New matrix intermediate student 39 s book

V: Describing characteristics Phrasal verbs - bring in, build up, make up, put in, put up with Exam training: Matching headings R: Matching headings Present simple and present continuo

Unit Reading and Vocabulary Grammar Let’s practise grammar

7 M se n se o f id e n t it y Who are the British?

V: Describing characteristics

Phrasal verbs - bring in, build up, make up,

put in, put up with

Exam training: Matching headings R: Matching headings

Present simple and present continuous, Stative verbs

Present simple and present continuous

Extension: See hear, feel, taste and smell;

Modal verbs: ability, permission, obligation and recommendation

Modals in the past

Can, have to, may, must, and should

Extension: Ought to, need to

Let’s revise Page 28 Units 1 and 2

V: Describing people, Survival, Prepositions Exam training: Scanning, Summarising R: Matching

The past: narrative tenses:

Past simple, past continuous, past perfect

Past simple, past continuous, Past perfect

Extension: As, when, while

9 'W h a t lie s a h e a d Jobs in the future

V: Describing growth, Prepositions,

The future: Present continuous, will, going to

and present simple

Extension: Other uses of will, when as soon as, before and after

Let’s revise Page 54 Units 3 and 4

5 T a m e a n d f o r t u n e Fame and the family

Present perfect Present perfect simple and present perfect continuous

Present perfect Present perfect simple and present perfect continuous

Extension: Already, still, yet

Let’s revise Page 80 Units 5 and 6

V: Population R: Missing sentences

Extension: The passive with by, of, with

V: Possibility, result and chance

Articles

Relative clauses Defining and non-defining clauses

Defining relative clauses Non-defining clauses

Extension: Where, when

Let’s revise Page 106 Units 7 and 8

9 -W h a t i f _ ? Into the wild

V: Wildlife

Phrasal verbs: wear off, wake up, settle in,

bring about, come round

First and second conditional, Wishes First and second conditional, wishes

Extension: Would rather, would prefer to, prefer

7 0 T h e r i g h t c h o ic e _ Running out of time

V: Ways of life

Phrasal verbs: end up, look after, play on,

p u ll out, take part

Reported speech Reported statements Reporting requests and demands

Reported speech

Extension: Suggest and recommend

Let’s revise Page 132 Units 9 and 10

Grammar reference p134 Word list p142

Listening and Speaking Writing Word focus Culture Zone /

Reading for pleasure

Psychometric tests

L An announcement, A talk

Exam training: True / False

F: Saying what you think, Inviting people

to speak

Exam training: Role plays

S: Role play - finding out about a job

10

Writing a letter about yourself

Computer penfriends: Descriptions

Exam training: Avoiding repetition

12

Who are the British?

Phrasal verbs: bring in, build up, make up,

p u t in, put up with

Jobs Wordbuilding Adjectives

14

C: Different perspectives on the EU

15

L A telephone conversation A home-stay visit: Giving advice Crime from Joy Luck Club

Exam training: True or false Phrasal verbs: p u t up, make up, set off, fin d out, by Amy Tan

F: Asking/ explaining what something means

S: Role play - explaining a theft

Reliving the past Writing a description Ups and downs of the human race C: A parliamentary monarchy

L A talk Great walls: A description of place Confusing words

S: Photo discussion

23rd Century Twins Writing a formal letter of complaint Jobs in the future R: Five-car family

L A radio programme Tomorrow's classroom: Formal and informal Talking about the future by Roger McGough

Exam training: Matching information language Prepositions

F: Talking about the future Phrasal verbs: bring about, come up against,

Song: Imagine

Making changes Writing an argument for and against Fame and the fam ily C: Music 21st century style

Exam training: Multiple choice Exam training: Planning a composition Expressions

F: Persuading someone Phrasal verbs: hang on to, p u t off, carry on,

S: Photo discussion

L Radio programme Mobile phones: Formal and informal vocabulary Varieties of English by Bram Stoker

L A talk Writing a story: Ordering paragraphs and events Confusing words

Song: You can get it if you really want

Emergency fitness Writing a message and an informal letter Measuring the risks R: The London Road

Song: Nobody does it better hold back, get back, call back, get in

If you were in their shoes Writing a discursive composition Into the wild C: Notting Hill Carnival

L A TV programme 1 wish .: Expressing personal opinions Phrasal verbs: bring in, come round, settle in Chinese New Year

What next? Writing a formal letter of application Running out of tim e R: Pygm alion

L Listening to opinions, a news report Applying for a job Confusing words by George Bernard Shaw

F: Expressing approval and disapproval Phrasal verbs: carry out, give up, handover,

Song: Turn

¥ A s e n s e o f i d e n t i t y

Q i f / c l r q r f # /:

1 How much do you know about Britain?

1 Whal is the name of the political union which includes

England Scotland, Wales and Northern Ireland?

2 What is Ihe geographical name for England, Scotland

and Wales?

3 What is the shortesl distance between England and

Trance?

a 24 km b 34 km c 48 km

4 How can people travel to France?

a by ferry b via a bridge c via a tunnel

Reading

2 Match words 1 -5 to their meanings a -e

1 characteristics a tra d itio n a l ways of behaving

2 generalisations b different kinds of pronunciation

3 accents c distinctive features or qualities

4 backgrounds d statements based on a few

examples

5 customs e experiences and upbringing

Look at the title of the article opposite What information

do you think it includes?

