the sentences using an adjective and the b) US Repeat the conversations after the cassette.
correct preposition. Make sure each sentence in a
pair means the same. c) H! Respond to the comments you hear by saying
‘Yes, it is’ with the right intonation to show your
EXAMPLE: 1 Heman is good at tennis/playing tennis. attitude.
1 H em an plays tennis very well.
2 She finds visits to the dentist very frightening.
3 I found the story quite amusing. G e t talking
4 I like Hannah.
5 W hat do you find most worrying?
7
W rite these expressions in the correct place in
the box.
6 M y teacher finds rudeness shocking.
7 I really don’t like playing basketball. I suppose . . . Definitely N o t at all!
8 T here’s a lot of interest in the drama club in our I’m not sure . . . Yes, b u t. . . Absolutely!
Certainly not
school.
Expressing your attitude
Positive: Definitely, ..........
Listening Uncertain: . . . . . . . , ..........
When you listen to someone speak in Englisht it is N eg ativ e:............, ...........
15
ill!
9 Look at the pictures in the article. W hat is G ra m m a r
happening in each picture? How are the different
people feeling, do you think? Have you ever felt the
same way? When? So/such...(that) introduces a result.
1 so 4- adjective (+ that + sentence)
George is so charm ing (that) everyone wants
to be his friend.
Reading George is very charming As a result, everybody
wants to he hisfriend.
I 0 Read the text to find the answers to these
questions. 2 so + adverb (+ that + sentence)
1 W hat is ‘the green-eyed monster’? >H e he is always
2 W hat were Jon, Peter and George called? Why? d i o s ^ frfr && s team.
3 In what way were they different? 3 such + a/an + adjective +singular noun (+ that
4 W hy did they stop being friends? WiMsfMfhce)
5 Name two ways in which jealousy can be a good Petei is such a good stu d en t (that) teachers
thing. hold him up as an example.
6 Name two other ways of handling jealousy.
7 Explain in your own words why jealousy is a bit ;^ 4 ^ j t ^ e f plural/uncQiiniable noun
like the wind.
17
Kicks and thrills
Martial arts
• Find out the student-teacher ratio. It shouldn't be
more than 13 to 1.
• Find out about the teaching.. Don't be afraid of saying,
Forget bone-crunching scenes from Bruce Lee movies. THb Td like to know how students are taught/ A good club
martial arts you see on the big screen look dangerous, 35 should be able to explain and invite you to watch a class.
what's taught in the gym is not. And martial arts offer good Ask what safety equipment is used.
exercise, fun and mental discipline.' • Sit in on a class. Are the students enjoying themselves?
5 Martial arts were developed centuries ago in China, Korea Do they show respect for one another and for the
and Japan. The most popular styles are taekwondo, karate instructor?
and judo. Taekwondo and karate involve striking an opponent 40 s Be sure the school Instils the discipline needed to
or object with hands, feet, elbows or knees. Judo requires use the art responsibly. You will be taught skills that
throwing and pinning down an opponent without striking him could be used to Injure others.
to or her. • Talk to an instructor. Instructors should have at least
seven years' training experience. The answer to a direct
45 but polite 'Could you tell me why this school is better
Fa ct file than others?' could help you make up your mind.
Health b e n e f it s * You can develop power, speed, • Don't be impressed by trophies. They can be bought
•flexibility and a stronger cardiovascular system. at sport and hobby shops.
Other benefits; Martial arts increase self-confidence
15 and teach self-discipline, self-control and respect for
others.
Equipm ent; At the beginning only a gi: a white
jacket and loose trousers. Later on for karate and
judo: a mouth guard. For taekwondo: the above Items
20 plus gloves, padded boots, a helmet and a chest
protector.
wffiSiS-'...? ;.¥-W
-p-fe' -i;?'^3j'—
2 O p en (IPZh ) questitmS !
f#g!
W lief e can I le a m ^
mm. The facilities at the Fountain
I ’ d lik e to k n o w w lrc re I can learn karate. Leisure Centre are on the whole
the'IU ' bUt the instr“ctors in
ir je not a u
„n * their sP°rt or activity We
to
would not recommend it for people
who wish to learn martial arts
3 Make the questions in Exercise 2 into indirect
questions. Start your questions in as many different
ways as you can.
EXAMPLE: 1 Could you tell me where the martial arts
were first practised?
19
I -.:i
Reading
7 Look at the photograph below and read the
pamphlet. Answer these questions.
1 W hat is the young man doing?
2 W hat is he wearing?
3 How do you think he feels?
4 W hat questions would you ask before jumping?
5 Find a sentence which reassures potential
jumpers.
6 Find a phrase which shows that people jump from
a special place.
The ultimate thrill
Bungee jumping is one of the world's fastest growing mass
thrill sports practised by hundreds of thousands of people
around the world. At Euro Bungee sites around the country,
W ord w atch our fully trained staff will brief and guide you through this ;;
most exhilarating experience.
We can change the grammatical meaning o f a You will ascend in our purpose-built Jump Station, ■
, word by changing the ending, accompanied at ail times by a trained instructor. At BOmetres
e.g. euphoria n a feeling o f extreme happiness and with all checks complete, you will be ready to make the dive
excitement of your life. . . An experience never to be forgotten.
People say post-bungee euphoria is quite
common. Pure adrenalin
euphoric ad] a person in a stote of euphoria Psychologists say it is post-bungee euphoria. Jumpers say the
Jon was so euphoric after the jump that he state of elation lasts for hours after jumping. You’ll wear a ;
couldn’t eat. broad grin on your face all day!
Identifying the parts o f speech helps you understand
a sentence and build your vocabulary at the same ' Safe
You are completely safe in our hands. All our equipment and
time.
procedures have been developed specifically for bungee
' jumping.
8 Complete the chart with words from the text. What some jumpers have said
'When I went into free fall the adrenalin rush was incredible!'
N oun Adjective : 20 'It's more emotional than physical.'
thrilling ■■ ’It was terrifyingly enjoyable!'
* *• «* *
'It was one of the most fantastic feelings I've ever had.’ :
exhilaration ..................
'I love it! It's tire ultimate buzz.* :
euphoric
safety After his first jump, twenty-two-year-old Lenny Brice said it
...........
25 was the most exciting thing he had ever done and asked when
emotion
he could do it again. Twenty-three-year-old Marina Andrews
elated
said she absolutely loved the feeling of elation.
enjoyment ........... We think you'll love it too.
growth ...........
training ...........
20
9 Cross out the incorrect word from the pairs in Listening
italics.
I 2 iH Listen to a potential jumper making
1 Neil said, 'Bungee jumping is tine biggest enquiries.
thrilling/thrill I have ever experienced.5
2 The publicity says, ‘T he safety/safe of the a) Listen and make notes about the girl5s worries.
equipment is guaranteed.5‘I think it looks very EXAMPLE: safe?
safe/safety too,5Sandra commented. b) Listen again. Make notes about die diings the
3 ‘Bungee jumping brings a sense of exhilaration/ man says to reassure die girl.
exhilarating and elation/elated,’ say the organisers. c) W rite down one way of expressing worries and
4 Someone said, 'The feeling is less physical than three ways of reassuring people.
emotion/'emotional,5
5 ‘I get no enjoyable/enjoyment out of diings like
bungee jumping,5said Sandra. G e t talking
G ra m m a r
R eported speech
“ p re sen t tense
a) Repoiting something that is said all the time. Ik
‘T h e sense of elation lasts for hours,5jumpers y
sayk——►Jumpers say (that) die sense of elation
21
Parents in the classroom
Reading
k* Efficient learners don’t read word by word. They
Tyjvnove their eyes along the lines o f a text, taking in
meaningful groups o f about three to six words at a
time.
Teenagers and ho^
I
22
G ra m m a r
suggests or
urvive them Mrs Ashby
suggested
recom m ends or
(that) parents should talk to
their teenage sons and daughters
like adults.
recom m ended talking to teenagers like adults.
Mrs Ashby advises or advised talking to teenagers like adults.
23
Listening G ra m m a r
T !M Listen to three people talking about changes
Expressing preferences and
in attitude since the course. Number these items
1-3. recom m endations
Preferences
a) intends to start listening to what daughter says. Would rather
b) doesn’t Want to believe communication always, 1 Subject + would rather* infinitive
helpful. 1 would ra th e r talk (= I would prefer to talk).
c) mum listens to son and daughter while cooking. The subject a/would rather is the same as the
subject a/*talk
0 Read the comments made by the parent and 2 Subject + would rather + subject +past tense ,
teenagers on the cassette. Fill in the blanks, using the I would 'rath er we talked (= 1 would prefer it i f
words in the boxes. we talked). ■ ' . .
The subject ofwould rather is differentfrom the
1 Tve got a thirteen-year-old daughter____ subject a/talk '
chatters non-stop. When I was on tine course and
saw th e “How to stop children Recommendations
talking”, I thought, this is me. Now I know It’s time
it m eant____ the opposite. I think I’d better start 1 f It’s lime + to + infinitive
listening____ she stops trying to talk to me.’ I t ’s tim e to talk (= The time has come to talk).
2 It’s time + subject, + past tense 'W
before exactly for topic who your I t ’s tim e we talked (~ We should have talked
before),
Had better + infinitive
H e had b e tte r start talking (~ He should start
talking/it’r a good idea for him fo sta/t talking).
24
U n it 5
25
Revision
Reading
2 Read the article to check your
I Read the introductory paragraph of the article ‘The elephant answers to Exercise I. Remember
princess'. to read meaningful groups of words,
a) W hat kind of article do you think it is going to be, serious and rather than one word a t a time.
formal, or light and entertaining? Why?
b) W hat do you think die article is going to be about?
4
26
Read the article again. W rite questions for these Listening
iswers.
/ You are going to listen to some friends talking
? It was sleeping. about Alison Hargreaves, the British climber.
To be safe from the elephant.
? Because it had hurt some people. a) Listen to the conversation. How do Patrick and
? Before she could walk. Laura feel about these things, (unsurprised,
? How to catch wild elephants. shocked, impressed, understanding or
? No, she hasn’t, (un)interested?
. . ' . . . . ? She’s been doing it for many years. 1 Patrick’s article
? Hunted it and invaded its territory. 2 the fact that Alison Hargreaves climbed Mount
Everest and K2
3 the fact that the climber was a woman
W hat did Parbati say about these topics? W rite 4 people who put their lives in danger
ntences without fook/ng at the text. b) Listen again. Write down the phrases Patrick and
Laura use to express their attitude. Underline the
[AMPLE: 1 She said that life in the city was dull.
words they emphasise.
life in the city EXAMPLE: 1 Laura: Oh yes? (uninterested)
catching elephants c) Which things do Laura and Patrick,
her work agree/disagree on? W ho do you agree with?
her ability to tame elephants
tamed elephants
the loyalty of humans
27
G ra m m a r practice S Imagine you interview an English speaking persoi
who has been living in your country for two months.
I Complete this passage with the correct form of
W rite a dialogue asking him/her about his/her
the verbs in brackets. Use the Past Simple, the Past
experiences, include the questions below. Ask mainl
Continuous, the Present Perfect, the Present Perfect
indirect questions at first. (Unit 4)
Continuous or the Past Perfect. (Unit I)
EXAMPLE: I was wondering i f you could answer some
Last month I went (1 go) to visit a bungee jumping
questions.
club with my parents and my cousin. I (2 not
see) a jump station before so Xwas surprised it was so • Could you answer some questions?
high up. My cousin (3 jump) for more than a • How long have you been living here?
year. ‘It’s really the most exciting sport in die world,’ • Is this your first time in {your coimtiy)}
she says. W hile my parents (4 have) a cup of • Do you like living here?
tea, I (5 stand) at die bottom of die jump • W hat do you miss the most?
station to watch die people go up. Then one of die • Have you made any (your nationality) friends?
attendants said: ‘It’s your turn.’ I (6 realise) I
(7 stand) in die queue! I didn’t know what to
say but I really wanted to jump so I went up. 4 Complete these sentences with desp/te or even
Everything looked very small from die top and I was though on the solid lines and so, such, or such a(n) on
really scared. The attendant said: ‘Wait a minute. the dotted lines. (Units 2 and 3)
you (8 do) diis before? Can I see your
1 Even though die weatiier was nice, Simon had
card?’ ‘N o,’ I cried. ‘I (9 never do) it in my life.
such a bad cold he had to stay indoors.
Please get me down. It’s all a terrible mistake!’ The
2 the fact diat diere was a good film on that
attendant was very angry because I (10 waste)
night, Helen was . . . tired she went to bed.
his time but he helped me get down. It was very
3 Erica was . . . intelligent girl diat she always won
embarrassing. I (11 tell) my parents about it but
prizes b u t her intelligence she couldn’t reac
1____ (12 have) nightmares ever since! I never want
a bus timetable!
to go to a bungee jumping club again!
4 we trained hard our team lost the game but
we are . . . determined to win next time diat we
are now training even harder.
2 Answer the questions about the passage in
5 Tom is . . . difficult child that he has been -
Exercise I. Use reported speech. (Unit 4)
expelled from two schools. his parents try
EXAMPLE: 1 She says she was surprised it was so high up. hard to help him, he still gets into trouble.
1 W hat does die girl in die text say about die 6 Hungarian is . . . difficult for English people diat
height of die jump station? die Browns still can’t speak it well they’ve
2 W hat does die girl’s cousin say about bungee been living in Hungary for a year.
jmnping? 7 The class had a video conference with a school h
3 W hat did the attendant say to die girl when she Argentina b u t die modem technology the
was standing at the bottom of the jump station? transmission was very bad. They had . .. trouble
4 How does the girl explain the attendant’s understanding each other diat diey gave up.
mistake?
5 W hat does she say about die way tilings looked
from the top? 5 Rewrite these sentences using wou/d rather, had
6 W hat did she tell die attendant at die top? better and it’s time. (Unit 5)
7 W hy does she say the attendant was angry?
EXAMPLE: 1 Mariana would rather phone than write
8 W hat does the girl say about die way she has
letters.
been feeling since die incident?
1 Mariana prefers phoning to writing letters.
9 How does die girl say she feels about bungee
2 My parents would prefer me not to go out so
jumping now?
often.
3 It’s very cold. You really should stay indoors.
4 You should have gone home earlier. It’s late!
5 It would be a good idea to do your work now.
6 I’d prefer to learn tennis than a martial art.
28
Rew rite the sentences A says using fnotj be used G ra m m a r
or get used to, (U n it 2)
I 1 talk about the past using a variety of tenses.
AMPLE: 1 Pve got stomachache because Pin not used to (Unit 1) ■-
lug spicyfood. 2 use a variety of negative statem ents correcdy.
A: I’ve g o t sto m a c h a c h e b ec a u se I d o n ’t u su ally e a t ' (Unit 1)
sp ic y food. 3 make negative questions to express surprise,
II: Don't eat so much chilli, then. disbelief,' or when we expect a yes answer. (Unit 1)
A:I’ve got a headache because I don’t usually sit in 4 talk about things people are(n’t) accustomed to
the sun. using (not) be used to and get used to. (Unit 2)
U: W hy don’t you wear a hat? ■: 5 connect contrasting clauses using even though and
A: Please lend me a coat. I’m not familiar with HV::L despite. (Unit 2) ; y'y: .'WWA AyA
such cold weather. 6 talk about people’s emotions and interests using
13: And you should wear gloves too. different adjective + preposition combinations,
A: Reading in English was really hard for me last by A (Unit 3).-y . V^Ayi';A 'yW'
year but now it isn’t strange any more. I 7 introduce a result using so and such (that). (Unit 3)
1J:T h at’s good. Now try not to use a dictionary, y 8 make polite enquiries by using a variety of
A: I’m never late for school. I’ve always got up AAA.. indirect questions. (Unit 4) :
early. The trouble is I wake up early even at j;y.9 report w hit people sav d i the tiir.e, what written
weekends. 'Up.Ay texts say and what was said earlier using reported
13: Keep y o u r ro o m dark and try to g o back to speech. (U nit4) AA:yAAA
sleep. 10 report advice using advise, recommend, suggest and
A: We find the food in this countiy less strange urge. (Unit 5) .
now but we still don’t like the food at school. A' 11 express preferences and recommendations nsing
W hat do you suggest? ; ;b;A would rather, had better and ifs time. (Unit 5)
B: Make your own sandwiches.
A: It feels strange to see my best friend with other
people: we’re always together. Any suggestions? Skills '
13: Go out with other people yourself.
READING
• predict die style of an article by reading the
Report the advice B gives to A in Exercise 6. Use introductory paragraph. (Unit 1) ■ ■ YyAAA
fgest, advise and recommend. (U nit S) I - • read more efficiently by readin g meaningful A
AMPLE: 1 B advised A not to eat so witch chilli. groups of words. (Unit 5) A yTAAAy A.A
WRITING ; y - :
• organise and write an article.;(Unit 1)
W h a t’s your ideal friend like? W rite six sentences • write a report. (Unit 4)
out him/her using six of the adjectives in the box
d the correct preposition. (U nit 3) LISTENING
AMPLE: My bestfriend has to be interested in football. • anticipate die content of a talk/interview by
diiaking about the sort of talk/interview you are
i teres ted keen afraid good embarrassed '-': going to hear.'(Unit 1)
ngry fond amused shocked • ider.dfy people’s attitude by listening to the words
•.hey ase, the u~.:y they speak am: their intonation.
y :.y ( m i t s y y y
y ...'y
s p e a k in g A y y y y y y ■;
• negotiate the solution to a problem. (Unit 2)
yy^ w ay sy iy y ib y ;/ ■
• express concern, reassure and persuade people. A
(Unit 4) ■ -A'■v_- ^ ;■;
29
Don’t judge a book by its cover
WART
1 Are these statements fact, fiction or a mixture,
do you think? Discuss with your partner.