Read the text quickly Write the tim e you start and finish

How long did it take?

5 Match headings a -h to paragraphs 1 -7 There is one heading you do not need.

a A successful com bination

b An independent island

c Recent history

d Our view of others

e Four nations in one

7 Answer the questions about the text.

1 Whose opinions does the w rite r refer to? Why?

2 What does the w rite r find interesting about British characteristics?

a behaving as though you are better than others

b ready or likely to attack

3 serious / reserved

a quiet or shy

b th o u g h tfu l or unsm iling

4 tolerant / traditional

a accepting som ething you dislike or disagree w ith

b relating to an old way of life

5 outgoing / excitable

a quick to show enthusiasm

b friendly and interested in others

9 Complete the sentences using words from 8.

1 That man is so He thinks he is more

im p o rta n t than everyone else

2 Hatty is not v e r y at the best of times

She’s norm ally very quiet

B He’s s o He never shouts at the children

when they are noisy and excitable

4 Julia just can’t b e She always has to

make a joke about the situation

Some people become v e r y _ when they

drive They are really quite dangerous

Stella makes friends very quickly She’s very

a develop (over tim e) d form

b bear or stand e spend a lot of tim e doing

c attract (business)

Time to taittJ

What national characteristics are m entioned in the article? Who do they belong to? Are you surprised by any of these? Why? Why not?

Why docs the w rite r th in k the British are individualists? What are your n a tio n a lity’s characteristics? What events and situations have helped to form them?

NATioNALC h a r a c t e r i s t i c s

-Ve often see other nationalities as having a set of

characteristics which set them apart from others,

particularly ourselves: the Italians are excitable and love

children, the Finns are reserved people who say very little,

and so on But, if you look more closely, the situation

appears more complicated You become aware that the

Italians, for example, have the fewest children per family in

Europe, and the Finns love to talk on their mobile phones.

The British are famous for their tolerance and sense of

humour, yet they don't always say what they think and can

De intentionally rude This amazes Americans, who do not

understand such behaviour Britain's nearest neighbours

can be just as surprised as the Americans French writer

Andre Maurois wrote: 'In France, it is rude not to have a

.onversation with someone: in England, it is unwise to

nave one No one there blames you for silence W hen you

nave not opened your mouth for three years, they will

mink, "This Frenchman's quite a nice fellow".'

As with the Italians and the Finns, the truth about the

mitish is, of course, much more complicated However,

perhaps certain generalisations can be made Britain is an

'.and - a fact not changed by the construction of the

1 hannei Funnel - and it has not been successfully

mnquered since 1066 For this reason, Britain and the

British remain deeply individualistic.

However, the British are not one nationality but four,

■ ho all see each other differently To the English, the Welsh

e a much more talkative group than themselves, and

"deed Wales has produced many preachers and trade

anion leaders, particularly in the 19 th century In contrast,

: e Scots are seen as serious and sometimes mean.

5 In the 1950s, many Commonwealth citizens, mostly from the West Indies, emigrated to Britain Others came too: Asians came from the Indian subcontinent and Africa, and Chinese people came from Hong Kong Many of these newcomers have put in a lot of effort to build up successful businesses Together w ith Arabs and Africans, they make up 6.4% of the population and help to form what is now a multi-racial society.

6 Even th o u g h th e people in B rita in all have d iffe re n t accents, d iffe re n t c u ltu ra l backgrounds and d iffe re n t views,

a nd even d iffe re n t languages, th e y are s till all part o f an island race, whose c u ltu re and custom s are m ix e d so w e ll

to g e th e r th a t th e y produce a B ritish id e n tity

lo u n d e rsta n d B rita in , how ever, its people te ll you, takes

m a n y visits Bearing in m in d th e ir in a b ility to say w h a t

th e y m ean, th is p ro b a b ly translates as: 'A lth o u g h we regard

to u ris m as ra th e r undesirable, we p u t up w ith it because we need the business th e v is ito rs are b rin g in g in ’

Based on Brian Bell, Insight Guides Great llritain

Phrasal verbs

1 0 Underline the correct phrasal verbs in 1 -5 , then match them to meanings a -e The verbs appear in the text.

1 We all p u t in / brought in a lot of work for this exam.

2 It takes tim e to make up / bu ild up a successful business.

3 Together they make up / p u t up with a group of very

Present sim ple and present

continuous

1 ^ 1.1 Listen to an interview with Camilla, the girl in the

photo, and choose the correct words or phrases to

complete the sentences.

1 Camilla looks a like Posh Spice, b amazing.

2 She often works as a a model, b a look-alike.

3 People are offering Camilla more and more a money,

b work.

4 Camilla is a not studying now b still at university.

5 Today, Camilla is a staying at home, b working fo r a

1 Look at the uses of the present simple and present

continuous Match sentences 1 -6 , about Camilla,

in 1 above to uses a -f.

Present simple

We use the present sim ple for:

a som ething that happens regularly or is a routine

z

b som ething that is perm anent or generally true

Present continuous

We use the present continuous for:

c som ething th a t is happening at, or around, the

m om ent of s p e a k in g

d som ething th a t is tem porary, or not a normal

r o u tin e

e a changing s itu a tio n

f som ething th a t often happens and annoys the

s p e a ke r

Form

2 Decide whether sentences 1 - 4 refer to the present

simple or the present continuous.

1 We form the negative and questions w ith do /

does.

2 We add an s to the th ird person singular verb, e.g

works, lives.

3 We form this tense w ith the verb be + the -ing

form of the verb

4 Some verbs are not used in this tense, e.g think,

2 J a m ie (not / play) football every week

3 Look! W h y (they / wear) those Batmancostumes?

4 (you / like) the new Victoria Beckham CD?

5 H e (not sing) It’s a recording Look at his

(usually / not watch) television at

1 w hat / you / usually / do / at the weekend?

2 w hat / you / do / now?

3 you / read / anything interesting at the moment?

4 how often / you / usually / go / to the cinema?

5 who / be / your favourite / actor?

6 what kind of music / you / like?

7 w hat subjects / you / study / this year?

Non-continuous forms Some verbs which describe states

are not norm ally used in the continuous, e.g be, love,

have, think.

Some verbs are used to describe either a state or an

action, e.g Anne has two sisters (state) She’s having a

shower (action).

Look at these verbs and decide which verbs describe a

state and which describe an action.

believe go w ork dislike look hate

include be live need understand speak

sleep w ant do

Stative verbs Action verbs

Match questions 1 -6 to the correct answers, a -f.

1 What are you thinking? a

2 Do you see w hat

6 What does he look like? f

He’s got very blue eyes and dark hair

No In my opinion it w o n ’t work

Yes, I understand perfectly

Yes, I’m seeing Michael, but i t ’s not serious

He’s having a bath

I was just w ondering if it

w ill rain

Read the article about a look-alike couple Put the verb in

brackets in the correct tense, present simple or present

continuous.

Let’s activate

Interview a famous person

Imagine you are a famous person Decide:

• w hat you do

• w hat your usual routine is

• which functions you norm ally attend, e.g parties, dinners

• what things are changing in your life

• how you feel when someone recognises you

• w hat you are doing this week / month

• w hat you like / d o n ’t like about the jo b / your life

In pairs, interview each other to find out the information

in 7.

Write a short article for a magazine about your partner’s life Use your notes to help you.

I i # hen Michelle Bada 1 (come) homi

W w from w ork as a sales assistant in New York, she

° f t en 2 -(find) her husband, Cory, dressed as

Superman ‘H e -(always do) strange things

like ju m p in g off the fu rn itu re and pretending to fly rount

the apartm ent,’ says Michelle W hat’s the reason for his

strange behaviour? Cory _ (work) as a

look-alike The idea came to him when he was unemployed

He wanted to be an actor, but it was d iffic u lt to find work

People were always saying, "You _ (look)

like S u p e rm a n 6 - (be) you the actor?" so Ithought to myself "T hat’s a way to find w o rk !"’, explainsCory Now he - (perform) as Superman a lot

of the time, although at the m om ent he 8

(appear) in a play In fact, he s t i l l " _ (hope) tomake it as a serious actor If he does Michelle w ill miss being Wonder Woman She became Wonder Woman to keep Cory company ‘I was self-conscious at first, but now I : (begin) to enjoy i t ’, she says ‘I t ’s fu n !’

Let’s practise grammar

3 Read the sentences Then rewrite them using the tim e expression in brackets and the present continuous where possible.

Example

I ’m having lunch early today.

1 I have lunch early, (today)

2 Roger doesn’t know Maggie very well, (at the moment)

3 I understand you (now)

4 Paul goes to work by bus (this week)

5 Jenny spends a lot of tim e w ith James, (lately)

6 Charlie studies German, (this year)

7 The sports program m e includes w ater sports, (this month)

4 Complete the sentences using the correct form of have.

1 J u lia brown hair and blue eyes

2 W e j u s t a cup of coffee.Would you like one?

3 I th in k J o e _ a sleep He said he was tired

4 f _ a fear of spiders ! can't stand them

5 At school w e a break for lunch at 12.30every day

6 Simon looks awful H e a very bad coldand a headache

7 I received a postcard from Sophie this m orning She

a w onderful tim e in Greece

8 Jess driving lessons She hopes to take hertest next m onth

'It's n o t until you go abroad, o r m eet people

from another country, that you ' think / are

thinking o f yourself in term s o f having a

national id e n tity ’, says Leon Davies W e 2 talk / are talking in his new flat in N e w York Leon

is British b u t 3 lives / is living in N e w Y ork fo r a

year, w hile doing a post-graduate degree at

Colum bia University ‘14 don’t remember / am

not remembering thinking about national

differences in England But when you are surrounded by people from many o th e r

countries, you 5 start / are starting to notice the way different nationalities 6 express / are

expressing themselves, the w ay they 7 behave / are behaving, and so o n ’ I 8 ask / am asking

him if he 9 feels / is feeling British T h a t's just

i t , he says ‘N o w I’m away from home, I’ve

become a typical Englishman I 10 have / am

having tea at 4.30, 11 talk / am talking about

the weather, and 12 always know / am always

knowing the cricket score.’

o

Present simple and present continuous

1 Put the verb in brackets in the correct tense, present

simple or present continuous.

1 Most p e o p le (want) to be good at th e ir

job

2 Kate is a supermodel S h e _ (travel) all

round the world

3 D a v id (do) athletics today?

4 Teenage tennis s ta rs _ (get) younger and

younger

5 T in a (always / complain) about having no

money, but she’s got more money than me!