‘M ost young people think books make good
presents. In bed is the favourite place for reading.
But the bath, bathroom and toilet are popular too.1
Turn to page 102 and check your answers. Books can bec<
Reading r**fi
101 Magic Tricks
, J ane
2 Read quickly through the catalogue to find out: Guy Frederick
CHAnLoni
Magic is fun - fun to watch, but
1 the titles of the longest and shortest books. even better fun to do yourself. 'It's
2 the titles of the books which (you think) are full of tricks you can puzzle your
fictional and those which are factual. friends w ith.' (Simon, 15.) 'My
3 the book which has the name of the publisher in friends were amazed. And so was I
(Lisa, 14.)
its title.
Piccolo £2.50 126 pages
3 Read the descriptions of the books more carefully. 10 Bicycle Repair Manual
a) Choose one which you would like to read. Tick Richard Ballantine and Richard
(S) the reasons for your choice. You can also add Grant
A handy manual that shows you
your own.
how easy it is to carry out your own
I like the tide It sounds interesting 15 running repairs and get maximum
I like the cover Ids quite short efficiency from your bicycle. Every
It looks fun I like that kind of book job is illustrated In clear steps, using
close-up photographs. 'It's the
b) Which one would you not like to read at all? manual I'd been looking for.' (Chris,
W hy not? 20 16.)
c) Read the descriptions of the people. Which book Dorling Kindersley £5.99 95 pages
would make the best present for each? Why?
EXAMPLE: 1 1 would give Tomek the Bicycle Repair
Manual. That way, he could keep his new bike in good Goosebumps - You Can't
Scare Me!
condition.
R L Stine
1 Tomek has just got a fantastic new mountain 25 Courtney's a show off. She
bike. thinks she's really brave. She's
2 Rosalie likes reading and loves romantic novels. always making Eddie and his
friends look like fools.
3 Safiye is feeling sad so she needs something to But now Eddie has found the
make her laugh. 30 perfect revenge. He's going to
4 Max wants to impress his friends but doesn’t get Courtney to Muddy Creek,
know how. where evil mud creatures are
5 Emilio likes scary books with lots of action and rumoured to live. Eddie doesn't
believe the rumours, but they
mystery.
35 might just be true . . .
6 Jo is fourteen and wants to know about other
girls of her age. Scholastic £2.99 124 pages
SSSSSSw
Unit 7
G ra m m a r
prepositions
IMG! clause
1 People
Jane gets a message from a man. She has long been in love with
iddictive! ►Jane gets a message from the man (who/that) she has long.
been iii love -with.
Jane Eyre
Charlotte Bronte It’s full of tricks (which/that) you can puzzle your Mends
Orphaned as a child, Jane later takes with.
l up a position as governess to a
young girl but runs away after
discovering a horrible secret As she Usually written language
is about to get married, she receives
a telepathic message from the man
i she has been in love with for a long Jane gets a message from a man. She has long been in love w ith
time. Will she go ahead with the
marriage or will she go in search of
her real love? An exciting and
intense drama. been in love.
I Penguin Popular Classics £6.99 2 Things
447 pages
32
U n rtT
Thomfield Hall
1 She sends Jane to Lowood.
2 Jane finds it beautiful.
3 He rescues Jane.
4 She works as a governess.
5 She lives with her children in the nordi of
England.
6 H e is blinded in a fire.
7 She marries her pupil’s father. I I Use your answers to Exercise 9 to write
8 He is Jane’s long lost cousin. sentences with non-defining relative clauses.
9 It is M r Rochester’s huge house.
10 It is a charity school for girls without parents.
11 It is die place where Jane lives for a long time.
12 Jane loves him. EXAMPLE: Mrs Reedy who lives with her children in the
north of England, sends Jane to Lowood.
33
Puzzling puzzles
34
3 Answer these questions about the text. 3 You are a magazine reporter in
1 W hat was the basis of Sauvant’s invention? the 1930s. You interview Monsieur
2 W hy wouldn’t the police let him test his machine? Sauvant after the crash, while he is
3 How did he eventually test it? recovering in hospital. Your readers
4 W hy was die test a disaster? want to know all about Monsieur
5 W hat do you think about Monsieur Sauvant? Sauvant and his invention and his
plans for the future. W rite up your
interview in the form of the original
G ra m m a r dialogue.
EXAMPLE:
Q f'ffljy did you first decide to design
a wash-proofplane?
A As you know, at that time there
were already planes in operation.
But the makers had been having
problems with theni. There bad
been a few accidents.. .
W ord watch
When you want to give more
specific information about
something or someone you can put
one noun in front o f another noun,
You do this to specify:
• what something is made of: a
glass ball (a ball made o f glass)
• what someone does: a tennis
player (someone who plays tennis)
• where something is found:
the kitchen table (the table in
the kitchen)
When two nouns are used together
so often that they become a fixed
expression, they are called
4 Complete the sentences by using the Past Simple or the Past com pound nouns, e.g. a
Perfect Continuous form of the verbs in brackets. bookseller.
1 W hen Leonardo da Vinci built his helicopter h e (work) on
his design for many years. H e (draw) birds in flight to learn
about aerodynamics. 6 W hat do you call:
I We (fly) for twenty minutes when die pilot (announce) 1 someone who teaches English?
we had to go back because of bad weather. 2 a jacket made of leadier?
5 T he teacher (ask) for my project on inventions for weeks 3 ice cream made of chocolate?
when I finally (give) it to her last Monday. 4 someone who trains dogs?
f I found out why my pen friend - . (not get) my letters. I ____ 5 die window in your bedroom?
(send) them to the wrong address! 6 the library in your school?
) Our favourite band (play) for only ten minutes when there 7 the laces on your shoes? (one
(be) a power cut and the concert had to be cancelled. We word)
were upset because w e (die) to see them for years. 8 die driver of a taxi?
9 a shirt made of cotton?
35
7 Try this puzzle. Look at \the G ra m m a r
pictures and with a partner try to
work out what they are of. Possessives
EXAMPLE: 1 e and
BASIA: That looks like hair, a
animals: noun +
ELA: Yes, but I don't think it's human noun (the owner) + ’s + noun (the possession) ; . ; J T ;
hair.: It can’t be a lion’s mane, (the mane belongs to a lion)
It’s part of M adonna’s face, (the face belongs to Madonna)
1
)le genitive)
‘■"' (the‘possession) + oT+noun+ 's/possessive pronoun
zriend o f Sarah’s. = one of Sarah'sfien d s
:ousin o f hers. = ene o f her mains
rmends’
- . , h o u se./
/
friends’s house./ (plural noun ending in s)
s h o u se/ lif t
36
':'Unii-r8:;
10 Rewrite the sentences so that they mean the 1 I Look at these photographs. Match the features
:ame. with the people.
IXAMPLE: 1 Bina is afriend of mine. Sylvester Stallone Nicole Kidman Kevin Costner
1 Bina is one of my friends. Arnold Schwarzenegger Cindy Crawford
Bina i s . . .
I One of her uncles plays in a band.
A n...
} One of my mother's friends has invented a new
game.
A friend . . ,
I Laurie always taps her foot on the floor when
she’s bored. It's one of her little habits.
Tapping her foot on the floor.. .
) One of our cousins is moving to another country. t il..
A ...
5 H e is wearing one of his father’s old suits to die
party. He says it’s fashionable!
He is wearing an , ..
1HoT,4ld
meet? AnyY
w h e re a re th e“d stf? an Vision
y now ofI UB lal lnl Un eu lr
V lO iU li U ‘HeTmy, f’vouriKY bu‘!Ve
never heard this song be lore. Its u
2 R e a d E p is o d e T h r e e a n d .................................................................. 45 bit weird, isn’t it? Cun you make out
answ er th ese questio n s. raj episode THREE the words?’
1 How many brothers and sisters ...................*................................................ Anya recited them:
has Anya got? ‘r don’t know. I’ve got butterflies Oipbeus, Oipbeits, beware!
2 What exactly do Anya and Stefan 25 in my stomach again , 1 she said. There is danger in (he air.
have in common? ‘You’re probably tired. It’s been an 50 Yonr songs a n d voice are sweet
3 What do Stefan and Anya bear in exciting day and - 1 But the dragon has come to eat.
the park? ‘Shh! Can you hear that?’ Anya ‘What does it mean?’ asked Stefan,
4 How do you think Anya knew said. frowning.
she would m eet so m eo n e like 30 ‘What? I can’t hear anything!1 . 'I don't know. But whatever it is, I
Stefan? 'No. You’re right. I’m probably 55 don’t like it.’
imagining things,’
A nya and Stefan stood at the top They walked across the deserted 3 Stefan a n d A nya h av e q u ite a
of the hill, smiling at each other. park, sw apping information about io t ^ com m on. Make a list o f
The whole of London lay at their 35 their lives and finding out all the th in g s t h a t y o u a n d y o u r
feet. things they bad in com m on. c lo s e s t frie n d have in
5 Stefan spoke first ‘How long have Suddenly Stefan said: ‘Wait, I can com m on.
you known?’ he asked. hear it now. It’s a song, isn't it?' 4 How is Anya feeling at th e e n d
Anya sm iled. ‘T hat w e w o u ld ‘Yes. It so u nds like Stone, my o f this episode? Why? W hat do
meet? All my life, I think. Of course I 40 favourite singer. Someone must be y o u t h i n k th e w o r d s o f th e
d id n ’t know it w o u ld b e you in listening to a radio so m e w h e re ,’ song m ig h t m ean? W hat could
10 particular. But I've always known Anya said. th e d an g er be?
that there was someone, somewhere,
just like me.’
i know what you m ean,’ Stefan
said. ’Hey, let’s play a game! I'll tel!
15 you what I think you're like and you l' I
tell me if I’m right, OI<? Mmm. You're
seventeen. You’re an only child. You
have few friends b ecau se people ■.
think you’re strange, just like me
20 and — ' Stefan stopped. Anya had ..-.SIMM
been nodding to everything he said
but then she suddenly went pale, t ‘
'Anya, what is it?'
37
Home and away
38
Y o u c a n m a k e t h e d if f e r e n c e
.b e t w e e n
t h is . . n a n d t h is .
There: is b tiim ^
8 Read this letter carefully. Complete the
il Talking about som ething unique information in the box opposite.
International;Conservation
Scouts
Stanton St John
Oxfordshire 0X7 1TL
40
Formal letter: asking for information G ra m m a r
Greetings:
a) You know the person’s name: Dear The or zero article? '
Mr/Mrs/NIs/Miss Sinclah ►Yours sincerely, 1 Plural/uncountable nouns
b) You don’t know the person’s nam e:.......... a) refening to a class of things/people in general
Addresses: • Chopsticks are used a lot in Japan.
a) Write sender’s address in th e comer b) refening to something inpaiticnlar
b) Write other person’s address.......... T h e rice in Japan is tasty. y
2 N ationahty nouns: referring to the people
U seful closing sentence w hen expecting a in general 0 \ J
reply.......... a) ending in sh, ch, ss or ese ' ;;
Useful expressions to ask for information: , T h e Japanese eat more rice than bread. :
a) Couldyon please tell me i f . . . b) all others except the Scots
b) .......... (The) Brazilians are friendly, v
c ) ................
41
I Look at the volumes of the
encyclopedia. W rite the number of Myths and legends
the volume where you would find Myths are traditional stories occurring in a
timeless past. They involve supernatural
information about: elements and are beyond the frontiers of
• myths and legends Zulus logic. Long ago, when our ancestors heard
• the British Isles the sea 5 the sound of thunder and saw lightning,
the solar they were often frightened because they
• the phases of could not understand why these things
the moon system happened. In order to understand these and
• y o u r country other natural events, they created stories.
10 The stories were handed dow n from
generation to generation all around the
world.
Although myths are not based on objective
truth, they reflect both universal worries
15 and the worries of specific cultures. The
presence of the sun in the sky was a
mystery in different parts of die world. In
the cold northern countries, where the sun
disappears almost completely during tire
20 winter, great fires were lit in midwinter to
help the sun to be reborn.
The ancient Greeks tell a myth in which ’ ry*f
Reading Prometheus stole fire from Zeus, the chief
god, and gave it to humans so that they
When you read a text to find 25 could keep themselves warm. To punish
1 specific inform ation (for him, Zeus chained Prometheus to a rock
example, when you are looking up where Iris liver was eaten by an eagle every
information in an encyclopedia) day but grew again every night.
don't read all of the text
/ Scan the text run your eyes I Legends, however, are stories about real
■§ 30 people who are fam ous for doing
over it and stop only at # something brave or extraordinary. Every
the places where you think the I time the story was told, it became more
information is. Read those 1 exaggerated and so it is now difficult to tell.
sections more carefully, I how much of the story is really true,
2 i f the information isn’t clear to I 35 One of the greatest legendary figures in
I Britain is King Arthur. He was the son of
you, look for examples and § King Uther Pendragon, a Celtic King. King
pictures. I . Uther gave his child to Merlin the wizard.
I Merlin taught Arthur everything he knew
I 40 so that he could become a great king. When
King Uther died, Merlin stuck a sword into
2 Scan the encyclopedia page to a rock and said, This sword is in the stone
find a definition of legend and of by magic. Only the true king will be able to
myth. Remember to read on if you p u ll it out.' M any m en tried b u t none
don’t understand the definition. 45 succeeded. When Arthur tried, die sword
slipped out easily. Arthur was made king.
He went on to found die Round Table, an
order of knights who became famous for See also:
3 W hat is the difference between a fighting the wicked and helping the poor. Creation myths,
myth and a legend? Explain the 50 Some names of die Thunder god around; Egyptian myths, Fire,
the world: Thor (northern Europe), Kami-; Northern European
difference to your partner in your
nari (Japan), Zeus (Greece), Shiva (India), myths, Robin Hood,
own words. Does he/she agree with Seasons, Sun
Jupiter (Rome) ,Viracocha (South America)
your explanation?
*t You are reading the encyclopedia page when your little sister 6 Read the pairs of sentences.
comes and says she needs the answer to these questions. Where in Which is the action? Mark it A.
the encyclopedia do you tell her to look for the answers? Which is the purpose of the action?
1 W hat was the Egyptian Sphinx? ' Mark it P.
2 W hy do we have spring, summer, autumn and winter? EXAMPLE: 1 The teacher gave as a
3 W ho was Thor? text. A We could learn about legends. P
4 W hat happens when you light a match? 1 The teacher gave us a text. We
could leam about legends.
2 Find some information for my
5 Read the text again and match the columns. project. I looked in the
Action Purpose encyclopedia.
1 Myths were created a) in order to punish him. 3 My sister could do her
2 People in northern countries would b) so that he could be a homework well. I helped my
light a fire in the middle of winter good and wise king. sister.
3 Prometheus stole fire from Zeus c) so that die true king 4 I keep a vocabulary book. Leam
would be revealed. new words.
4 Zeus attached Prometheus to a rock d) so that the sun could be 5 I studied hard last year. Pass my
bom again. exams.
5 Merlin taught Arthur all he knew e) in order to explain 6 Kerry bought a new camera.
natural occurrences Take photos on her holiday.
people couldn’t 7 Alex came in. very quiedy. N ot to
understand. wake up his parents.
6 Merlin stuck the sword in die stone f) so that humans could
keep warm.
7 Write sentences using the pairs
in Exercise 6. Use to, in order to or
G ra m m a r so (that).
EXAMPLE: 1 The teacher gave us a text
Expressing purpose so (that) we could leam about legends.
43
9 Make sentences about legendary and mythical figures using the Reading
information below. Can you and your partner add more myths?
I2 Look quickly at the text
Legend/m yth A ction Purpose opposite. W hat kind of text is it?
1 Robin Hood steal from the rich help the poor
2 The Norse gods eat golden apples stay young forever I3 Read the text more carefully.
3 Thor, the storm god, use lightning giants not hurt the gods Match the topics with the correct
4 Odysseus blind die Cyclops he and his men escape paragraphs (2-6).
5 Orpheus sing to Hades, die his dead wife, Eurydice, • An entertaining couple
Idng of die come back to life • Fame and recognition
underworld, • The start of a brilliant career!
• The legend lives on
• Tragedy strikes
G e t talking
1 0 In pairs, work out the story of Old Man W inter and Summer 14 Draw a simple sketch
Queen, an Amerindian myth. illustrating one of Annie Oakley’s
a) Read die beginning and end of the myth. shooting tricks mentioned in the
text. Show it to your partner and
N orth American Indians told diis story to explain why it is explain what is happening in your
cold in winter and warm in summer . ., picture.
.. . So, for six mondis every year, Summer Queen stays in the
soudi, and Old Man Winter rules the nordi. Then Summer G ra m m a r
Queen forces him back to his snow kingdom in the far north and
brings back spring. Too and enou;
1 too + adjective (+ to :+
b) To work out die main part of die story: infinitive)
Student A: Turn to page 105. Annie was very young . . .
Student B: Turn to page 106. She was too young to hold
•T-'iVk 1-mn
n LU-Tnrnnn
UiUUChly. 11C1 lluliUj
were too sn mil.
I I Look at the pictures and read the clues. Who were these famous Her hflti-L
lJ.Lt hmi>/r *17/r/' rn'itlfbnV
liftb iJtif
people? do it.
2 (not+) adje ctive + enough
' (+ to + infii litive)
Her father t hought sh e was
n o t strong enough to bold
a gun.
She proved not only that
she was strc >ng enough, but
diat she cou Id do it very
well.
He thoughtshe did not have
the physical m er to do it. She
showed eveiy body that she had m,
1 Nobody got to eat die apple, but his son was OK. f the strength, and the ability.
2 His shows were explosive and became legendary.
3 She prevented odiers from dying in die colony but never got back
alive herself.
If you don’t know, look at the answers on page 104.