6 P a u l (save up) to buy a new computer

7 R a ch e l _ (always / talk) on her mobile She

even uses it in the cinema!

8 What t i m e _ you n o rm a lly _

See, hear, feel, taste and smell P P134)

These verbs can be used to describe our senses When used

in this way, we do not usually use them in the continuous,

hstead we use them with can.

E x a m p le s

1 can see Jeremy coming down the mad.

can taste nuts in this chocolate.

W n * 4 „ 1 4 „ h l 4 <

We use taste, fe e l and smell w ith o u t can to describe the

ng we are eating, touching, sm elling, e.g This apple

castes bad.

Look at the pictures below and write your own sentences

using smell, taste, fe e l and see.

Complete the sentences using see, hear, taste, fe e l and

sm ell correctly.

there must be a party somewhere

That f i s h _ horrible I'd better open thewindow

I _ a draught Is there a w indow open?This d e sse rt w onderful It's so fruity

I need new glasses I _ (not) w hat thatposter says and it's only a few metres away

That w in d _ cold

som ething burning

Adverbs of frequency ( > pi34)

7 Put the adverb in brackets in the correct position.

Jo is late for work, (regularly)Steve plays cricket after school in summer, (frequently)

My sister is borrowing my clothes, (always)Mark doesn’t d rin k tea (usually)

They d o n ’t watch television in the evening, (often)

My friend jane is bad tempered, (never)

I am forgetting my homework, (always)

Do you visit London? (ever)

The right word

8 Complete the text using the correct form of these verbs.

w ritehope

beginplay

look put on

be look

appear

(1935-1977)

The pop star 'kins' o f rock 'n ' roll

W rite r Lee Hall's play C ooking w ith Elvis

a b o u t an Elvis

im p e rso n a to r Joe C affrey

- -.-.-.-.-.-.-.-.-.-.-.- .1 j.: \ llipci JVI — —

in th e W est End Lee

H a ll6 - — r t0

m ake a nam e fo r h im se lf

as a w rite r His w o rk , w h ich

includes th e film B illy E lliot,

a t life and

d e a th in a com ical, im a g in a tiv eway H a ll8- - — a newplay, w h ic h he 9 —

kq ac d irrp ssfu l as C ooking

Listening and speaking

'Psychometric tests

Listening

Personality test

Try these questions from a personality test and

see what the results show about you Be honest

with your answers.

1 Are you more successful at:

a dealing w ith the unexpected and seeing

quickly what you must do?

b follow ing a carefully worked out plan?

2 Are these statements true or false for you?

a People should sort out their own

problems

b I can get more done when I work alone,

c I like telling people funny stories,

d I show my em otions easily

A bility test

Answer these questions to see how good you

are at solving visual problems.

1 What s the next shape in the sequence: a, b, c

^a)i.3 Now listen to the talk and decide if statements

1 -6 are true or false.

1 Psychometric tests can be compared to a questionnaire

2 The tests are used by 18% of UK employers to recruit new staff

3 The tests are sometimes expensive and take a lot of tim e

4 The results of the tests are always reliable

5 If you prepare well for the tests, you are more likely to get the jo b you want

6 If you can’t answer a question, you should try to guess the answer

2 How many L-shapes are required to fill the

square w ith o u t leaving any gaps?

(Answers on page 151)

Some of these words were in the talk In pairs, decide

what the difference in meaning is between each pair of

5 recruit / make redundant

Complete the sentences using one word from each pair in

5 in the correct form.

1 M a n y nowadays have the right to strike

2 When asked q u e s tio n s , _ are always

nervous about th e ir answers

3 Jim has been looking for a _ for several

m onths now

4 The problems in the company have been caused by the

b a d _ of the company directors

5 Jenny lost her job but a company in tow n is

_ more staff at the mom ent

Speaking

Pronunciation

Look at the underlined part of the verb This marks

the stressed syllable Which syllable is it for most of

the verbs? In pairs, practise saying the words.

Make nouns from the verbs in 1 -1 0 in 7 using the endings

below You may have to change some letters.

-our -merit -ion -ance

^ 1.4 In pairs, say the nouns you made in 8 and decide

which syllable is stressed Are the stressed syllables in the

nouns the same as those in the verbs? Listen and check

your answers.

■ ocabular'i

Here are some qualities people need for different kinds of

jobs Complete the words.

1 1 Q r s In a discussion it is im portant that one person

does not do all the talking Read the dialogue Then listen

to the recording and fill in the gaps.

Saying what you think / Inviting people to speak Ben

'xam training

Role plays

Use your personal experience and the experience of people you know to help you imagine the situation and pretend you are actually in it

1 3 Student A: You have seen an advert for a summer job in a hotel and are phoning the hotel about the job Find out about:

• experience or qualifications needed for the job

• payment offered

• hours and days of work

Student B: Look at the inform ation on page 141 and answer Student A’s questions

u >

Writing a letter about yourself

'Computer pen frMentis

3 Sam is writing to Compu-pen-friends to introduce herself Add the correct punctuation to her email.

1 Listen to your teacher read out a paragraph in English

Write what he / she says, including the punctuation Can

you see any differences between how you punctuate in

English and your language? What are they?

Studying the sam ple

Read the advertisement and answer the questions.