44
B u l she surprised them all by learning She was such a good shot that she could
to shoot and becoming very good at it. s p lit a p la y in g card from th e s id e ,
Her family were quite poor, too poor to standing ten metres away. She could hit
give Annie a good education. When she 40 a coin thrown in the air and even shoot
15 was a child, her family had to borrow cigarettes held between her husband’s
m oney from th e bank to keep th e ir Ups. Annie Oakley travelled to Europe
farm. A nnie hunted game, w hich she w ith the W ild West Show. W hen she
sold to help pay the m ortgage on the >vas in B e rlin , the K a ise r W ilh elm
fam ily farm : no ra b b it w as q u ic k 45 insisted that she shoot a cigarette from
20 enough to escape her bullets! his lips.
A nnie m arried a m arksm an whom W hen Annie was forty-one, she was
sh e m e t at a sh o o tin g c o m p e titio n . s e r io u s ly in ju re d in a tra in c ra s h .
T o g e th e r they s ta rte d th e ir ow n Everyone thought that would be the end
shooting show and they perform ed in 50 o f her career. But she recovered quickly
OAKLEY, Annie 25 variety shows and circuses around the
country.
and as soon as she was well enough to
perform she continued to am aze h er
Born 1860 in Darke County, Oliio, W h en A n n ie O a k le y (h e r s ta g e audiences for many years.
USA. Sharp-shooting s t a r o f the Wild name) was tw enty-five, the legendary In 19 4 6 , y e a rs a fte r h er d e a th , a
W est Died 1926, aged 66. B uffalo Bill saw her perform and said 55 musical called Annie Get Your Gun was
P h o eb e A nne M oses w as b orn on a 30 she was too good to perform in small w ritten about Annie Oakley. However,
farm . W hen she was very young, she show s: h e r sk ills deserved a b igger, she was much quieter in real life than
used lo watch her father and his friends better-known show. That year, she and the character in the m usical. Some o f
sh oot anim als: she w anted to try too. her husband joined the famous ‘Buffalo the stories about her shooting skills are
T h e y la u g h e d a t h e r b e c a u se th ey B i l l ’s W ild W est S h o w ’ . F o r the 60 alm o st too extrao rd in ary to be tru e.
th o u g h t she was too y o u n g and not 35 seventeen years that she was part o f the Annie Oakley has become a legendary
10 strong enough to hold a gun properly. show, A nnie was the main attraction. figure of the Wild West.
45
Rocking ’n’ rolling
I Have you ever been to a pop concert or seen one on television? Reading
Tick ( / ) the things the concert had. Which are essential for a good
pop concert in your opinion? 2 Read the article. Which of the
things in Exercise I did U2's
videos a light show Zooropa show include? Do you
good sound equipment a good atmosphere think it was a good show? Why
a large crowd several bands (not)?
programmes and other great music!
merchandise
46
3 Label the diagram of Wembley Stadium with words from the text. H Rewrite the sentences using need
to, need -ing or need to be.. . .
EXAMPLE: 1 You need to buy the tickets
in advance.
1 It is very important for you to
buy die tickets for die concert in
advance,
2 The CD player is broken.
Someone must mend it.
3 It is essential to test die
microphones before the concert.
4 You have to fix the lights before
the disco.
5 Is it absolutely necessary for you
to buy a programme?
6 It is very important to check die
fire doors before the concert.
7 It is important for you to check
your answers when you finish
die exercise.
8 Someone must check everyone’s
tickets at die gate.
47
Reading
8 You are a journalist. You have
7 Look at the picture with the newspaper article. read about FSOL and you decide to
do a feature on them. Read the
1 W hat idea does it convey to you?
article again and complete your
2 Look at the title too. W hat do you think die article is going to be notes.
about?
Read the article to check your answer to question 2.
otophone
7 —
/tc& fiSeft? ~
over the /ttfe w te icu M testf —
a room in
eKyuit*ie&^st*-
North S a c A tfr a c a td to
t&uyue. £emuisss
London /tftiSbo faafe&K&ed —/coo/?
jtfad&e/cc&s’ t a & & o o t*ea£
A British band’s world 35 after die tedinical side of tilings. C6KC& & ?*A/o—
‘tour’ by telephone could Film, computer graphics and
animation are being put together
mean the end of live
to create perfect sound and 3D
concerts as we know
visuals so audiences around the Vocabulary
5 them.
40 worid will be able to go to virtual
Future Sound of London is the
reality concerts. They can then 9 Read the article again. Find
first group in the worici to play all
take part by using computer
its ‘live’ shows down the words for the clues.
telephone. They have ‘toured’ workstations.
Will this new tedinology bring 1 The place where the band
10 Europe and America without
45 about an entertainment actually play their music: their
leaving their studio in London and
revolution? ‘Jumping around on
only tallc to their Ians through the O
stage is old hat and on its way out,'
Internet global computer 2 The name of the international
says Dougans. His partner agrees.
| network. ‘Right here in this room we’re computer network:
is Last month, die electronic duo 50 doing everything: we're doing art, _ N ________
performed to 500 people in New
television, music, games, CD- 3 The pictures the audience
York while still in their old studio
ROMs, and they're all coming watched at the concert in. New
| in London. The audience watched togedier in a glorious kind of
\ complex, three-dimensional York were lifelike o r _______ -
entertainment,’ says Cobain.
I 20 images sent via the Internet. The
55 ‘That’s not the future, that’s _______________L
|i music they heard was as dear as if 4 Pictures created oh a computer
happening notv'.
f it had been live. It was played Those who look on tedinology are called computer
k in London and converted into
as an essential part of their lives _ R _____________
% digital pulses at the band’s mixing
but are getting bored with living 5 In order to take*par£ in concerts,
I 25 desk. The pulses were carried 60 on a diet of computer games will
across die Atlantic by a digital fans will access information via
jump at the diance to be part of
| telephone line. As soon
Oils exdting new development
com puter K ___________
| as the computer workstations
If you are looking for the
"% were switdied on in The Kitchen ultimate rode experience, contact
f 30 art gallery the pulses were re- 65 Future Sound of London via the
1 0 Make a list of seven phrasal
| converted into sounds. Internet on FSOL<@fsol.
T Future Sound of London - verbs in the article.
-J4' demon, co.ulo today. Don’t put it
T Brian Dougans and Gary Cobain -
offtill later!
| have a team of people who look
G ra m m a r I I Fill in the blanks with the correct form of the
phrasal verbs in the article.
;^ h ra & h y ^ q s L 7 #11
1 ‘I’m lookingfor my new Walkman. I don’t know
1 Phrasal verb + object - separable where I left it. Have you seen it?
They sw itched on the computer workstation. 2 Let’s send this message by e-mail. Just let me
the computer.
3 I can’t go out tonight. I have to my little
brother.
But: 4 Computers have a revolution in communi
They switched ihe-compa tcr weriatati&n in the cations.
>fc\yYei-leflrt-gfd l e i y ^ r-X 5 I love sweet food: I could chocolate!
Other separable verbs: bring about, put off 6 They had t o the game because of the rain.
2 Phrasal verb + obj ect - inseparable 7 I schoolwork as something I have to do. I t’s
not always fun!
Which sentences have a separable phrasal verb?
Rewrite them using a pronoun instead of the object.
their lives.
Other inseparable verbs: lqok for, look after, live ,•
Listening
12 M Listen to two people talk about pop
concerts. W hat four phrases do they use to talk
‘I w e n t to about their preferences?
Vision of Danger Tower Records
on my w ay
here, I wanted G e t talking
l^ E P fS O D E FOUR
20 to surprise you
with that song 13 Work in groups of 4-5. You have been offered
1 In Episode Three, what sort o f we k e ep
half price tickets to either a traditional or a virtual
f e e lin g d id A n ya g e t in th e hearing all the
park? What exactly did sh e and tim e ,' It w as reality concert, provided the whole group attends
Stefan hear? 25 tru e, e v e ry the same concert. Can you agree on which to go to
2 Read Episode Four and answer w h e re they or would you prefer to do your own thing and pay
these questions. w ent they the full price?
1 What did Stefan find out at the h eard the
record shop? stran g e so n g
2 Why do Anya and Stefan think 30 from the park,
they are hearing the song? ‘But you won’t ‘Listen to-this,’ Anya said after a
3 Who was Orpheus? Why was he believe this,’ Stefan continued. ‘That while. “‘Orpheus. In mythology he
special? record doesn’t exist!’ was a wonderful musician. Even wild
4 Why do Stefan and Anya think ‘But we hear it everywhere!' Anya 55 anim als and birds w ould stay to
that Stone is in danger? 35 exclaimed. listen to him." Then it says how he
‘Well, I asked for it in several lost his wife for ever in Hades, the
T he next few days went quickly. shops and they looked at me as if I land of die dead.’
Stefan and Anya met as often as was mad. They said Stone had never ‘OK, blit what does all that mean?'
they could. Anya shared her secret reco rd ed a song about O rpheus,' 60 said Stefan.
places in L ondon with her new - 40 Stefan explained. Suddenly, they both exclaimed:
5 found friend and the days were long 'Well, we didn’t imagine it!’ Anya ‘Stone! He's a wonderful musician.
and warm. Their happiness was only said. ‘Or did we?' He must be in danger. We have to
occasionally spoiled by a sense of 'No, we didn’t, but what if we are warn him!’
doom which neither of them could the o n ly o n es w ho can hear it?’
explain. They attributed it to the 45 Stefan said. 3 What must Stefan and Anya do
10 thought of Stefan's return home at ‘Yes, that’s it! Maybe the words are n ow ? H o w w ill th e y fin d
the end of the summer. trying to tell us som ething,' said Stone? Do you think it w ill be
One m orning, Stefan arrived at Anya. easy? Why (not)?
Anya'a house somewhat agitated, They went into her father’s over-
'Y o u 're la te ,’ Anya said. ‘Is 50 stuffed library and looked through
15 any tiling die matter?’ some books about mythology.
49
Revision
Reading
S -o ft. « , * „ TOr ^ ^
reporters,
tomorrow's
newshounds
Z u m o n C h o w d h u ry ,
th irteen , talks w ith
a confidence w h ich
w ould have been impossible
I 5 n i n e m o n t h s a g o . 'I
in te rv ie w ed the chief
w ritin g them up for joined Children's Express in
executive of F ootball
35 p u b lic a tio n . C ath ry n o rd e r to get experience in
Association, Graham Kelly/ he
Atkinson, who is die London journalism / the career sh e's
says. Zum on and his fellow
. bureau director, briefs 65 in terested in. She h ad been
10 reporters w anted to do _L—_
children, e d its th e ir w ork looking for a w ay to get
article on him . 'We d id th e '
and attempts to have it placed experience w hen a friend of
research in a ‘ g ro u p and
40 in local an d n a tio n a l h ers to ld h er ab o u t
th o u g h t of the q u e stio n s
new sp ap ers. C h ild re n 's Express. She a p p lie d
together. Then we w rote up
Express, w hich was founded 70 immediately. 'I've learnt a lot
15 : . article.' Before joining,
in the US in 1975, now has about how the press works,
Z um on h a d b e en g e ttin g
w o rk p u b lish e d across the how to ask questions and to
average marks in English. 'My
45 country. conduct myself/ she says. 'So
English in school has really
F ifteen -y ear-o ld C lency far I've worked on story
im p ro v ed and so h a s m y
Lebrasse joined because one of 75 exploring whether under-age
I 20 reading. .Each time I do
his teachers suggested it. T people can buy lottery
I interview I become more sure
spent a lot of time hanging out tickets/
I ; of myself.'
50 before I jo in ed / he explains. 'Children's Express is doing
|L Zumon is one of the forty-
These days he spends as much so m eth in g very im p o rta n t
five British children aged 8-18
tim e as he can fit aro u n d 80 in giving children a chance
1 25 w ho w ork for C h ild re n 's
hom ew ork a t th e bureau. 'I to give th e ir p e rsp ec tiv e
I Express, only new s
like doing sports stories most on d a ily ev en ts or
I agency ru n by children and
55 - I feel p a ssio n a te ly about to w rite on issues that they^
% designed to reflect their view
how foo tb all co rru p tio n are co n cern ed a b o u t/ says
Jj of the society they live in.
affects k id s an d the 85 C ath ry n A tkinson. ' I
U 30 Children's Express volunteers
pro b lem s th e y en co u n ter agency is also h e lp in g thj
■f train as reporters and editors;
w hen sta rtin g a football children to feel they have
I they go o u t in te rv ie w in g ,
60 career/ voice w hich deserves to b!
| h u n tin g d o w n sto rie s a n d
Rachel Bulford, fourteen, heard/
2 Run your eyes over the text and find which 7 You would like to be a foreign correspondent at
paragraph (1 -5 ) is about: Children’s Express. Write a formal letter to the
1 what Children’s Express is/does. agency asking if it would be possible and what you
2 a girl who joined the agency with the purpose of would need to do next.
learning about journalism,
3 why die agency is important.
4- a boy who has acquired a lot of self-confidence. Listening
5 a boy whose habits have been changed by die 8 S Listen to Amanda, a Children's Express
agency. reporter, doing interviews for an article for the local
EXAMPLE; 1 paragraph 2
newspaper.
a) W hat is die general topic?
3 Read the article. Find th e topic sen ten ce of each b) Listen again. Tick {%/) the aspects of the topic die
paragraph. speakers mention.
• flower beds • overgrown grass
EXAMPLE: paragraph 2: (Children ’s Express Is the) only
■ broken glass • ice cream shop
news agency run by children and designed to reflect their • benches • drinking fountains
view of the society they live in. • trees • play equipment
c) Listen again. Which speaker (older man, teenage
girl, litde girl, little boy) thin Its:
4 Read th e article again. Fill in th e blanks with the, a 1 people like her have a greater need for a park?
or an where necessary.
2 children don’t look after die park?
EXAMPLE:. . . o(the Football Association. 3 there needs to be more play equipment?
4 there should be a youth club in die park?
5 there should be an ice cream shop?
5 W h at do you call:
1 corruption in football?
2 stories about sports? 9 Look at the picture of the park. W hat needs
3 a career in football? doing/needs to be done? W hat does the local council
4 an agency which deals widi news? need to do?
5 schoolwork tiiat you do at home (one word)? EXAMPLE: The grass needs cutting.
6 die association of football clubs, players and
others?
EXAMPLE: 1 j Football corruption
Check your answers by finding th e words in th e text.
51
T h e w id er world 2 Rewrite the pairs of sentences as one single
sentence. (Unit 7)
1 0 In Britain, local councils provide communities
with public amenities such as paries, sports centres EXAMPLE: 1 Odysseus, who was a brave and skilful
and youth clubs. W hat about your country? waiiior, blinded the Cyclops to save bis men.
1 W ho provides local amenities? 1 Odysseus blinded die Cyclops to save his men.
2 W hat amenities are there for the different age Odysseus was a brave and skilful warrior.
groups in your community? 2 His adventures are the central theme of the
3 Do you think there are enough amenities? W hat Odyssey. The Odyssey begins some years after
else would you like to see? the fall of Troy.
3 Orpheus went down to the Underworld and sang,
to Hades. Orpheus had die gift of music and
Pro ject song.
4 T hor was die greatest enemy of die giants. The
I I In groups, devise a plan to renovate a local park giants were also hated and feared by humans.
or strip of land. 5 Among T hor’s chief enemies was the serpent
a) Identify a park or strip of land in your area which Jormungand. Jormungand was die symbol of evil.
you feel is run-down or under-used,
b) Each of die members of the group briefly
interviews five people to find out what they would . 3 Put the verbs in brackets in the correct tense,
like to see on the land if there was money Past Perfect Continuous or Past Simple. (Unit 8)
available. Make sure you include different age 1 T hat evening, I had been ringing (ring) him every
groups (children, teenagers, adults). ten minutes widiout success. I finally decided
c) Share die information with die rest of the group (decide) to give up and go to bed.
and consider the suggestions. Produce a report 2 M ira_____(be) very tired when she arrived for
with recommendations that would make at least dinner because sh e (play) tennis all day.
two of the age groups happy. 3 Poor David! H e _____ (study) History for five
hours when h e _____ (realise) that next day’s
exam was Science.
G ra m m a r practice 4 Annie Oakley (work) in Wild West shows
for some time when Buffalo Bill (ask) her
I Rewrite the sentences using a more informal to join his show.
register. (Unit 7) 5 Jason____ (buy) video games for a long time
EXAMPLE: 1 Buffalo Bill was the cowboy Annie most liked
before h e (get) fed up with computers.
working with.
1 Buffalo Bill was the cowboy with whom Annie
most liked working. 4 Police officer Notu Bright has been given a
2 Arthur found the stone into which Merlin had robber’s exact description by the many witnesses. He
stuck the magic sword. has several suspects. Help him identify the robber.
3 T he egg-shaped aircraft was the invention with (Unit 10)
which Monsieur Sauvant was most happy. Witnesses’ details: Male, aged about 35,
4 In the caitips there are trained leaders to whom approximately 1.80 metres tall, very thin, can’t weigh
you can talk. more than 70 kg
5 U2 are the group with whom I would most like to EXAMPLE: It can’t be suspect 1. He’s not tall enough.
play in a virtual reality concert. Suspect 1: Male, aged 35, 1.61 metres tall, 70 kg
6 Basia is the Polish girl from whom the Suspect 2: Male, 55 years old, 1.88 metres tall, 75 leg
International Conservation Scouts got a letter. Suspect 3: Male, 27, 1,85 metres tall, 90 kg
Suspect 4: Male, 35 years of age, 1.82 metres tall,
69.5 kg
52
7-E2 WU'HAVE
77//y /y /-
777|
ft Ait \
St
54
G ra m m a r Listening
O ^ Listen to the conversation. Answer the
Present Simple as future
questions.
: Definite future plans and arrange!nents
Anna leaves for Paris tonight at £LOO.
She doesn’t do this every night. She s definitely
: Sping to do it tonigh t.
LOOK!
I ’m staying up late tonight to wiitch a film on
television.
I have decided to do it: ifs a definite Personalfuture
plan.
A new drama starts tonight. It sclunds
promising.
Ifs not the reviewer’s plan. It has betm programmed 1 W hich programmes in the television guide are
timetable of mentioned in the conversation?
programmes. 2 W hat do the speakers each want to watch?
G e t talking
5 Complete the sentences with the correct form,
Present Simple or Present Continuous, of the verbs 8 Get ready to solve a problem.
in brackets. a) Listen to the conversation in Exercise 6 again.
1 W hat (happen) in next week’s Hearts and W rite down
Minds? The teacher (leave) the school but v 1 one way of asking for a suggestion.
the students learn to like poetry! 2 three ways of malting suggestions.
2 W hat tim e the m atch (start) tonight? I 3 three ways of rejecting suggestions.
(watch) it with John. Do you want to watch 4 one way of compromising.
it with us? EXAMPLE: 1 JVbat shall we watch?
3 The new video shop (open) todav. I ____ b ) Read die television guide again. Circle the
(meet) my friend there tins afternoon. programmes yon would like to watch.
4 What rime— _ this plane (land)? I can c) Make groups of four. Togedier, decide what
hardly wait to get off. programmes you are going to watch. Yon only
have one television!
Use die expressions in a) to find die best solution
for everyone.
55
9 Read the titles of these reviews of
Gladiators. Which reviewer do you Contenders, ready? Gladiators, ready?
think likes the programme? Which
doesn’t?
Viewers, ready for more of the sam e?
Read the reviews to check your
T he Gladiators are back for and Run', the contestants try
answers. more of the same: grown to cross a suspension bridge
ups in silly super-hero style without being knocked off by
costumes running, climbing, a big, heavy ball which the
1 0 Answer these questions about jumping and punching each 25 Gladiators control. If all this
the reviews. other like over-excited children sounds fam iliar it’s because
1 W hat do you have to do to win in a high tech playground. you've seen it ail b efore,
To be fair, there are a few under a different name.
these games: Pursuit, H it and
additions to the show . I, personally, d on't
Pun and Pole-Axe? io 'Pursuit' is a new obstacle 30 understand the popularity of
2 W hat skills do you (think you) course. Contestants are given the programme but 15 million
need to have to play die games in a head start on the Gladiators: fans up and down the country
question 1? they leap over obstacles, vault love it. If you happen to be
3 W hat do these expressions mean? over high bars and generally one of them, the return of the
Are they favourable or is run around w ith tw o 35 series will have you somer
unfavourable? Gladiators dose behind them. saulting with joy.
‘You’ve seen it all before.’ The first contestant to sprint W atch G ladiato rs, if you
‘The programme has been to the finishing line without must, on Saturdays at 7.15 on
getting bigger and better/ being caught wins the event Channel 3.
‘Watch Gladiators, if you m ust.. / 20 and gets ten points. In 'Hit
‘T he Gladiators are back for more
ooff the
die sam e/
same/ m
56
G ra m m a r EI Complete these sentences with the Present
Continuous or the Present Simple of the verbs in
brackets.
continuous form 1 This film is very confusing. y o u____
(understand) what’s going on?
2 'What do you think of die party? y o u____
{Also: appreciate, hate, like, mind, want, wish) (have) a good time?
3 I t _______ (feel) very strange to be at school on a
2 Perception
Perccutioii Sunday.
All this sounds familiar. 4 I (think) they (have) lunch. I t _
(Also-, feel, hear, notice, observe, see, smell) (smell) veiy good!
5 Sarah’s telling everyone she’s going to be on T V
3 M ental activity
T /-Viinlr rZhi/ltrt tnre ip <1 Ilir rrnnrl n rn rrr'im m you (believe) her?
IIWMSIIESIMw 6 Let’s change channels. I ____(think) this
programme is really boring.
remember, think (=believc), understand.)
4 Possession 1 2 Prepare to enter a ‘Pick of the day1
Gladiators belongs in a category of its own. com petition.
a) In pairs, make up an evening of television
programmes diatyou would really like to watch.
I’m thinking of going to watch the Gladiators W rite a Tick of die day’ like that on page 54.
live. {Pin planning.) b ) Pair A: Turn to page 103.
W hat are you thinking about? (No opinion is Pair B: Turn to page 105,
1 What do Anya and Stefan think gripped Stefan’s ankle. It was one of
th e s o n g a b o u t O r p h e u s
means?
Vision of Danger 40 the security guards. Stefan cam e
down with a crash. He could see the
2 Read Episode Five and answ er iS ) EPISODE FIVE
d o g s’ sh arp w hite teeth as they
these questions. barked and growled at him. Anya
1 How do Stefan and Anya manage was startled and lost her footing,
small cam eras w ere filming
to find Stone's address? 45 following Stefan down,
everything.
2 Why couldn't they speak to him? Tve just about bad enough of you
‘We’ve come to see Stone,' Stefan
3 Why dicl Anya fall o u t of the two. Now clear off or I'll set the dogs
20 said to one of the men.
tree? on you!' shouted the security guard.
‘You and everybody else! Just go
Terrified, Anya and Stefan leapt up
to his concert,' the man said unpleas
I t was proving im possible to get antly.
50 and started to am. They didn’t stop
Stone's address. Then Stefan had a until the sound of the fierce, angry
'You don't understand,’ said Anya.
brilliant idea: posing as a reporter for dogs had died away. But the words
25 ‘We have to talk to him. This is really
a teenage magazine, he managed to of the song were still ringing loudly
Important.'
5 set up an appointment with Stone's and insistently in their ears.
‘Yes, yes. That’s what they all say.
agent. Once Stefan was at her office,
Now be a good girl and go away,’
Anya phoned and got the agent to 3 Why do you think the words
the second man said.
leave the room for a few minutes. o f the song rang loudly and
30 Anya’s face flushed with anger.
That gave Stefan enough time to find insistently in Anya and
She and Stefan were now even more
10 Stone's address from his agent’s files. Stefan's ears? What do you
determined to see the star.
Stone's place was in the middle of think they w ill do next? What
They w alked ro u n d the walls
the country and it w as alm o st would you do?
surrounding Stone’s house and found
invisible from th e ro ad . It was
35 a tail oak tree. If they could just
surrounded by thick, high walls. The
climb up the tree w ith o u t being
15 gate was guarded by two security
detected by the security system . . ..
men with large, fierce dogs and
As they started to climb, a firm hand
57
! Which of these jobs would you
like to do the most? Number them
in order of preference.
8 dentist
• teacher
• new sreader
• photo g rap h er
• archeologist
• artist
Listening
When you have missed the
beginning o f a conversation, you
can still guess what the speakers A short while ago, Nick Moss was a charismatic fifteen-year-old
an ordinary schoolboy. Now he's a with looks to die for. But her
are talking about To do this:
well-paid model who gets 35 perfect face has never adorned
1 Try to pick out key words in
constant offers of work. the pages of fashion magazines.
order to guess die topic o f
5 His' is the kind of success story 'You have to have a good photo
conversation.
which fuels the imagination of portfolio and also belong to a
2 Try to make deductions about
thousands of young people really good, professional agency,'
what was said before.
round.the w orld. Nick hadn't 40 she says. You also have to be
really considered becoming a resilient: Tracy has applied for
10 model. It all started quite by over a dozen jobs and has been
2 Listen. Match the chance when he was spotted by rejected as many times. But she
conversations with the jobs in his sister Kate's modelling agency. hasn't let this get her down too
Exercise I. Kate Moss is one of the best-paid 45 much: 'I'm giving myself another
models in the world. The agency year,’ says Tracy. 'Unless I get
EXAMPLE; 1 -newsi-eader
15 took some photographs of Nick something soon, i'll give up on-.J
and 'things just took off straight the idea of modelling.'
3 SIS Listen again. How do you away,' he says, still sounding So would things have been as
think the conversations started? For surprised. 50 easy for Nick if his sister hadn't
each one, write one or two
But success stories like Nick's are been a famous model herself?
questions that the people were 20 rare. If you think a modelling Who knows? If she hadn't been a
probably asked first. career depends on looks alone, fam ous model, perhaps he
you're in for a disappointment. wouldn't have been spotted.
'I wasn't a handsome kid and I 55 Nick Moss hasn't let sudden fame
don't think I've got much better go to his head and is realistic
25 with age/ says Nick modestly. about the lim itations of a
'I've just got the 'in' look.' modelling career. 'Modelling's
However, it's not just looks. But fun but it doesn't last forever,’
providing you have personality as 60 says Nick. So you won't be
well, things could turn out the disappointed as long as you
30 same way for you. realise it could all end as
Looks and personality: is that the suddenly as it started.
full story, then? Meet Tracy. She's
58
Reading / Rewrite these sentences using
provided/providing (that), unless or as
4 W hat is it like to be a model, do you think? W rite notes in the long as.
chart.
1 I’ll help you with your maths
Moc el ling only if you help me with my
physical requirem ents: English.
o th e r requirem ents: 2 If you don't have a good
portfolio you won’t get a
negative aspects of the job: modelling job.
3 You can still apply for die job
Read the article on the opposite page. Check and add to your answers. but only if you send your
appli cation form in today.
4 If you don’t like working witii
5 Read this summary of the text. There are six pieces of information children, don’t become a teacher.
which are wrong. Underline the mistakes and rewrite the summary 5 This camera’s very simple. Your
ising the correct information. photos will be pretty good - but
This text is about modelling. Several young models talk about their only if you don’t point die
modelling careers. The single most important thing in modelling is camera at die sun.
:o have good looks. I t is also important to have a good agent, a good 6 I w ould only agree to share a
Dortfolio and to have a model in the family. Nick Moss explains that room w ith m y sister if she
lis sister became a famous model when his agency spotted her. N ot prom ised n o t to take m y tilings.
ill models are as lucky as Nick and some have to wait for a long time
:o get a job: Tracy was once on the cover of a fashion magazine but
;he hasn’t worked since. Modelling is a disappointing occupation. 8 Read the questions. They are all
about things which would not be a
good idea in normal circumstances.
5 In pairs, think of a title for the article. a) Answer die questions using
conditional sentences.
EXAMPLE: I wouldjump out of a ,
jr a m m a r window i f the room was onfire and
provided that the window was on
Conditional sentences without if. the gi'oundfloor!
'U nless I get something soon, I’ll give up on the idea of In what circumstances would
modelling. y.:-4 T you...
1 . . . jump out of a window?
2 . . . pretend to be someone
else?
Provided/providing (that) yon have personality as weh,'tlnngs 3 . . . lie to your best friend?
could turn out the same way
J for yon.
* 4 . . . kill an animal?
5 . . . disobey yo u r parents?
6 . . . go out with the boy/girl
M y parents would let me become a model as long aisT your friend likes?
my studies too.
js r ..... 1 b ) Make groups of four. Read out
your answers from a). For each
question, decide whose answer is
the most logical or sensible.
59
9 You are a detective. Look at the
picture of the tomb carefully. W hat
can you guess about the person’s
life?
Reading
10 Read the text and check your
guesses in Exercise 9.
60
14 Write conditional sentences with the pairs of sentences.
EXAMPLE: 1 I f he hadn't dug up his garden, he wouldn't have found
treasure.
1 He dug up his garden. H e found treasure buried there.
65 died and that his diet 2 H e reported his discovery to the police. He didn’t get to keep the
probably consisted of meat
treasure.
and hard vegetables: if he
had eaten just vegetables his
3 Mark did badly at school. Now he has to have private lessons.
teeth wouldn't be so worn. 4 Chris didn’t go to die museum with his school because he was ill.
70 All this is amazing but it is Now he doesn’t have die information he needs for his project.
only the beginning. Once the 5 Lucia went to Egypt. She had a chance to see the Pyramids.
archeologists have all the 6 Cousteau invented a small submersible. Now it is possible for
information they can get, they archeologists to look for sites at the bottom of die sea.
p ass it on to computer 7 Carla’s father was very keen on history. H e often told her stories
75 engineers. Using software
about ancient civilisations. Now Carla is a historian.
originally designed for
nuclear power stations, the
engineers feed the
information into a computer, 15 Think of past events in your life which you remember well. W hat
BO like pieces of a gigantic consequences did they have? W rite notes under the headings.
puzzle.
Memorable events in my life T heir consequences
Then if you press the
correct keys on the keyboard, 7years old: pulled dog's tail —► dog bit me. Had to have stitches
the screen lights up and the
had argument with friend —► now not fiends any more
B5 old pyramids, the people and
their towns and villag es
appear before your eyes. 'Ifs Use your notes to write conditional sentences.
certainly a very exciting new EXAMPLE: I f I hadn't pulled the dog's tail, it wouldn't have bitten we and I
development,' says Matthew. wouldn't have had to have stitches.
90 ‘It’s the final step towards
really bringing the past back
to life!’
G e t talking
16 Have you found a wonderful piece of treasure?
Student A: Turn to page 103,
Student B: Turn to page 105.
61
1 Think of people you m et in your childhood whom Reading
you remember well, for example a kind friend, a
horrible neighbour or a funny relative. Why do you
4 Look at the picture carefully.
remember them so well? Tell your partner. a) In diree minutes, write as many words as you can
to describe as many of die people as you can.
Compare your words with your partner. Who
W ord w atch wrote die most words? W ho described ,the most
people?
Some words which we use for descriptions have
similar meanings so they are sometimes confused.
62
1-Ie walked heavily down the road in the quiet of the ‘D o n ’t be silly! There are no p e o p le on o ther
early afternoon. In the blazing sun he roamed the 30 planets. I think his boat .was shipw recked and he
narrow twisting streets of the town. He was laughing managed to swim to the beach. All his family died and
and holding a conversation with an invisible person. he's gone mad from the pain .1
ill 5 ‘H ere he com es! Here he com es!’ w e children One evening, as 1 walked home from running an
jt«. ' whispered so we wouldn't wake the adults from their errand, I heard heavy steps behind me. Gathering all
if! afte rn o o n n ap . T h ro u g h h a lf o p e n sh u tte rs w e my courage, I looked round to see Nie\res a short
watched him go by, shuddering with excitement and distance away, smiling his big white smile. I ran home
Fear. as fast as I could, occasionally turning to see if he was
10
ill The object of our curiosity was Nieves, a mysterious
plum p m iddle-aged man. His skin was rough and
still diere. He followed me all the way home but I
managed to get in just before he was able to reach
tanned and his eyes were like pieces of coal in pools me. I slammed the door in his face and wailed as I
of snow . When he spoke, his white teeth gleamed pointed to the door. Alarmed, my mother opened the
through fleshy red lips. door.
As in m ost places, th e re w as in o u r tow n a 'This is Mr Luna,' she said. ‘He's going to work with
collection of funny characters: the cheerful chubby y o u r fa th e r at th e .b o a ty a rd . P lease excuse my
madman who was nearly bald and drove an imaginary daughter’s behaviour,’ she added turning to him. ‘She
car down the street,* the eccentric old bullet teacher tiife hasNieves
a vivid imagination.'
Luna soon became part of the family. At first,
w ho danced in her garden in long bright flowing
dresses; and the strange twins, pale and skinny, in people criticised my parents for taking him into our
th e ir w h ite d re sse s. T hey sto o d stiffly on th eir home. ‘The man is obviously a lunatic , 1 said the nosy
verandah and watched us other kids play through their woman next door. ‘It'll come to no good. I wouldn't
sad dark eyes. let my children spend so m uch time with a mad
But Nieves was different: he was new to our town. stranger.’ But Nieves was a kind friendly man who was
25 None oF us knew where he had come from or where very fond of children. He never lost the habit o f
exactly he lived now. And he was clearly mad! talking to imaginary listeners but in time he was
■He m ust be from a n o th e r p la n e t,’ my cousin I {55 accepted by the people in our town.
suggested breathlessly.
6 Answer these questions about the text. 7 Read the sentences and the adjectives. What type
1 W hy do you think the twii^s watched the other of information do the adjectives give?
chiJdren play 'through their sad dark eyes’?
1 W hen I was a child I used to play witii a boy,
2 W hy was the author upset the evening she saw
(small (size), Argentinian (origin))
Nieves walking behind her?
2 Shes a beautiful girl. She could be a model, (tall
3 How do you think the author’s mother felt when dark-haired) *
she realised why her child was upset?
There used to be a tree in our garden, (huge,
4 How do you think Nieves eventually became wonderful, green) ’
accepted in die town?
We lived in a house, (stone, old, lovely)
My grandmodier was a lady, (funny, Scottish)
She had a land face, (round)
G ra m m a r
We were all excited when my father bought a car
(red. beautiful, American)
Descriptions; sequence of adjectives
' 3 4 5 8 Rewrite the sentences using the adjectives with
quality/opinion size age shape colour the nouns underlined. Be carefui! Some of the
■>'-i 7 4 - ' A® sentences already have an adjective.
EXAMPLE: When I was a child I used to play with a small
Argentinian boy.
oaraed the narrow twisting streets of die
town- (4 + 6)
lanced in dip crnrrUn in I—■ C.
63
Writing Vocabulary
When you write a description o f som eone, write I I Match the pictures with the words in the box.
about the person's general appearonce, give some
details o f physical characteristics which you think are mites convict garlic freezer
im portant and include som e information about the
person's character
64
Gram m ar
I t 's jr f u n n y o ld w o r ld !
1 ......
Two dustmen who found £3,500 thrown away as
rubbish have been told that they can keep i t All they
have to do now is to work out how to put the notes
back together again: they are in 8,000 pieces and
have to be reassembled.
65
© re a o s n s aotifa] w @ g to ®s
I Which of these are you most worried about! Number them from I
(most worried about) to 10 (least worried about).