3 i m quiet but i have a sense of humour i enjoy going to discos and we have beach barbecues in summer i ve always been interested in music but my passion

is jazz

4 my family live in a bungalow outside town my parents are teachers i have two sisters

the most interesting school subject for

me is history i can speak french but i am not good at maths

5 i intend to visit the usa as i find it fascinating i m looking forward to having

a penfriendyours sincerely sam dunsford

Looking for a penfriend?

Simply complete the application form below and email it to us together

with a short description of yourself We’ll do our best to match you on

our computer to someone you’ll really click with!

if f§ j | !% '§ Kf~

i l l s

4 Now match these headings to the paragraphs in Sam’s email.

a Future plans d Character and interests

b Physical description e Nationality

c Home and school

Steps to better w riting

w e ll-b u ilt green blue straight dark

6 Use some of the words in 5 to write three sentences describing your appearance.

Look at the adverbs below and complete 1 and 2.

very extremely rather com pletely

quite absolutely * really

1 Put the adverbs in order in the table according to how

much they strengthen adjectives

- moderate degree A large degree Completely

2 Which tw o adverbs can be used before ungradable

adjectives like right or correct but cannot be used w ith

gradable adjectives like nice or pretty?

Use one of the adverbs in 7 to complete each sentence.

More than one answer may be possible.

1 My new neighbours seem to b e - a nice

couple

2 London is a(n) popular place w ith

tourists M illions visit the city each year

The British have a (n ) _ different kind of

diet from the French

I s a w _ an astonishing sight the other day I

couldn’t believe my eyes

Although we th in k w alking i s

-thing to do, we need the exercise

‘ Five plus five is ten.’ T h a t i s

- a boring

rig h t.’

which of these prepositions can you use with words 1 -7

Some words take more than one.

6

7

8

quietshyeasy-goinggenerousfriendlyaffectionatenervoussensitive

a slow to make friends

towards other people

I sometimes find it d iffic u lt to be I’d like to th in k I was a (n ) - person

W riting a letter about yourself

Understanding the tasfc

You are going to send a letter to Compu-pen-friends introducing yourself

• your punctuation and gram m ar are correct

• you have spelled words correctly

• your letter is interesting

• you have included some of the adjectives and adverbs you have studied

• you have w ritte n between 120-150 words

Word focus

Vvlho are the British?

1 Put the correct form of the word in brackets in a suitable

place in the sentences.

1 The Welsh are th ought to be a group of people, (talk)

2 People in Britain come from many different

backgrounds, (culture)

3 Do you th in k men are more than women? (aggression)

4 I like Tom but he always seems very when you talk to

him (reserve)

5 Nowadays, people all over the world need to be towards

one another, (tolerance)

6 My m other’s always te llin g my sister not to be so and to

try to keep calm, (excite)

Phrasal verbs

2 Complete the replies to questions 1 -5 using the correct

form of these phrasal verbs.

bring in b u ild u p p u tin put up w ith

make up

1 • How hard do I need to w ork to pass the exam?

o | th in k you w ill need t o _ a lot of work

a accepting som ething you dislike

b behaving as though you are better than others

c som ething which has been done fo r years

d being different from others

e feeling of w anting to attack others

f state of being sensible or im p o rta n t

Negative adjectives

5 Add in, un or im to make adjectives 1-11 negative Which

prefix is used the most often?

2 • I can’t w ork w ith all th a t noise going on! 1 tolerant 7 w illin g

a I’m sorrv but vou’ll just have to it fnr 2 intentional 8 personal

3 • What exactly does the United Kingdom consist of? 4 successful 10 reliable

4 • What are the real advantages of tourism?

- Well, for one thing, i t _ a lot of money

5 • Do you th in k Sam’s business w ill ever be successful?

" Oh yes, when he’s _ more trade

Words connected with jobs

3 Put the letters in 1 -8 in the correct order to make words

to complete the text.

I went fo r firs t vievTm ter fo r a jo b the o ther % An the

o ther e e s v ie te rw in who were waiting in the room looke-d

e*tremeh| nervous, b ut I d e e de d th a t I wou\d tr>( to sta^ calm

The company had d e e de d to ! t u r c ir e two new

■ le p e n i(N e s straig h t fro m s c h o o l so we were ah about the

same age We talked fo r about h a lf an h our, and I was then

taken to meet some of the existing s a fft I m ust ^ th&1 were

a ll verv frie n d ly and even made some jo k e s about th e ir

p lrw e m e rs and the b o js the') do there I quite enjoyed the

whole experience, so I hope I'm going to be \uckv[ enough to

fcrow th e re sometim e soon.

Now complete these sentences using adjectives in 5 in the positive or negative form.

1 I am sorry th a t I’m to come to your party

Read the article and answer these questions.

1 What effect has the EU had on jo b seekers?

2 In the countries th a t took part in the survey, where did

most young adults feel they belonged?