• your appearance money
• school boy/girl friendships
• the environment your future
• your relationship with your your safety when you go out
family (parents, brothers and unemployment
sisters) world poverty
Carry out a class survey to find out what worries people in your class
the most. Use the above items.
2 Read the diary entries. Match the entries with the pictures. Ariadne Matthews
1 3 M ag'
2 6 March M um an d dad a re reaSSg' w orried. TSeg
Pear (diary, d in k we c a n f fed? 6 u fd ie afm odphere id'
We went to see the film George Harrison
(my favourite Beatlei) made to raise funds 40- fende gon cm fd o a f if w id a knife,
5 Appatm tSgi d ad d>cm ipang- a re Saging
5 for the people in Bangladesh who are
starving. The music was great but the o-fpeopSe o -ff Secaude d ere m ’f
pictures o f all those skinny kids really enough work. CouSd d a d Se made
breaks your heart, I wish we could do more redm danfto o ? I f SeSoded'Sid'/oS, we
' to help them. The world can really be a can 4ag'goodSge f& S& Sidagf an d
10 rotten place sometimes. I wish everybody 10 S ird d a g 'fre a fk I widh Ik n e w w Sa f
had food to eat and money to spend, i wish fwd'g& ingon:
there weren't any wars - everI G f f m g-progeefon d e enw rm m enf
And i wish my.parents would let me go Sack a n d d e teacher reaSSg'Siked i f I
I to the concert in the park. AH m y friends widh I c&tt&f4ag'd e 4ame a So u f Mg'
| 15 are going and besides; it's for a good 15 friendd' T/ieg'd in k I m ’ exaggerating
j cause. But mum and dad think it’s
a n d i f waked' me do- m ad. I widh deg-
I dangerous. They worry too muchl Trying to
reaSided how Sa d d e donation id? we
| talk to your parents can be really
w enffo- d e deadide fo r d e Sank SoSidag'
J frustrating sometimes!
;l 20 ' And while I’m a t it, I also wish my weekend an d d ere wad>a d d id 'fifd g '
t brother wouldn't take my things without 20 ruSSidh on d e Seach. A SS deg- w orrg*
G ra m m a r
urora Davies 2 Complaining about what other people do: wish (that) +
wou/d + infinitive
pi _ - .r ! i. .i ii , i ,i .
Which of the things in Exercise I
■e Aurora and Ariadne worried
jout?
0 Write sentences complaining about or regretting the thingis in
Exercise I.
Make true sentences about EXAMPLE: I wish I was taller.
riadne and Aurora. Use words 1 wish people wouldn't pollute the environment.
am each column and complete the
ntences with information from
e text. Who can write the most 7 Write wishes using wish +past tense or wish + would.
ntences?
1 You’re in an exam. You don’t know any of the answers.
xiadne angry and 2 Your teacher always asks you questions in class. You’d like her to
.urora frustrated because ask someone else for a change.
impatient so 3 Your mum’s always telling yon off for watching television. You’d
worried like her to stop.
but
depressed 4 You have to get up very early every day. You want to sleep late but
you can’t.
5 You see some clothes you really like but you can’t afford them.
6 T here’s a film you want to see but you’re not old enough.
AMPLE: Ariadne is worried because
' dad may lose hisjob.
8 Look at your class survey in Exerdse i. How many people were
worried about their relationship with their family? What kind of
problems do they have? What was the most common problem?
9 Look at the photograph of a scene from the play,
, A-----------
Change of Heart.
T _T_— i ■
* - -
a) How are the people feeling, do you think? W hat are they talking
about?
b) Now read this scene from the play and check your answers. Does
anyone in the class have the same problem?
Act 1, Scene 2
an autumn evening in the Baileys' kitchen
MR BAILEY (to Andy) We had a nice chat to your teachers at the
parents' meeting this evening.
ANDY Actually, dad, I've been meaning to talk to you
about that.
MR BAILEY Were you worried? Well, you needn't have been.
Your teachers are very happy with your work. In 1 0 Mark these sentences True or
fact, we didn't have to stay at the meeting very False. Which lines in the text
long. They all had only one thing tb say: you're helped you decide?
doing brilliantly.
MRS BAILEY We're both so proud of you! (She's enjoying her meal.) 10 Andy was worried about his
ANDY Thanks mum. Actually, I tihis a bit worried but not school results.
about my grades, (playing zoith his food) I ... He is a good student.
MR BAILEY You'd better start thinking about what university Mr and Mrs Bailey knew their
you want to go to. With your expected grades, son wanted to become a football
you'll have a choice! 15 player.
ANDY Well, that's what 1want to talk to you about. I don't Andy’s parents react to his news
want to go to university. in the same way.
MRS BAILEY You what? (putting down her knife and fork quickly)
Oh, of course, it's the money. You're worried about Mr Bailey hopes Andy will
the money, aren't you? Well, let us worry about 20 change his mind.
that. You needn't give it a second thought Just Andy thinks he’s very good at
concentrate on your studies and , . . football.
ANDY Mum! You're not listening to me. I'm not going to Andy needs more time to think
university. I've got other plans. about his future.
MR BAILEY What are you saying, Andy? 25
ANDY I've thought about it veiy carefully and I've
decided to leave school at the end of the year and
Compare your answers with your
become a football player.
partner.
MR BAILEY (standing up suddenly) A football player! A bright
lad like you! 30
MRS BAILEY Oh, Andy! How can you do this to us? We've W riting
worked hard to give you a good education. You've
got a brilliant future ahead of you. And now you A summary is a short account
tell us you want to be a football player! ^giving the main points. When
ANDY I'm sorry if you're disappointed. But, look, you 35 you write a summary:
needn't worry about me. I do have a brilliant future 1 Read carefully through the text
- as a football player. and mark the important
MR BAILEY You're right, Andy, we are disappointed. We don't
need to tell you that. But listen. You've still got points, leaving out the details.
plenty of time. You don't have to make any 40 2 Make notes about the
decisions now. Why don't you think things over for information you have marked,
a few days? 3 Write short sentences using
ANDY OK, dad. But my mind's already made up. your notes and link them with
words like in addition,
however, although and
because.
I I Get ready to write a summary. 1 3 Rewrite the sentences in Exercise 12 using
a) Read through the scene of the play. Mark the needn’t, don’t need to, don’t have to, didn’t have to,
important points. didn’t need to or needn’t have.
b) Make notes about the points you marked in a). EXAMPLE: 1 You needn't write two pages. One is enough.
c) Expand your notes into sentences.
EXAMPLE: Andy Bailey is a good student and both
his teachers and his parents are happy with his work. Pronunciation
d) Compare summaries with your partner.
1 4 Get ready to be an actorl
a) Make groups of three. How do you feel? Make a
G ra m m a r short list of words which describeyour feelings:
Student A: You are Andy Bailey. Your parents are
Absence of obligation very proud of you and want you to go to
university. You are going to disappoint them.
Student B: You are M r Bailey. You are very
a) Speaker’s authority or advice - proud of your son and yon want the best for him.
Andy k mum deem 3t think it's necessaryfor Andy to Now he tells you he wants to be a football player.
worry about the money to payfor his studies; Student C: You are Mrs Bailey. You want the
! Mrs Bailey: You needn’t give it a second best for your son and have made sacrifices to give
him a good education* Now your clever son tells
■ you your dreams for him won’t come true.
b ) IP! Read die scene as you listen to a recording of
it. Mark the words which your character
mind. I t isn't necessaryfor him to decide now. emphasises,
T r ... J - I ,. T ill V f i . ________ , ___________ c) Practise reading your part emphasising the words
you marked in b). Remember how you are
feeling!
d) In your groups, read out the scene.
a) I t wasn't necessmy to worry because everything
wasfine —but Andy worried anyway.
M r Bailey: You needn’t have been worried. I5 Get ready to discuss the scene from the play.
a) Choose the alternatives you agree with.
ja t
1 Andy should go to university and forget about
the meeting very long, so they didn't. football.
M r Bailey: We didn’t ^ e to stay very long 2 Andy should do what he wants: it’s his life.
3 Andy should go to university and play football
after university if he wants.
4 Air and Mrs Bailey should make Andy give up
I 2 Read these sentences. Match them with the football.
different points in the grammar box (I a-2b).
5 Andy should go to university and play football
1 (Teacher to student) ‘It isn’t necessary to write two in his spare time.
pages. One is enough.’ 6 M r and Mrs Bailey should make Andy stay on
2 (One student to anothe?) ‘It isn’t necessary to pay at at school and talk about his football career
the disco. It’s free for students.’ when he has taken his final exams.
3 (Child to parent) ‘It wasn’t necessary to get the bus b) Compare your answers in a) in groups. You must
today. Petra’s mother drove us home.’ all agree.
(Parent to child) ‘I don’t think it’s necessary for you
to work all day, A couple of hours is enough.’
5 (Coach to player) I t wasn’t necessary to get here an W ritin g
hour early. Two minutes would have been enough.’
5 (Brother to sister) ‘L et’s ask mum if we can watch 1 6 In your groups, write the next scene of the piay.
, the film tonight. Tomorrow’s Saturday so it isn’t Use your ideas from Exercise 15,
necessary to get up early.’
69
I Label the pictures with words Reading
from the box.
Read the text and check your answers. Were you right?
70
A^Words and phrases like for exam ple, however or 4 Underline the connectors in the
" ^ c o n se q u e n tly show the logical relationship between two sentences text and complete the sentences.
or two parts of a sentence. These connectors can help you predict what In order to introduces a purpose.
follows.
introduces a reason.
an d introduce a result
A nd, an d introduce a
3 Can you guess what comes after the connectors in the text? similar idea.
Complete the sentences in the text with these phrases.
. introduces a
. . . this has been proved wrong. comparison.
. .. from the age of twelve we spend only 20 per cent of our sleep and introduce a
time in this phase. contrasting idea.
. . . record the activity of his brain during die night.
. .. die substance which makes us grow is made during these
periods of deep sleep. 5 Match the sentences, then fink
. .. deep sleep is essential for our good health and happiness. them using for this reason, in
. . . the fact diat he looks completely still,. . . addition, on the other hand, because
. . . diey spend 60 per cent of their nights in paradoxical sleep. and whereas.
1 If we don’t sleep well at night,
we feel tired the next morning.
2 Sometimes we can’t remember .
remember to get plenty of
our dreams.
30 sleep. Otherwise you’ll
3 Plants have to rest during the
forget what you learnt!
Babies have a lot to learn night.
and memorise. Consequently, 4 Dolphins stay awake all the time,
whereas........... 5 On the one hand, a nap can
35 Ian’s face is showing lots make us feel fresh and alert.
of different emotions. The
amazing thing is that at his
a) They are thought to be one of
age he still can’t show these
emotions when he is awake. die few mammals who don’t
40 What is happening? Ian is dream.
dreaming. Some people b) We could have trouble
believe that the real remembering what we have
meaning of a dream is learnt.
locked away in the back of c) A long nap can stop us from .
happy 45 the dreamer’s mind. In sleeping well at night.
people as well as in animals d) At other times we remember
dreaming occurs during them very clearly.
paradoxical sleep. e) They need sunlight for their
If you are unlucky
chemical processes to happen.
50 enough to have insomnia
one night, watch other
members of your family
sleeping. Perhaps you can Listening
guess what phase they are
Jw When you want to make notes
55 in and from the expressions
on their faces you may even TYtabout information you hear,
guess what they are listen for the main points and then
dreaming! write down a few important words
under each main point Don’t try
to write whole sentences! Your
.. . and tranquil notes will help you reconstruct the
important information later.
71
6 ^ YouVe going to listen to a conversation. 8 W rite a list of things you did recently and which
a) W hat is it about? you are now sorry about. W rite sentences using wish
b) Listen again. Tick ( / ) the things which are + Past Perfect, if only and regret
mentioned in the conversation and number them EXAMPLE: My fiends persuaded me to have my hair cut.
in the order they are first mentioned. I wish I hadn't listened to them. I don't like it short.
• balls of fire * water • sun • river
• what dreams tell us • flowers • walking
c) Listen again. Make notes about what the speakers
say about the things you ticked in b). T hen make
sentences to give an idea of what the speakers
) }
said.
EXAMPLE: water: warm then cold, deep . ..
The water in the river was warm hut then it got cold
and deep . . .
G ra m m a r W o rd watch
Expressing regret about the past Some verbs in English can be followed by -mg or
by to + infinitive. The choice o f -ing or to +
infinitive changes the meaning of the verb:
She told herfriend about her dream and now she is I remembered to shut the door. (I remembered
first, then I shut the door.)
I remember shutting the door. (Shutting is the
first action and remember is the second)
72
G e t talking Pronunciation
I I You are going to analyse some dreams. 1 2 Read the poem.
a) Mark these expressions CA (complete a) W hat makes the noises, do you think?
agreement), PA (partial agreement) or CD
(complete disagreement).
• ‘Rubbish!* Bully night
• ‘I don’t agree at all.’ I do not like
• Yes, but on the other hand .. .* the noises that you make
• ‘Yes, I see what you mean b u t.. .* The creaking and the shrieking
• ‘Jose has a point there.’ that keep me
• ‘That’s right.’ fast awake.
b) Pair A: Turn to page 103. from Bully Night by Roger McGough
Pair B: Turn to page 106.
c) Pair A and B work together. Use your notes and
interpret bodi dreams. Answer these questions
and use the expressions in a). b) Find one word which rhymes vrith fright and two
1 Julius Caesar dreamt he was flying. W hat do which rhyme with take.
you think this meant? c) ^0 Mark die pauses at die end of each group of
2 In Calpurnia’s dream, what do you think the words which you would read continuously (tone
house collapsing meant? groups). Listen and check your answers.
3 W hat do you diink die black cat symbolised d) Practise reading the poem.
in Napoleon’s dream?
4 Do you think the dreams were premonitions
or simply coincidence?
d) Tell the rest of the class your interpretation.
73
Revisio
Reading
I Read the extracts from the
J
reviews of a book. Answer the
questions. ‘A sympathetically written and extraordinarily interesting
account of one of the strangest and most disturbing
1 W hich phrases tell you the experiences
Peter a modern woman ever lived through.’
Quennell
critics’ attitude?
2 W here did the reviews first ‘A story brilliantly told.’ Observer
appear?
3 W hat ‘strangest’ and ‘most ‘What a wonderful book! Now that I have finished it, I
disturbing experience’ is the want to read it again.’ John Betjeman, Daily Herald
book about, do you think?
Read the review below and check
your answer to Question 3.
75
18 Revision
76
6 Match the phrasal verbs with the correct G ram m ar
definitions. Fill in the blanks in the example
sentences with the correct form of the verb. ?r,rv
the Present Simple. (Unit 13)
(Unit 15)
2 use vc
and possession in die correct form. (Unit 13)
take off make up give up
T 3 express conditions using unless, provided/providing
1 v. to invent a stoiy or piece of'infonnatian to deceive (that) and as long as. (Unit 14)
people. They later discovered it wasn’t true, she V 4 talk about imagined conditions in the past and
the whole thing.
2 v. to admit you cannot do something and stop trying. Mixed Conditionals). (Unit 14)
I’m determined to solve the puzzle. I don’t want 5 use adjectives in die correct order. (Unit 15)
to just . 6 use phrasal verbs which function with and
3 v. to iise into the air. The plane on time. ; without an object. (Unit 15)
4 v. to becomefriends again after a quarrel. We have 7 express unhappiness about situations and people’s
many quarrels, but we soon afterwards. behaviour using + wotdd/Pzst Simple.
5 v. to stop having or doing something. Selma hated, (Unit 16)
her job, so she it . i; 8 ; talk about absence of obligation using needn V,
6 v. to remove. Alice came in and her jacket. ' -5: ■ don’t/didn7t have to/need to and needn’t have.
78
G ram m ar Vocabulary
Passive voice ■"^ 5 Fill in the gaps with the words in the box.
T h e Walkman could be taken everywhere. Y ; tiT 1 Wristwatches nowadays are almost die same as
People could take the Walkman everywhere, :■ when diey were first invented. Few have
T he components had to be m ade small been necessary.
enough . . . v:.kV' ''Y - 'lflfY fC - Y Y 2 I know I shouldn’t get angry, but it’s very to
f They had to make the ca777.ponen.ts small enough. . . be next to someone listening to a personal stereo.
You can hear a constant sound coming out of the
M ore than 100 million Walkmans have been
sold worldwide. T-. 3 Bob would like to have a small television. He
Shops worldwide have sold more than 100 million v:\ would prefer a one so he can take it to litis
Walkmans. ■ ; -/ : room when he wants to play a video game,
; 2 Impersonal it +. suitable form of be + past 4 M y watch is not at all . Sometimes it’s slow
participle of;; reporting verb e g. think, say, v'.;;;- and sometimes it’s fast
believe. p-T Y YY - ''-Y t^Y ^T .L Y 5 Have you seen th e ? I can’t find it and I’d
! Refers to the opinion of people in general or ofan a. like to have some tuna for lunch.
unspecified gtvup ofp eople. -V:'
I t was widely believed it wouldn’t sell.’ 6 Get ready to play a guessing game! Get into
People in general thought this. groups.
a) Think of diree machines. W rite die names on a
piece of paper.
4 Fill in the blanks with the correct form of the verb b ) To guess the other people’s machines, ask Yes/No
in brackets (Passive or Active), or with the questions.
mpersonal ft and the verb given. EXAMPLE:
L W hen wristwatches first (appear) at around CRISTINA: Is it a music machine?
the turn of the century, (people in general - ANDRES: Yes.
think) they were ridiculous. Less resistant to CRISTINA: Can it be played on the beach?
shock and humidity than die old chain watches,
diey ____(consider) wholly unreliable.____
(people in general - believe) they had litde
future.
! During die Napoleonic wars, the French____
(need) to feed dieir army. Napoleon offered a
prize of 12,000 francs for a solution. T hat is
when the tin can (invent).