3 What negative effect do some people th in k the EU has

Talking about your country

1 Do people travel to find w ork where you live?

2 How strong are national feelings in your country?

3 What do you th in k is the benefit of being part of an organisation such as the EU?

4 Do you th in k it is possible to be part of a larger organisation, like the EU, and still keep your national identity?

5 What aspects of your national identity do you w ant to protect?

Different perspectives on the EU

A ctin g like a hu g e um b rella, the Eu ro p ean U nio n reaches over the lives o f all w h o live in it: th ro u g h the

creation o f c o m m o n law s, reg u latio n s an d m arkets, there is no o ne it d o esn 't affect The n u m b e r of hours

w e w o rk, the a m o u n t o f ho lid ays w e have, the m o ney m a n y co u n tries use, the system of ag ricu ltu re, and

the level of e n viro n m e n tal protection are all d ecid ed to so m e extent by the EU Its creatio n also m eans

mat p e o p le are m uch freer to live an d w o rk w h e re they w a n t to w ith in the EU

A recent survey of 1,225 people between the ages of 21 and 35

in Germany, France, Italy and

Britain found that a majority of young

adults still identify themselves with

their native countries But close to one-

third prefer to call themselves

curopean; in Italy, the number is over

40%

However, some people w orry that the

existence o f the EU means that

individual countries w ithin it are losing

their uniqueness: their own identity 'It

was very different when I travelled

across Europe 17 years ago1, says

Frangoise, w ho lives in Paris 'Each

country was very different from the

others Now you walk through Paris or

London and you see the same shops

Unity is good but maybe we are losing

something special.’

Others, however, think they have

gained something Julia, a young Brit

w ho lives in Brussels says, ’People in

Brussels speak several different

■anguages, so you d o n ’t think about

anyone's nationality You can get used

to that and so when you go to places

where you d o n 't have that mix, you

'eel you are missing out on something ’

Constantine, w ho was born in Greece, has also experienced the same feeling in his home village He has lived

in several different European capitals, and says that because he works for international companies, and has friends in many different countries, he feels at home in an international environment So when he visits his parents, he feels a bit like a tourist these days However, that doesn’t stop him wanting to return home when he has children ’Of course I want my children to grow up in my own country, with grandparents and aunts and uncles’, he says

The idea of a united Europe was developed by France and Germany after the Second World War Both powers feared that another war would destroy the continent again Today, young people in western Europe have grown up w ith a Europe that is firmly united W ith the expansion of the EU, more countries w ill be added to the cultural mix Optimists hope that this will enrich us all Pessimists fear that the countries entering the Union for the first time will become more and more like all the rest

-S? Wn f lie m in d 's e y e

'Brain power

1 Follow the instructions.

1 Look at these numbers and objects for 30 seconds and

try to memorise them

2 Now close your books and w rite down the numbers

and objects you can remember

3 Compare your list w ith a partner’s Which were easier

to remember: the figures or the pictures?

Reading

2 Match adjectives 1 -5 to their meanings a -e

1 embarrassing a feeling sure about your own abilities

2 observant b extremely good or excellent

3 outstanding c m aking you feel uncom fortable

4 confident d rude

5 im p o lite e good at noticing things

x a m t r a i n i n g

Skim reading

This helps us to understand what a w hole text is about

Before you start to answer questions about a text, read it

through quickly to get a general idea of w hat it is about

Do not w orry about the meanings of individual words

3 Skim read the article and think of a title for it Then, as a

class, compare titles and decide which one is best.

©

T itle: _

Have you ever found yourself in the embarrassing p o v a

of meeting someone you thin k you have met before bu: n* being able to remember their name, or even where or v you saw their face? Well, you're not the only one! Bu: i

needn't worry - help is on the way You see, a good men: :* depends on how observant you are So if you know ho 1

use your powers of observation, you can overc: n common memory problems like remembering names rn faces.

M any people, when introduced to others, know :hi they are going to forget their names anyway For :n reason, they go through a whole series of introduct: :«|

w ithout really looking at the faces of those they are K n introduced to Their fear of failure actually guarantees :n

they won't succeed Even those who do look at new ::a

w ill often tend to see them as a general picture, and dc ni really look at specific characteristics However, because y :« memory works by making connections between ideas, a® also by noticing anything outstanding, it's essential :h when you see a new face, you look at it properly so that 3

can remember any unusual features This doesn't n:ea peering rudely at the person's face, but simply taking 2

active, intelligent interest.

You can practise this by looking at people in publ places and giving yourself different parts of the face to i

at On one day you m ight concentrate on noses, anccri day on eyebrows, another day on ears or general hd shapes, etc You w ill be surprised to find that each pan each face varies enormously from person to person :: that your increasing ability to notice differences w ill heir remind you of the new people you meet.

To help you even further, you can use this way remembering names when being introduced If

: seated, and then use it politely in the conversation you

ive. It's far more polite to use the name of the person

u ’ve just met than to refer to them as 'y o u , or he or

ce’ when talking to a third person.

Another good idea is to ask about the meaning of the

■ -son's surname Most people have some knowledge of, or

- interested in, the meaning of their names and are happy

-: talk about it During the conversation, if there's anything

rusual about either the face or the name, try to link it w ith

mething else that w ill help you to remember The

.v antage of this is that the more successful you become at

membering names, the more confident and happier you

ill be about meeting new people.

T o n y B u z a n , M a k e th e M o s t o f y o u r M in d

4 Answer these questions about the text.

What do a lot of people often find d iffic u lt to remember?

Why does this happen?

If we have a bad memory, w hat should we try to do in

our everyday lives?

What are most people interested in?

Multiple choice

Read the first part of the question and each possible

answer carefully If you are not sure about an answer, try

to w ork out why the other answers are incorrect

Read these questions, then choose the best answer, a, b, c

or d Underline the part of the text which helps you to

find the right answer.