Tin cans (send) to the battlefield. But die
problem was dien how to open diem. This
proved very difficult. Many of Napoleon’s
soldiers (go) into batde with only nine
fingers! This went on for some time until finally
die tin opener (invent).
T h e first waterproof watch, die Rolex Oyster,
(make) by die Rolex company of Geneva. To
test the first batch of watches, diey____
(immerse) in water for three weeks. (people
in general - dunk) die time-keeping would be
affected but it did not show die slightest
variation.
79
Writing
Reports and accounts o f scientific processes,
developments and experiments are usually written
in the passive voice because what happened is
usually more important than the agent who made it
happen. The passive voice also sounds more
impersonal and objective.
Video aame&
Creator: Nolan Bushnell - engineering 9 Isl Listen to Charles, a Welsh boy, giving a talk on
student, keen ‘5pacewar’ player on college the history of Monopoly. When your teacher stops
computer, co-founder of ‘A tari] 1972 the tape, be prepared to make a comment about
idea: computer games on home TV what is being said and/or to ask a question about
Before that: Tong* game played in video what you think is going to follow.
arcades - written + later adapted by
Bushnell
General opinion: No sales —called ‘Home .■ 1 0 iHl Listen again. Complete the sentences.
' Fong’} 1 T he first version of die game was called Landlord's
Launched: 1974, immediate success game.
2 The 'Landord’s Game’ was redesigned by . . .
Improvements since: More advanced games -
3 At first, Monopoly was turned down b y . . .
Result: Many companies, e.g. Sega, Mario 4 The first 5,000 copies were sold for . . .
Brothers 5 The game of Monopoly has been translated , . .
Video games in 30%+ of US homes - not only 6 In the translations, the streets are given .. .
children, parents too
G e t talking
8 Look at the picture on this page. Can you explain
how this game is played? I I W hat makes a good talk?
1 How do you win the game? a) Make a list of things that are important to you,
2 W here do die players put their tokens at the b ) Compare your list with the one below.
beginning?
3 W hat are the dice for? When you have to give a talk, remember what
4 W hy do players buy properties? makes a good tailc
5 How do you use the houses and hotels? 1 An interesting topic
Turn to page 103 and check your ideas against the 2 A well-prepared presentation
instructions for the game. 3 A speaker who speaks clearly, doesn't read but
uses prompt cards, includes some humour, uses
visuais, invites questions and answers them well
Listening
c) HI Listen to .Charles’s talk again. On a scale of
The brain works faster than a person can talk. 1-4 (l=very good, 2=good, 3-O K , 4-poor) give a
When you listen to a talk, use this ‘extra’ time to score to those elements of his talk which you can
think about what is being said and ask yoursetf what judge from listening to die cassette.
is going to follow: If you do this, you will find the talk d) In groups, compare your scores. If they are
easier to understand. different, explain why you gave them.
80
U n it 19
81
it 20
P t ‘K |: 'K P \ r \n
uu ,-■■"•■ '■ ■ - " W
-f -j iu; ■-.
82
J Read the reports again and answer the questions. G ra m m a r
1 W here did Peter go?
2 How did he pay for the trip? Fixed phrases with prepositions
3 How did he manage to get out of Britain and into
a t - Peter seenis perhaps to be a t odds widi his
Malaysia?
parents, (in disijgreement with)
4 W here was he caught?
H e didn’t shov ' it a t all. (in any way)
5 W hy did he run away?
I t’s a nice coun try, and an interesting one at
that, (besides)
fW Different newspapers have different ways of
looking at the world. Some are more conservative by —By and la rge diings had gone well, (on the
and some more liberal. This affects the way they whole)
report the news: they each highlight different parts of y•Mrc
VX1ayTfprrw
JLXCX1V:bcncr -ritctUJLllliC
U.H^CblCUillb mptnrfi Mbn1U
mi H?inC belli
U1LLU
a story and describe them in different ways. When' by fax. (using a
you read a newspaper; try to identify its general
in —Plow nine' i will the 14,000 mile trip cost in
outlook.
ivuifj A:• .
: Peter spoke in a low voice, (softly) ■■Tj\'
: Perhaps Peter will be cured o f his wanderlust in
t Read the reports again.
th e end. (after a lot of time)
1 Match them with the correct headline.
2 On a scale of 1-5 (l=strong approval, 5=strong on - The imm igration officers on duty didn’t jv
disapproval) how would you rate each paper’s ery. (who were working at the time)
opinion of Peter’s behaviour? W hich words and They let him 1(save the country on humanitarian
phrases helped you decide? grounds,
D •(fori.
\/ mmamtarian reasons)
EXAMPLE: 720 hero's welcome vs Peter.. . anived o u t - Peter see:ms to be totally o u t o f his A-----1■
back in Britain. parents’ contn dI. (They don't have the power to ;■
direct him.)
I-Ie had gone tti Malaysia o u t o f th e blue.
G e t talking (unexpectedly)
JW When you take part in a discussion:
Ap " Support what you say with reasons or examples.
• Listen to others. Don't interrupt them. 0 Complete the sentences with the correct phrases
• Involve those who are not taking part Ask, ‘What from the grammar box above.
do you think?’ 1 She spoke , so I could not quite understand
what.she was saying,
2 The cold weather came o n . Nobody was
j Is Peter Kerry a confused and unhappy boy? Is he expecting these low temperatures in summer.
irresponsible and dishonest? Or do you think he is 3 T he guard is at th e museum until 7.00
none of these things? Will he be cured of his tonight.
wanderlust’? W hat do you think? 4 She could send die timetable by post, but it’s
l) Discuss in groups of four or five. quicker .
d) Use the opinions expressed in the discussion to 5 At first he didn’t like m e . I could tell by the
write a 150-word composition called ‘Peter’s way he never smiled at me.
wanderlust’. Make sure you link your ideas with 6 They spent £3 0 0 ____ . They bought lots of
the appropriate connectors. Look at page 71 books and CDs.
again. 7 They are asking for the prisoners to be freed
humanitarian . It’s not fair to keep
them locked up,
8 The car w ent and crashed into die fence.
83
can add ° prefix fo a word to form the t i e ' E ? th6 blan'“ With th6 * * * » «>e words in
^ o p p o site , or near opposite. Some o f these prefixes
efficient Happy approve
un unhappy, unrepentant * possible legal responsible
in - indirect, inefficient
/m- (usually before W or 'p') immoral
impossible 1 b e W W fJ,er iS her son’s
il- (usually before T) illegal, mogical 2 Tiie police are questioning Peter because it is
ir- to alter passports.
(usually before Y) irregular, Irresponsible
dis-_ disagree, disapprove, dishone*r 3 Interpol were not at all , Thev fnnnrl
quickly and without mu Abifonnatioru^ ^ eter
4 I t ISvery dtfficult, almost co imagine a
urteen-year-old travelling alone like that
5 Some people think it is of parents not to
control their children. m snotto
6 ShaW neWSpaperS °h™usly _ _ 0f W s
8 Look at the photograph of Lorena in the Golf 11 Fill in the blanks using as or like.
World Championship article on page 84. How similar 1 My aunt used to w ork a nurse but she
to or different from Peter would you say she is? doesn’t any more. She says she no longer has the
energy to w ork a dog!
2 Xthink she’s completely m ad,____ nutty a
Reading fruitcake!
9 Read the article. Then listen to the questions 3 Stop acting a fool! This is serious.
and write the answer after each one. 4 Sally may look soft but she’s tough____
nails.
5 At first, Lorena’s father functioned her
1 0 In pairs, answer these questions, then compare coach. Later they hired a professional coach.
your answers with the rest of the class. 6 J enny looks ju st____ her mother.
85
th6 namSS
plane and biggest enemy?° f Batman’s P^tner, car,
i e o r dFa,l e T ^ '6 ^ ^
1 The film, which opened at the same time as
Reading many similar films, was a failure.
Before the film opened, fans were going to the
X Remember that the reason why you ^re reading~ cinema just to see die Batman advertisements
^ d e te rm in esth e way you read, i f you want to find
a particular piece o f information, like a name ever t Z Z T " ^ ^ ^ ^ had
without necessarily understanding the rest of the text
you can scan. ^
If you want more specific information, you need to
read more slowly and carefully. 5 oMu tt or
o f old
n l J aS
cardim^ CC0 haadIe-
and plane parts, h had been
6 Actor Michael Keaton would throw things abot
because he felt too hot in the rubber body suit
2 Scan the article and check your answers to
exercise I,
nri th in k ]/jtf, D is tim iif Cathedral. Four cameras were used at the same time.
The Batcar was a big problem too. M ade out of two
T he p h ra s e , m a d e 1968 Chevrolet Im palas and bits of fighter aircraft, it
fa m o u s b y B a tm a n 's w as very difficult to control. It nearly ran a' girl over,
p a r tn e r R o b in , is 35 and Batman kept getting his ears caught when the roof
so m e tim e s u s e d b y closed!
5 people to congratulate The Batman costume had its problem s too. Some of
som eone w ho has had the twenty-four Batman hoods w ere more comfortable
a good id ea. It co u ld than others, b u t none allowed actor Michael Keaton to
certainly be said to the 40 see sideways. In addition, they all m ade him partially
producers of the film, deaf.
10 Batman.
The body suits were like latex* arm our that simulated
Batman did amazingly m uscles. Feeling hot and bo th ered in all the rubber,
well from the beginning. Keaton would throw things about and kick furniture in
Despite having opened 45 frustration. This in itself was a challenge: the cape he
88
U n it 21
W ord w atch
1 0 Look at these words that are very similar.
a) Match the words and the definitions.
• shout * scream • wail
1 cry out loudly on a high note in fear, pain or
excitement
2 cry out with a long sad sound suggesting
sadness or pain
3 say something very loudly
b) IH Listen to some sounds. Make notes about
what you hear.
EXAMPLE: someone walking
c) Compare your notes with your partner’s. Do you
agree?
EXAMPLE:
:■ r. ■--— ."ry--~-r-
89
£§is
:li 'il 'l ? §
Vocabulary Reading
I Look at the adjectives in the box. 2 Six sentences are missing from the newspaper
report on page 9 1. Read the report and choose the
cowardly selfless selfish courageous correct sentence (a-f) to fill each gap (1-6). Say what
quick-witted brave cautious foolhardy punctuation and capital letters are missing.
a) W hich one describes people who: EXAMPLE: lc comma after lpride3- this year's Children
1 are able to control their fear? of Courage were the picture of modesty today - fu ll stop
2 care only about their own advantage, not other a) I don't think I was brave
people? b) the cut was so bad that M r McNestrie could not
3 take care to avoid risks? - stop the bleeding
4 think about other people, not themselves? c) this year’s Children of Courage were the picture
5 are courageous and ready to suffer danger or of modesty today
pain? d) another^Child of Courage being honoured today
6 are afraid to face danger or pain? was Abby Davis
7 take unwise risks? e) at first she could hardly walk
8 are quick to understand things and act quickly? f) I am very proud of him
EXAMPLE: 1 courageous
b) In your opinion, which of the adjectives in a)
. describe the people in the pictures below? Why? 3 Read the report again. Who:
EXAMPLE: 1 has learnt to play football with a false foot?
THORA: The boy in picture one is quick-witted. He 2 did doctors think might not walk again?
was reading but he acted quickly to save the little boy. 3 rescued some children from a fire?
KATERINA: Yes, but perhaps someone told him to take 4 will probably be walking normally in 3-4 weeks?
care of the boy and he was reading instead, so he was 5 bought clothes for Romanian orphans?
being selfish. 6 stopped his father’s bleeding with a tea towel?
90
U n it 2 2
Gram m ar
; a) Ability in general
T hr ee and a half weeks later
lo r r y tw o m o n th s ag o . She
Bravest 35 h a d m u ltip le le g f r a c tu r e s
Abby could hardly
walk/was hardly able to walk.
an d could n o t even stand up.
children have a D o c to rs f e a r e d s h e w o u ld
never be able to w alk again.
b) Ability oh a specific
occasion
nice line in Show ing incredible deter-
40 m ination, A bby took her first Affirmative:
s te p s o n ly th re e a n d a h a lf Lucy was able to raise money
modesty w e e k s a f te r th e a c c id e n t for Romanian orphans.
(6) b u t she persevered. ; She was able to do this and she
W h ile th e ir p a re n ts g lo w e d S h e h a s d o n e so w e ll th a t
w ith p rid e . . . .(1) To h e a r a did i t
45 doctors think she will be able
te e n a g e r d e s c rib e h o w s h e to w alk norm ally w ithin less A teenager m anaged to rescue
m a n a g e d to r e s c u e th r e e th a n a m o n th . It w o n 't b e
5 s m a ll c h ild r e n fro m t h e i r three children from dieir
easy, b u t they are sure A bby
b u r n in g h o m e o r a tw e lv e - w ill m anage to do it. ;;i burning home.
year-old explain h o w h e w as 50 Three other children w ere She was able to do this difficult
able to save h is fa th e r's life, p re sen ted w ith their aw ard s action and she did it
y o u w o u ld th in k th ey d id it to d a y . C a ro l H a r r is , a g e d
10 ev ery d ay . fourteen, rescued three sm all Negative:
J o n M c N e s tr ie 's f a th e r ch ild re n from th e ir b u rn in g M r McNestrie couldn’t/
o w es his life to h is son. M r 55 h o m e . 'I c o u ld h e a r th e m wasn’t able to/d id n ’t m anage
M c N e s trie s e v e re d a m a in crying. I just h ad to get them to stop the bleeding,
artery w hile he w as cleaning o u t/ she said. Thirteen-year-
15 a g lass fish t a n k ...............(2) o ld Lucy K aran looked after Before a verb of perception:
L u c k ily fo r h im , J o n a g r o u p of R o m a n ia n I could hear them crying.
m an ag ed to control it. 60 o rp h a n s after raising m oney
(3) said Jon. 'I d id so she an d her m other could
w h a t a n y b o d y w o u ld h a v e b u y clothes and take them to
20 d o n e . I c o u ld se e t h a t m y R o m a n ia . A nd keen
father w as bleeding badly, so f o o tb a lle r D a v y J a m e s ,
I grabbed a tea towel off the 65 fifteen, lost a foot in a bicycle
ra d ia to r an d w ra p p e d it ^ accident b u t now plays w ith
tightly aro u n d his arm .' an artificial one.
25 M r M c N e s trie w a s n e a r A ll th e C h ild r e n of
d ea th by the tim e he arrived C ourage w ere presented w ith
a t h o s p i t a l a n d d o c to r s 70 their aw ards by the’ D uchess
b e lie v e J o n s a v e d h is life o f K e n t a t a c e re m o n y in
...............(4) H e d eserv es this W estm inster Abbey.
30 a w a rd / said M r M cNestrie.
(5) w h o is thirteen.
A b b y suffered h u g e injuries
w h en she w as ru n over by a
5 Complete the sentences using could whenever G e t talking
possible. If it is not possible, use a form of be able to.
JW When somebody is telling you something and you
1 Lucy Karan’s determination paid off* She____ AA* want to indicate that you are following and that
raise a lot of money for Romanian orphans. you want the person to continue, you indicate it by a
2 Davy ride a bike when he was five. H e was rising intonation or by using expressions like:
good on roller skates too. What else? And then? Anything else? Go on.
3 I go to the ceremony next week.
4 Carol H arris rescue the children by crawling
into their room. She got an award for it. 9 Get into pairs. You are each going to look at three
5 Their grandfather speak four languages and pictures which tell what happened to 15-year-old
was learning a fifth one when he died. Louise when she was asked to baby-sit for her
6 The doctors____ fit Davy with an artificial foot brother one evening. Take turns to describe them to
last year. H e can even play football now. your partner. Together, put the pictures in the
7 The lorry driver; see that he was going to hit correct order so that they tell Louise’s story.
Abby, but h e ___ (not) stop in time,
Student A: Turn to page 102.
Student B: Turn to page 104.
6 Which of the above sentences can be completed
with a form of manage to?
Listening
10 Listen to Louise tell the story.
7 Write three sentences about your general
abilities when you were ten. W rite two sentences a) How similar was your version?
about things which you did only after a lot of effort.
Pronunciation
8 1Listen to each of the dialogues being read
twice.
a) W hen does B indicate that he/she wants to be
told more? W rite 1 for the first reading and 2 for
the second.
1 A: Have you heard about the Children of
Courage Awards?
B: Yes.
2 A: The awards were given out at a ceremony
in Westminster Abbey.
B: Uhmm.
3 A: A boy got an award because he saved his
father’s life. b) Listen again and complete the phrasal verbs with
. B: Oh. the correct particle.
b) Does the intonation fall or rise when we want the 1 Louise had to stay .
speaker to continue? Does it rise or fall to signal 2 She thought her friends might laugh her
the end of the conversation? if she took Tom.
c) In pairs, take turns to practise the dialogues. 3 Sally was surprised when Louise turned .
Student B, use falling or rising intonation. 4 She m ade a story about her aunt.
Student A, tell your partner what the intonation 5 Tom waited for Louise to g e t .
meant to you. 6 They ra n their parents when they were
going to casualty.
7 Louise’s parents told h e r .
92
Gram m ar I 1 Complete the sentences with the correct form
of these phrasal verbs. The objects of the verbs are
Phrasal verbs given in brackets. Put them in the correct place.
Type 1: intransitive verbs stay in turn on laugh at go out
r verb +particle \ turn off turn-down put on get back
Louise’s parents were going out. make up tell off look after
!:t'm
Also\
.' - get
0 back, 0go back,
' ,.r^7 stay
,,J,in, .turnup
,. . . ,XT
:
1 Pete is too tired to ____tonight, he would prefer
lill
wp
Type 2: inseparable transitive verbs. to and read a book.
yei‘b +particle + object 2 They are real television addicts. T h ey (the
Louise didn’t want to look after Tom. television) when they get home from school and
Also: go through, laugh at, run into
iig§#®i»gl
they only (it) when it is time to go to bed.