1 When people are introduced to others, they often

a rem ember only the faces of the people they see first,

b give up tryin g to remember names and faces too

easily

c are afraid of m eeting people they do not know,

d rem ember the specific characteristics of only one

person’s face

2 The w rite r suggests th a t the best way to train yourself to

rem em ber names and faces is to

a try to meet as many new people as possible,

b stare hard at any new face you see

c become more observant of w hat people are wearing,

d look for differences in one particular facial feature

3 What does the w rite r suggest you do when meeting others?

a Avoid comments which require using someone’s name

b Repeat a person’s name as often as possible,

c Show an interest in the meaning of a person’s surname

d Explain the meaning of your own name

4 What is the w rite r’s conclusion?

a People w ill find the methods he is suggesting work,

b Not everyone w ill be successful at rem embering names and faces,

c There may be other more effective ways of rem em bering things,

d Confidence has very little to do w ith memory

V o cab u la ry

The brain and perception

6 Match the pairs of words below to the pairs of sentences

1 -5 Then complete the sentences using the correct word.

brain / senses m e m o ry /m in d rem ember / rem ind observation / concentration m eaning / explanation

1 a

2 a b

3 a

4 a b

I have such a poor _ bad w ith dates

of the word m ind?

_for his strange

_ I’m particularly

b A lot of his problems are all in his

What are you very good / bad at remembering?

What kinds of things bring back mem ories for you e.g sounds, smells, sights?

What do you rem ember doing during your sum m er / w inter holidays as a child?

In what other areas of your life could having a better

m em ory help you?

Modal verbs: a b ility, perm ission,

obligation and recom m endation

Match cartoons a—f to conversations 1—6 Then complete

the conversations using a suitable verb.

:

1 A You mustn’t your m obile in here.

B Oh, sorry I forgot

A And you mustn’t food either!

2 A Dad can I to Jane’s party on

Saturday?

B No, you can’t I told you, w e’re going to Auntie Jo’s.

3 A You shouldn’t - It’s bad for your health

4 A I must Tanya W hat’s her number?

B I can’t ! I can never rem em ber phone

numbers

5 A You may in to see the vet now.

B Thanks

6 A What should I to the party?

B How about your new black jum per?

Decide whether the words in bold in 1 express ability,

permission, obligation or recommendation.

Complete the sentences.

1 We use modal verbs can, must, m ustn’t, should,

may e t h e - form of I he verb, e.g work, be, have.

2 Modal verbs don't usually add an s for he

- a n d -forms

'Rtemem bcr'S ilHSISiSSi

Have to in affirm ative sentences has a sim ilar meaning to must The negative form of have to is d o n ’t have to, which

means som ething isn’t necessary

Underline the correct verbs to complete the sentences.

Jeff can / can’t play the guitar, but he wants to learn You may not / shouldn’t eat chips every day It’s not good

for you

Mum, can / should I borrow some money from you? You mustn’t / d o n ’t have to come if you d o n ’t w ant to.

I can’t go out because I have to / may mend my bike

Look at the sign You d o n ’t have to / m ustn’t park here.

Modals in the past (> P135)

Look at the examples and answer the questions.

Today

Sue can speak Chinese

She has to adapt to life in the UK

She doesn’t have to

She had to work hard.

1 What are the past form s of can and can’t?

2 What are the past form s of have to and d o n ’t have to?

3 What is the past form of must?

Sam is 16 and is a good swim m er Stie can sw im

fo r hours w ith o u t g e ttin g tire d She can also

dive b e au tifu lly , b u t she can't run fast Because

she is in th e local s w im m in g te a m she has to

get up early in th e m o rning to tra in She also

has to e a t th e rig h t fo o d Her fa v o u rite day is

Sunday It's th e one day she doesn 't tra in and

so she doesn 't have to g e t up early.

8 How old do you have to be to do these things in your country? Discuss what things you can / can’t do, yet.

leave school vote in an election

d rin k alcohol get married own a credit card

apply fo r a passport ride a moped / drive a ca open a bank account start school

Read the text below Then rewrite it in the past tense.

Read about Sue’s childhood memories and underline the

correct words to complete the text.

1 can / could speak over ten languages because when I

« rung we lived in a lot of different countries Now I live in

id and I 2 d o n ’t have to / d id n ’t have to learn any new

&& .ages However, I suppose I just got into the habit of learning

and so I never stopped, l iving in different countries was

■ out it was also really d iffic u lt, tvery tim e we moved to a new

i v y I 3 have to / had to learn a new language and I * must /

■ :) adapt to a new way of life Did 5 / have to / 1 had to learn

really d iffic u lt languages? Yes Chinese! When I arrived in

: ng, I 6 can’t / couldn't speak any Chinese, not a single word.

: was com pletely different from any other language I knew

: of course, the w ritin g is so different I 1 can / couldn’t read

: maracters, or w rite them at first I really hated being there for

1 wh e But the good th in g was that 18 don’t have to / d id n ’t have

s: i j to school! I had a teacher at home I called him ‘Mr Must’

Stue:ause he was always te llin g me what I must d o ‘To learn

t aese you must practise draw ing your characters, you must do

: nours of hom ework everyday’, and so on Actually, he was a

v good teacher When I left China I 9 can / could speak Chinese

ently and I 10 can / could read and w rite over a thousand

aracters

Let’s activate

TalKing about rules and regulations

^ 2.1 Listen to what these teenagers say about the laws, rules and regulations in their countries, schools or homes Make notes about what they say.

0 m P^e What about your parents? Could they do the things in 8 at

When she was 16, Sam the same age?