Their mother often____ (them), but it doesn’t
Type 3: separable transitive verbs
make any difference.
verb + object +particle
She didn’t want to b rin g him /Tom altMlg. 3 W hen Paul____ from his trip wearing that hat,
everybody____ (him). H e looked so ridiculous!
I f the object is a nonn^ it can also go after he particle, 4 Keira was in a hurry because she was going to
especially i f it is veiy long. (the little boy next door) while his parents
verb + panicle + object were out. She (her long green coat) and left
She didn’t want to b rin g along h e r eight-year- without saying goodbye.
old b ro th er Tom . 5 H e is such a liar! H e ____ (these long and funny
stories about UFOs).
make up, put on, tell off, turn dovm, turn
6 I can’t hear what you’re saying, Karl. I’ll go and
off, turn on
(the music), it’s too loud.
Vision of Danger 1 2 You are going to play the phrasal verb game.
a) Choose a phrasal verb from Units 11,15 or 22.
HI! EPISO D E EIG H T W rite it on a small piece of paper.
b) Fold the paper and give it to your teacher.
c) Pick a piece of paper. Can you make a correct
1 What w ou ld yo u like to happen
in this last episode?
sentence using the phrasal verb?
2 Read Episode Eight. D oes it end
as you w ould lik e it to?
‘Not much of a dragon, is he?’ said Everyone was shocked, and relieved
S tefan lay very still in the middle of
the stage. He had been shot while Stefan. that die gunman had failed.
45
trying to disarm the man who had Stefan w as sitting up in bed in ‘I’m going to miss all the attention
threatened Stone’s life. Slowly, Anya 25 hospital. Anya and her parents were when I go home , 1 Stefan laughed.
‘1 wish you didn’t have to go so
5 m ade h e r w ay to the stag e, not sitting round him, all talking at the
wanting to discover the worst. She same time. soon!' Anya complained.
bent down over Stefan and touched ‘Well, you two have become quite a ® ‘I'll be back. But promise me, no
his face gently. couple of celebrities!’ said Anya’s more mysteries to solve!*
Stefan op en ed his eyes. ‘Well, it 30 mother. ‘J ust listen to what the papers Anya stood alone at the airport and
1 0 looks like we did it!1 he said smiling. say: “Knight in blue jeans kills the watched die plane disappear into the
‘Are you OIC? You're bleeding!’ dragon ’’, 1 sky. ‘Bye, Stefan,* she w hispered.
‘It’s only a graze, I think , 1 Stefan “’Young sleuths save Stone from 55 ‘We’ll never really be apart. We both
looked up. It was Stone! But all he rolling”,’ added Anya happily. know that now.'
had time to say was thank you before 35 ‘It says here that the gunman was a
15 the security men took him quickly off strange and difficult man. He had lots 3 Why does Stefan say, ‘Not much
stage, Anya and Stefan watched as of problems. Stone and his music put o f a dragon, is he?1about the
police officers ted tire gunman away. harmony Into his life and solved his gunman?
He w as a y o u n g m an w ith long, conflicts. So he hated the idea of 4 What do the newspaper
messy hair. He looked as if he might 40 Stone retiring,’ said Anya’s father. 'He headlines mean?
20 burst into tears. His eyes met theirs hated the idea so much that he would
for a brief moment. have p re fe rre d to see him d ie ,’
93
I Why are you learning English? W rite a list of as many reasons as you can
think of.
Read the article. Can you add to your list of reasons?
.......; ;■ ■ ••
■
. .r.‘~
R g iE W usa '
■■■) Guyana.
".r/h . y-i:~-v-S'i'
m g g jfm m
p « n w
■ - \ 4 '■■■■ : .;•
ha5a
language
94
Reading Gram m ar
J y Most writers have personal views - an angle - and will try to
Future and future in th e past ;
jtftpersuade readers to look at things in a certain way. It is important to
recognise the writer’s angle by asking yourself: 1 Future
• What are the facts? What are the opinions? a) Predictions
• Does the author tell you whose opinions they are? (They might just be English will continue to be the ;■;
his/her own opinions.) language the world wants to
• Does the author give enough evidence for the facts presented? ' speak. ;
Judging:by present evidence, it
is going to continue to
2 Read the article again. Complete the table. spread.
The m iter thinks this will:
Presented If opinion If fact, do happen.
as fact or whose is it? you think
b) Arrangements;"' ^
opinion? author gives
More children are to learn
enough
more English at an earlier age.
evidence?
The authorities have airangedfor :’
1 For a long time, P Yes . this to happen in thefuture.
people have felt
■-■2 F uture in th e past
the need for a
global language. ■ The past ■ Now
drought would be
2 Esperanto was
going to become
People thought diat artificial k%
the world
languages w ould be/w ere
language.
going to b e the solution.
A t the time, it was a prediction
3 M ost of the data
I about the future^ . SPv
stored in
computers is in
English.
3 Which of these sentences are
4 English is by far predictions (P)? Which tell us about
the most widely arrangements made by some
taught foreign authority, not the subject (A)?
language. EXAMPLE: 1 F
1 More children will learn
5 In some countries,
English.
more children are
2 Soon pupils are to start learning
going to learn
English when they are seven.
more English at an
3 In years to come, students are
earlier age.
going to learn a second foreign
language at university.
6 English is a
4 The students are to do grammar
challenge to a
exercises every week.
nation’s identity.
5 They will also learn vocabulary.
6 Next year, all pupils are to get an
7 English will
English dictionary
continue to he the
7 Students will work in pairs as
language the world
well as on their own.
wants to speak.
95
U n it 2 3
4 Rewrite the prediction sentences so that they 7 Which of these statements do you agree with?
indicate arrangements made by an authority.
EXAMPLE: 1 More children are to learn English.
B
• create/more • not stop raining • lots of
people/speak/English • he/know/a lot of words
2 COSTAS: ‘I can now speak English. I can
from English pop songs • Sony/sell/100 million
concentrate on French.’
• he/can run
W ritin g
6 Prepare to write a composition called *A global
language, do we need one?1
a) Match the columns.
The writer thinks , . . He/she writes . . .
1 For example a) It’s important to
remember that
2 As a conclusion, b) This is not always the 3 NILGUN: ‘I’m quite pleased with the English I’ve
I want to say case learnt. But I feel I’ve got to keep practising it so I
3 It’s not (always) true c) Take for instance don’t forget it.’
4 I think this is d) Bearing this in mind I
important think
5 Rembering what I’ve e) To sum up, I would Reading
just said, I think say that
8 Scan the text on page 97. Which of the comments
b) In groups, give your opinions and your reasons.
in Exercise 7 does the writer agree with?
1 Is a global language necessary?
2 If it is, should the global language be English?
W hy (not)?
3 How important is English in your country? Listening
c) Report the group’s views to the rest.of the class. 9 (ID Read the text again. Then listen to four
d) W rite your composition. Include both facts and language learners talking about keeping up a foreign
opinions. You can use the information in the text language. Which of the things in the text are
on page 94 if you want to. mentioned?
96
Gram m ar
97
Revision
Ttaientieth-century spies
R a d io T h e ra d io w a s a v e ry watch, a p en or a small piece of
u s e fu l to o l fo r sp ie s sin c e it jew ellery. The inform ation w as
15 allow ed them to transmit u p to 55 th en re a d using a m icroscope.
e ig h ty w o rd s p e r m in u te . In Microfilms w ere often cut into
a d d itio n , b e c a u s e th e y w e re 'm ic r o d o ts ’. O n e m ic ro d o t
being made of lighter and lighter m easured half a millimetre and
m aterials, radio sets w ere soon w as cap ab le of carrying a full
2 0 able to be carried a b o u t easily BO- page o f a docum ent. Being so
'My name is Bond . . . James and discreetly,. The agents of the small microdots could be hidden
Bond/ James Bond, agent 007, Special O peration Executive, an under a postage stamp.
is perhaps th e most fam ous
organisation w hose aim was to
spy in the world.
help the resistance m ovem ents . C o m p u te rs : -T oday, th e
25 in Europe to fight Hitler, used a com puter is the m ost im portant
radio -w eighing just 4 kilogram s.. 65 tool of espionage. Spies need to
W ith it a g e n ts c o u ld s e n d h a v e a g o o d k n o w le d g e o f
m e s s a g e s to p la c e s 1 0 0 0 c o m p u te r te c h n o lo g y . T h is
kilometres away. The radio was allows them to access com puter
30 p o w e re d b y a b a tte ry . To b e networks illegally. By doing this,
recharged, the battery had to b e 70 they are able to obtain top secret
c o n n e c te d to a b ic y c le : th e information from banks, foreign
Mata Hari This Dutch dancer p o w e r w a s p r o d u c e d by g o v e rn m e n ts a n d p o w e rfu l
was employed by the French
. pedalling! . ■: corporations.
secret service. It is now said
that she was in fact a very bad
35 M i c r o f i l m T h e s e c re t a g e n t
■ :s p y .^ joined the w orkers at the gate of
Unusual spies
The tools of the th e w e a p o n s factory. D ressed
like an ordinary w orker he w as 75: • Simon the cat managed to
trade ab le to w alk in w ith o u t being : cross the Yang Zijiang River to
40 s p o tte d . A sk ed to fetch so m e take a message to a Chinese
In v is ib le I n k In die very early general. Since 1950, the: CIA-(the
days, w h en spies w anted to send plans from the factory files, he
American Central intelligence
s e c r e t .m e s s a g e s , th e y u s e d ■;': seized his chance: in just a few
bo Agency) has been training
invisible ink. The m essage w as m in u te s, h e m a n a g e d to tak e
different animals as spies. Secret
written in lem on juice instead of p h o to s o f th e desig n s fo r the
services will soon be able to use
45 n e w w e a p o n s w ith o u t an y
ink. To re a d the m essage, -th e . ' dogs, seals and dolphins to spy
sheet, of paper simply had to be eq u ipm ent being visible. How? on their enemies,
w arm ed over a gende flame, like He used a tiny camera hidden in 85 • It is believed that otters a re
t h a t o f a c a n d le . T h e h e a t his watch. From the 1950s, spies the best animal agents: they
c o o k e d th e le m o n a n d th e had a new ally: a camera w hich can run, they can swim and they
w riting ap p eared : th e m essage 50 could take m icroscopic photos. can penetrate enemy lines
h ad reached its destination! B e c a u s e it w a s so sm all, th e and then return with•;recorded
ca m e ra c o u ld b e h id d e n In a 8ft information.
3 Read the text again.
a) Fill in the first two columns of the chart.
Radio
Microfilm
Computer
J Could you be a top spy? 7 ^ Listen to the programme again and complete
these sentences about Jean C rem et
i) W ho can decode this message first?
Clue: look at the text on page 98. 1 W hen the police went to the fiat in Paris diey
thought they would/were going tofind Cremet there.
5-12, 10-5, 16-13, 17-16 23-20f 24-2 2 W hen Cremet hired the new agent he didn’t
25-26, 28-9 35-10, 38-21, 40-6 suspect. , .
3 Because Cremet had always admixed Russia he
41-15, 43-11,47-4, 50-6, 54-5, 60-13 probably thought diat when he got there . . .
62-12,64-6 26-18 67-4, 67-3 4 Cremet said goodbye to his daughter. H e and his
daughter couldn’t predict then .. .
) Send your partner a short coded message using 5 In 1927 it was impossible to predict that
the text on page 98. C rem et. . . in World War II.
99
2 4 R e v is io n
100
S W rite these sentences out correctly. You need to Grammar
put the verbs in the correct form and add articles
when necessary. Make sure you put the particle of
the phrasal verbs in the correct place. (Unit 22) experiments using the passive voice in various 7
■forms, (Unit 19)
EXAMPLE: 1 The teacher gets angry when the class laughs 2 use a variety of fixed phrases which include a
at other people's mistakes. preposition. (Unit 20) ;
1 teacher/get angry/when/class/laugh/at/other 3 distinguish between as.. .as, as, like znd as
people’s mistakes. . if/though. (Unit 20)77 7A T 7■:7■'%7■T T : \
2 I/can/go/out/yesterday/because/I/be/ill. 4 give additional information by using present and
3 Be/that/real story/or/you/make/up/it? " past participle clauses. (Unit 21) f:
4 I/have to/turn/down/his invitation to party. 5 describe actions we see and hear using see/hear +
5 My parents/get/back/from work/until/after/I/go .■■infinitive or -mg. (Unit 21):y7; T JT
to/bed. 6 talk about ability in the past and the future using
6 I/manage to/finish/my homework/and/teacher/
tell/off/me. (Unit 22)
7 Guess/who/I/run/into/at/shop? 7 distinguish the different types of phrasal verb.
(Unit 22) ;
Unit 7 Exercise I
All of the information is true according to the study
on Contemporary Juvenile Reading Habits.
Unit 8 Exercise I
1 a
2 b (George the First was German.)
3 c
4 b
Unit 9 Exercise I
W ord missing from th e title: ecology
Verdict
Your answer was correct: Congratulations! You are
ecologically aware - or at least you know the
vocabulary!
Your answer was incorrect: W hat’s the matter,
don’t you know-we must all leam to care for our
planet?
102
Unit 13 Exercise 12 Unit 17 Exercise 11
Pair A: Read the listings that the other pair has Pair A: Read this dream. Tell Pair B about it in your
written. Think of a few questions asking for clarifi own words. Then listen to Pair B's dream. Make
cation and explanation. You need to have enough notes about it. Turn back to page 73.
information to be able to choose the best Pick of the It is said that in 44 BC, Julius Caesar, the Roman
day: Ask Pair B your questions. Answer Pair B’s leader, had a strange dream. H e dreamt that he was
questions. flying in the sky above the clouds. There, he saw
EXAMPLE: MARIA: Wlmt kind o f programme is The Jupiter, the most important Roman god. Julius
Deep Blue.? Caesar flew to him and shook his hand.
ANA: I t’s a factual progi~a??ime about At the same time Julius Caesar’s wife, Calpumia,
the sea. dreamt that their house collapsed and that her
husband was stabbed and died in her arms.
Post your listings on the classroom wall. Take a vote
T he next day, Julius Caesar was murdered. Pie
to choose the most exciting one.
was stabbed to death by Brutus, a Roman politician.
Unit 14 Exercise 16
Unit 19 Exercise 8
S tudent A: You think you have found a wonderful
piece of treasure! Telephone your nearest museum
and describe your find (picture 1). The person from
the museum will tell you if you really have found
some valuable treasure! Swap roles and listen to your { WADDINGTQNS IMS!
partner describe his/her find. Look at pictures 2 and 1 ' R u le s for M O N O P O L Y s ia W i
3 and tell him/her what he/she has found. pf ; Registered Trade Mark
I VMPRO PERTY TRADING BOARD GAME
3 ■ Players 2-6 Ages B-AduU
I
player’s token lands on a space not already
owned, (s)he may buy it from the Bank. The
object of owning property is to collect rents from
other players stopping there. If a player puts
hotels or houses’ on the property, (s)he can
charge much more rent. Community Chest and
Chance cards give instructions that must be
I followed. The game is one of intelligent and r
I amusing trading and excitement.
Unit 22 Exercise 9 Unit 24 Exercise 8
S tudent B: W hen you listen to your partner’s The H/gfi Flyer wider world quiz: Team A
description of his/her pictures, indicate that you are a) Before you start the game, work out the answers
following and that you want him/her to continue. to the grammar questions.
Use the expressions in the box and the information b ) "When it is your turn, ask Team B a question from
in Exercise 8 on page 92. Also let him /her know if your question card. The answers to the first four
you don’t understand. questions are given in italics.
Unit 10 Exercise 11
1 William Tell
2 Buffalo Bill
3 Pocahontas
Unit 2 Exercise 14 Unit 13 Exercise 12
S tu d en t B: You think Georgina Shephard would be P air B: Answer Pair As questions. Then ask them to
ideal for the job. Read these notes and list her explain things about their programmes. You need to
advantages. Listen to your partner and make notes. have enough information to be able to choose the
Tell him/her your list of advantages. Use all your best Pick of the day.
information and the expressions in Exercise 14a on EXAM PLE: A n a : What kind ofprogram?ne is. . . ?
page 13 to persuade your partner that Georgina is
the better candidate. Post your listings on the classroom wall. Take a vote
to choose the most exciting one.
Name: Georgina Shephard
Age: 26
Nationality: British Unit 14 Exercise 16
Occupation: Psychologist
Comments: No previous experience. Very fit. Student B: You work for a museum. Someone
Passed training course. Used to working with people telephones and says that they think they have found
. part of a team . ^_
a wonderful piece of treasure. Listen to his/her
description and look at pictures 1 and 2. Tell the
caller if he/she really has found some valuable
Unit 10 Exercise 10 treasure! Swap roles and describe your find
(picture 3).
S tudent A: Look at the pictures. They form half the
story of Old Man W inter and Summer Queen.
Describe them carefully to your partner and listen to
his/her description of the missing pictures. Together,
work out the correct order of the pictures.
No r t h
5Qp
106
Grammar reference
Ability Articles
I Past 1 A/an
1 Ability in general: could/was able to Apart from the uses on page 40, we also use a/an:
e.g. Leonardo da JAnci could/was able to draw with one band a) before we say what somebody or something is.
and write with the other at the same time. e.g. Tom is a teacher.
2 Ability on a specific occasion: was able to and managed to b) before an uncountable noun when it is qualified,
e.g. The Rosetta Stone contained an inscription in Egyptian e.g. We had a very nice ham for lunch.
hyeroglyphics and a translation in Greek. Scholars managed
2 The
to or were able to work out what the hieroglyphics meant
because they knew ancient Greek. We also use the:
a) before musical instruments.
W atch out! Managed to implies effort because something e.g. John plays the oboe in the school orchestm.
was difficult b) before an uncountable noun when it is followed by a
2 Future qualifying phrase.
e.g. I liked the ham we hadfor lunch.
will be able to and will manage to
c) with superlative adjectives.
W atch out! W e also use can and could to talk about things e.g. The tallest people in the world are the Watitsi men of
we perceive through our senses, Centj'al A f i t a. They are ofipn 2.3 iuetres tall.
e.g. Can you bear what I hear? d) with the names of some geographical features.
- oceans and seas (The Atlantic, The Red Sea)
Adjective order - rivers (The Thames)
~ countries which include a countable noun (The United
Opinion adjectives (ugly, funny) norm ally go before more Kingdom) or when they are plural (The Netherlands)
[actual adjectives (woollen, Danish).
s.g. My grandfather was afinny plump Frenchfanner: */ Watch out! We do not use the before:
i.g. My grandfather was a French plump fanner. X , a) continents (Asia), lakes (Lake Titicaca).
b) uncountable nouns when referring to something in
Sometimes a comma is used to separate the adjectives in a ( general, e.g. I like pop music.
ist but n o t before and. c) possessives. e.g. Have you seen my keys?
[t is possible to use all the adjective types to describe one
roun b u t it is in practice rare. W e usually use other As, as if/though, like
ievices to write a full description,
Clauses introduced by as, as though, as i f or like are called
i.g. My grandmother was a lonely Brazilian woman- She was
mall and slim with g ’ey hair, rather than: clauses of manner,
1 As and /ike are used:
;.g. My grand?nother was a lovely small slim grey-haired
Brazilian woman. a) to talk about the way someone behaves or the way
something is done.
e.g. Try to write your project as your teacher has shownyou.
\djective + preposition Like + clause = more informal:
further common adjective + preposition combinations: e.g. There is no need to behave like you do in class.
b) to compare ways of doing something,
)y - amazed, impressed, surprised e.g. She tries to dress like a model.
:.g. I was not impressed by the new boy's behaviour. e.g. My dad studied medicine as hisfather did before him.
)f - aware, (in)capable, characteristic, full, scared Watch out!
:.g. The room wasf i l l o f people. e.g. Mary looks afier Susan like a big sister. (Mary isn’t her
sister. It’s a comparison.)
o - (un)accustomed, m arried, similar, related e.g. As the big sister, Maiy has to set the example, (Mary is
i.g. The Maths teacher is my uncle: he's married to my the big sister.)
mini's sister.
2 As if, as though
rith - filled, compatible e.g. A t the party, Peter behaved as if/as though I didn't exist.
,g. Isyour computer compatible with mine? He didn’t even say hello! (But of course I did exist.)
The best way to leam these combinations is to memorize Watch out!
hem as set phrases. e.g. Don't look at me as if I were/was crazy, (were = more
formal)
We often use as if and as though after verbs such osfeel,
look, seem, sound or smell.
e.g, I feel as if I've run a hundred miles.
e.g. You looked as though you had seen a ghost.
107
Be used to and get used to V ariation: If+ P a st P e rfe c t + would + infinitive
e.g. My grandmother says that i f she had eaten w many
1 W h en we w ant to talk about things o r situations we find
(un)familiar we use (not) be wed to + noun phrase/verb-mg.
sweets as I do, she wouldn’t still have all her teeth now. T he
condition refers to the past but its consequence refers to
e.g, Laika the dog, thefirst living creature in space, wasn’t
the present. W e are imagining how the consequence
used to life/living in a spacecraft but she survivedfor several
would be different now in different past circumstances.
days until her oxygen ran out.
2 W hen we want to talk about things or situations which W a tc h out! These words can replace if in conditional
are becoming less unfamiliar we use get wed to +noun clauses:
phrase/verb-mg. Unless ft if. . . not)
e.g. The experiment with Laika helped scientists realise that e.g. My dentist says Til lose my teeth unless I cut down on the
man cotdd get used to life/living in a spacecraft:fir a certain amount ofsweets I eat.
period of time. Frovided/providing (that), so long as, as long as ft if, hut
W atch out!
only if) Used when one thing is necessary in order for
e.g. The astivnaut is used to living in a spacecraft. H e has another to happen.
e.g. We can leave school at lunch time as long as our parents
adapted to life there.
e.g. Neil Annstrong, thefirst man on the moon, used to work give their permission.
for NASA. H e doesn’t anym ore.
It's time
Clauses of concession W e use it’s time + subject + past tense to criticise or
complain or when we think someone should have done
W hen we want to talk about two things, one of which
contrasts with the other or makes it seem surprising, we som ething earlier.
use even though or despite to link them in one sentence. e.g. What a sillyjoke. It’s time you grew up!
W a tc h out!
1 even though + sentence
1 To make the criticism stronger we can say It’s about/high
e.g. My mother loves Italian operas even though she can’t
understand the words. time. . .
2 To make the criticism less strong we can use a negative
W e can reverse the order of the clauses. In this case we
use a comma to separate them. question, e.g. Isn’t it time Rick got ajob?
e.g. Even though she can’t understand the words, my mother
loves Italian operas. Needn't, need to, needs doing
W e can use although or though in the same way as even 1Talking about things which are necessary or very
though. important
noun a) Need to can replace must or have to when we know the
2 despite + verb-ing subject.
the fact that + sentence Past: needed to
e.g. Mozart composed about 1,000 pieces of music despite the e.g. Greek sailors in thefifth century needed to know the
fact that he diedyoung. weather conditions at sea.
As w ith even though, we can reverse the order o f the b) Needs doing means needs to be done. W e use it when we
clauses. W e can use in spite of in the same way as despite. don’t know the agent or the agent isn’t im portant.
P ast: needed doing
Conditional clauses 2 Absence of obligation
1 First conditional: If + Present Simple + will or may needn’t = not considered necessary by the speaker. It can
or can + infinitive refer to the present and to the future.
e.g. I f you visit China you can see the Great Wall. don’t need to/don’t have to - not considered necessary by
2 Second conditional: /f + Past Simple + would or might or someone in authority. It refers to the present.
could + infinitive W atch out!
e.g. I f you hadfifteen books on a shelfandyou arranged them e.g, I didn’t need to go so early. = It wasn’t necessary to go
in every possible combination, and if you made one change so early and I knew that at the time. (Therefore I didn’t
every minute, it would take 2,481,996years to make them all. go early.)
3 Third conditional: if + Past Perfect + would or might or e.g. You needn’t have come so early. - I t wasn’t necessary to
cou/d + have + Past Participle come so early but you didn’t know that a t the time so you
e.g. I f Columbw hadn’t used the wind, he might never have went early.
reach ed A merica.
108
Participle clauses g et back (T) - to be given something that you used to-
1 Present Participle: infinitive + -mg have e.g. We got our projects back last week.
T his replaces active constructions. Also: break down, dress up, fill in, get in, give in, keep up,
a) Tim e turn away, turn up. Look these verbs up in your
e.g. Since seeing thefilm, I have been having rather stmnge dictionary. M ost dictionaries will indicate whether a
dreams, (= Since I saw the f i l m. . , ) phrasal verb is transitive (T) or intransitive (1) and they
b) Reason will usually give an example sentence.
e.g. Possessing extraordmaiy powers, a girl in France could 2 Transitive verbs
knock over heavy pieces offurniture with a gentle touch. These verbs have an object and you can separate the verb
(= B ecause sh e h a d these powers she could . . . ) from its particle.
c) Relative clauses e.g. He made up the stvry./He made the stoiy up.
e.g. People coming into contact with the 'electrical girl’got
electric shocks. (= People w h o cam e into c o n tac t. ..) R em em b er
I don’t believeyour stoiy. You are making it up.
2 Past Participle: infinitive + -ed You are making up that stoiy about ghosts in the school.
This replaces passive constructions. Also: bring up, call off, cross out, dream up, get out of,
a) Reason hand out, let down, put away, put forward, win over. Look
e.g. Convinced that the area was not safe, he didn’t leave his these verbs up in your dictionary.
hotelfor two weeks. (= B ecause he was convinced . . . )
b) Relative clauses W atch out!
e.g. The message system used in our school is veiy good. (= T h e 1 Some transitive phrasal verbs are not separable even if
message system w h ich is used . . . ) the object is a pronoun:
e.g. He cares about otherpeople. He cares about them.
3 Perfect participle: having + Past Participle Also: believe in, come across, depend on, do without, get
Phis is used to make it clear that one action was complete over, go into, look at, look through, refer to, wait on.
aefore a second one started. Look these verbs up in your dictionary.
2.g. Havingflown into a belt of cold air, a largeflock of ducks 2 A small group o f transitive verbs are always separated
faze to death. from their particle by the object:
First action: T h e ducks flew into a belt of cold air. e.g. Annie asked Tom/him out. (= invited him to go out '
Second action: T h e ducks froze to death. with her)
Also: invite someone out) invite someone over, order
Passive voice someone about, tell two things/people apart. Look these
verbs up in your dictionary.
=orm: to be + Past Participle of another verb (+ by + agent)
Tense: carried by th e auxiliary be R em em b er
Examples: T h e best way to learn phrasal verbs is to memorize them
fresent Continuous: is/are being + Past Participle and use them!
5ast Continuous: was/were being + Past Participle
riodal verbs: can/wiU/could be + Past Participle
Possession
:urther uses
W hen people in general are the agents and you are R em em b er
eporting w hat they think, say or believe. In this case we W hen we want to indicate possession we can use:
ise the impersonal pronoun it. I possessive determiners e.g. my, your, our, her.
.g. It is said that the house on the hill is haunted. W atch out!
W hen you don’t w ant to say who did the action or you a) it’s =it is. T h e possessive determ iner is its.
rant to distance yourself from your actions. b) W hen you talk about a specific part of somebody’s
.g. MOTHER TO CHILD: I f you don’t get good marks, you will body you usually use a possessive determiner.
e grounded. e.g. lYhat’s she got in her hand?
But if you describe an action someone does to a part of
’hrasal verbs your or someone else’s body, you use the.
e.g. The ball hit me on the head.
Intransitive verbs c) W hen you want to talk about an action you do to
itransitive verbs don’t take an object,
yourself or other people do to themselves you use a
bu cannot separate the particle from the verb.
possessive determiner.
Vatch out! Some verbs can be used with o r w ithout an e.g. You should cleanyour teeth after eveiy meal.
bject. In o ther words, they can be both transitive and
itransitive b u t their meaning is usually different:
e t b ack (0 - to return (usually) home
g, JIAien I got back, mum and dad were waitingfor me.
109
Grammar
reference
NO
2 Reporting advice e.g. be (behave): PfAjy are you being so nice all of a sudden?
a) Suggesting w hat som eone else should do. he (+ quality): He is very nice.
e.g. TEACHER TO SARAH: ’Why don't you take special classes?’ e.g. hear (receive news or letters): You will be bearing from
— > The teacher suggested that Sarah should take special us again.
classes. e.g. feel + emotion or physical condition: Lisa went borne
Also: recomm end/advise that . . . should because she wasn't feeling well.
e.g. TEACHER TO STUDENTS: You should study all the time, But: This waterfeels hot.
not only for exams. ’
— > The teacher recommended/advised/urged students to
study all the time . . . Tenses
I The Past
W a tc h out! e.g. Teachers suggested students to study all the a) T h e P a st S im ple is used to talk about:
time. X - situations which existed over a period of time in the
b) Giving general advice) not m entioning the person we past.
are advising. e.g. We had a friendly teacher but he told pretty badjokes.
e.g. FRIEND: 'Let's have a paiiy,3 I--------------------1.----- .1---------------------
now 1
> My fie n d suggested having a party.
Also: recommend/advise + -ing - events diat happened at a particular time in die past,
e.g. I read a book yesterday but it wasn’t very good.
So/such now
W hen so comes before an adjective/adverb it makes the '• ~ T e£i :------ ~ '
meaning o f die adjective/adverb stronger.
(That) + sentence following so + adjective/adverb b) T h e P a st C o n tin u o u s is used t6:
- contrast a situation with an action which started after
introduces the result o f tiiat stronger adjective/adverb,
e.g. On 4 September 1981 a tornado hit Ancona in Italy. It die situation had begun.
e.g. ‘Sony Tm late, sir When the alarm went off I was
was so strong (that) it lifted a baby asleep in his pram IS m
into the air and set the pram down safely 100 m away. The dreaming aboutfootballj said Bobby to his teacher: And they
baby was sleeping so soundly (that) it didn't wake up dwing played extra time!’
w ent off now
this time! |-------- 1
-----x— .— j—
was dreaming
such + that is used to produce the same meaning.
R em em ber Also: Bobby was always m aking up excusesfor being late.
such a/an + adjective + singular noun F or frequently repeated actions in die past. This annoys
such + adjective + plural/uncountable noun die speaker.
e.g. The winds at the centre of a tornado can reach such an
incredible speed (644 kph) (that) they can lift whole houses. c) T h e P re s e n t P e rfe c t is used to tallt about:
W atch out! You can use so + many/few/much/little and such - som ediing which happened in the past but you don’t
m ention exacdy when.
a lot ofm the same way.
e.g. An average galaxy has such a lot of/so many stars (that) e.g. I have heard his bad news.
? ?
to count them all would take 1000yeais at the rate of three a ■ • *? now
|--------------------- X -------- X ---------- X --------------------1
second. have heard
- som ediing that started in die past, continues to the
Stative verbs present and will probably continue for some time into die
T hese are verbs which are not normally used in die future.
continuous form. T h e continuous form is normally used e.g. The students in this class have learnt a lot of English.
with deliberate actions, those you decide to do.
Examples of stative verbs are seet hear and smell because if
have learnt
your eyes are open and there is no diing wrong widi your
ears or your nose, you see, hear and smell diings even if R em em b er
you don’t want to. W ith diis tense you can’t use time expressions which place
e.g. J’JAjat do you see when you stand at the window? the action at a definite time in the past,
W atch out! A num ber o f verbs may or may not be used in e.g. I have heard a goodjoke yesterday. A
the continuous form, depending on their meaning,
e.g. smell something: The dog is smelling my lunchhox, It
must be bungiy!
smell of something: I love your peiftme. It smells o f roses.
III
d) The Present Perfect Continuous is used to Too, enough, not enough
emphasise the duration of an action or event which Too = excess; enough = sufficiency; not enough = insuffi
continues up to the present and into the future or which ciency
has just finished*
e.g. I've been working herefor two months. Watch out!
1 Too and very do not mean the same,
I'm-ioo bappy-te-mcetyaur X
have been working Fm very happy to meetyou, S
e) The Past Perfect is used to talk about events or 2 You can use too before ?nany, much and few.
situations which happened or began before a particular e.g. I f you have eaten too much garlic, chew so7?iefresh
time in the past. parlsey: it will take away the smell,
e.g. When I got there I realised I bad left my wallet behind. 3 Enough always comes after an adjective.
4 e.g. You are tooyoung/(not old enough) to watch thefilm.
now
| x------------------------- * -----------------1 The film is for older people. You cannot watch it.
had left got there But also:
f) The Past Perfect Continuous is used to emphasise: e.g. The chicken was too hot/(not cool enough) to eat. The
- the duration of a continuous action occurring before a chicken was very hot. We couldn’t eat it.
particular point in the past. 5 Enough always comes before a noun.
e.g. The man had been waitingfor a long time before they e.g. The human body contains enough fa t to make seven ban
brought his food. brought ofsoap.
/-v /-S /-v now
1 W\Ai 1 Wish
had been waiting
- the repetition of an action before a point in the past, 1 Wish (tfiatj/i'f on/y + Past Simple
e.g. Georgina bad been calling Mark all morning. She This expresses regret about a present situation.
finally managed to speak to him that aftei~}iaa?i. Watch out!
a) We can put wish in die past and leave the second verb
now in the Past Simple too.
[------------------ X X X X 1-------------1
had been calling b) I wish I/he/she/it was/were. Was is more common in
2 The Future conversation.
a) Predictions: will + infinitive and be going to c) Wish + Past Simple: Past Simple doesn’t change in
e.g. (Experts think that) nextyear there is going to/will be reported^ speech.
an earthquake. 2 Wish (thot)//f on/y + Past Perfect
Watch out! This expresses regret about a past situation.
- Will is also used to talk about decisions you have just Wish can be changed to wished as above.
made. e.g. This club sounds likefun. Vlljoin tomoirow. 3 W/sfi (that)!if only + would + infinitive
- Going to is also used to talk about firm intentions. The This expresses regret or a complaint about someone else’s
speaker has already decided to do something. behaviour. We think he/she should change his/her
e.g. Next year, Fm going to learn Japanese. Fve already behaviour and we know he/she can do it if he/she wants
regtstei'edfor the course. to. -
b) Official arrangements for the future: be +to + e.g. Three men were stuck on a desert island when a genie
infinitive came out ofa bottle and offered the??t one wish each.
e.g. Starting next year all students at this school are to learn Tfonly I hadn't taken the boat (2)/1 wish I was back with my
twoforeign languages. family andfriends (1), ’said thefirst man and he disappeared
back home.
c) Personal arrangements for the future (Present T miss my family too. I wish I was with them (1), ’said the
Continuous) and programmed actions (Present Simple) next man and he too disappeared.
e.g. Fm spending the summer in New Zealand. My plane ‘It's very lonely he?’e now, genie. I wish you would bring my
haves on Wednesday night. fiends back to keep me co?/ipany(3)P said the third man who
Watch out! You normally have to use a time expression wasn't ve?y bright
with these tenses to avoid confusion.
Watch out! Wish and would cannot have the same subject
d) Talking about future events in the past: was/were e.g. I wish I would-have more fan. X
going to and would
e.g. Peter was going to be i?i a play but he got ill so he
couldn't.
Watch out! These constructions usually imply that what
we had expected to happen didn’t happen.
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