Let’s practise grammar

3 Rewrite the following sentences using the verb in brackets

in the correct form.

1 Were you able to play the guitar when you were three? (can)

2 It was necessary for me to go home from school yesterday, because I was ill (have to)

3 Jack wasn't able to play football because he had a broken arm (can)

4 It wasn't necessary for us to be home early because it was Saturday night, (have to)

5 Which languages were you able to speak when you were younger? (can)

6 Eating in the lib ra ry is not allowed, (must)

4 Complete the sentences with the correct form of must /

mustn’t, have to / don’t have to or had to.

1 Clare isn’t com ing out tonight S h e _ revisefor her exams

2 ‘My brother is a TV newsreader.’

‘O h , _ h e memorise hisnews reports?’

3 It was raining yesterday, so w e _ to cancelthe picnic

4 Y o u _ talk durin g the exam It’s forbidden

5 When I was younger, I _ to share a room

w ith my sister

6 I _ rem ember to buy a present fo r myparents tom orrow ! It’s th e ir anniversary

5 Correct the mistakes in these sentences.

1 When I was at school, I have to wear a uniform

2 John have to go to school until he’s 16

3 I couldn’t to speak English when I was 7 years old

4 I can stay at Jill’s house on Saturday, Mum?

5 Celia doesn’t have to drive a car by herself She hasn’t taken her driving test

6 I d o n ’t have to forget to ring Tim tonight It’s his birthday

7 We went out last night because we hadn't to do any

£an, have to, ma^, must and should

1 Underline the verbs to complete the sentences.

1 Kerry should / may work harder if she wants to pass the

exam

2 You can / have to train every day if you w ant to be in the

school hockey team

3 You m ustn’t / d o n ’t have to use your m obile phone on a

plane It isn’t perm itted

4 Sylvia is very artistic She can / may paint very well, and

she writes poetry too

5 Ian doesn’t have to / mustn’t help at home, but he

usually does some cooking

6 Bill shouldn’t / can’t play basketball, but he’s going to

learn next year

7 Students may / must use the library after school this

week if they w ant to

8 You don’t have to / shouldn’t go to bed so late - I’m not

surprised you’re tired!

2 Complete the dialogues Use the correct form of can,

can’t, must, m u stn ’t, should, s h o u ldn ’t or may.

Nurse You 1 go in and see the patient now

He w ill be tired so you 2 _ talk too

much, you s _ let him rest Oh, and

you 4 give him anything to drink

Absolutely nothing to eat or drink He

s get out of bed at the mom ent, but

he s _ sit up for a little while

Visitor OK What does this sign mean? I 7

understand it

Nurse I t ’s the hospital regulations It means you

s _ leave by 8 p.m

Sam Mum, 9 I go to John’s barbecue and

then stay the night?

Mum When is it?

Sam Saturday

Mum Yes, you 10 _ go to the barbecue, but

you 11 stay the night You

Ought to, need to (> pi34)

Read examples a -e and answer questions 1 -4

a You ought to visit the Museum of Modern Art when you

are in New York,

b We need to go shopping; there isn’t any food at home,

c Jane doesn’t need to learn French because she already

speaks it very well,

d Sam needs to get a new m obile phone card; his old one

doesn’t work,

e Do you need to have a visa to visit your country?

1 Which modal verb do we use to give advice?

2 Which modal verb do we use to ta lk about necessity to

do something?

3 Which modal verb do we use to talk about som ething

which isn’t necessary to do?

4 How do we form the th ird person singular of need to?

Rewrite the sentences using need to, d o n ’t need to or

ought to.

E x a m p le

Do we have to hand our projects in this week?

Do we need to hand our projects in this week?

1 You must bring proof of your age to get into the disco

2 You d o n ’t have to bring anything to the party; w e’ve got

5 Mark should do more exercise if he wants to get fit

The right word

9 Read the article about dreaming and choose the correct words, a, b or c, to fill in the gaps.

isn has no future or in fin itiv e form Instead, we use be able

: e.g You must be able to read a car number plate a t 20.5m

:>ass your driving test.

Complete the sentences using can or be able to.

1 You m u s t swim at least 500m if you want

to do this course

2 I make an a p p ointm ent to see the doctor

tom orrow , please?

3 Do you have t o play the guitar to be in

the pop group?

4 Dave w o n ’t get a part-tim e jo b until he’s

over 16; his parents w o n ’t let him

5 You w o n ’t _ drive after only two lessons,

but you w ill soon learn

6 you understand Einstein’s theory of

relativity?

5 a should b d o n 't have to c may not

7 a should b m ustn’t c d o n ’t need to

Most of us think that dreams are unimportant, but recent studies show that they may be much more important than we think They 1 _ help

us solve our problems and tell us about ourselves.

We’ve all woken up trying hard to remember the dream that seemed so important the night before.

However, we 2 _ remember anything, except perhaps an image or a feeling It’s frustrating,

so how do we solve this problem? In fact, we

3 to worry because it’s possible to learn to remember our dreams Once we know how to

do this, we 4 _ programme our brain to solve our problems through our dreams.

The best way to try to understand your dreams is

to keep a journal If you do this - and you

5 do it on a regular basis - after a

while, you notice that you often have the same dream over and over again.

Every night before you go to bed, train yourself to take several deep breaths and relax Then say to yourself, ‘Tonight I want to remember a dream and I will remember a dream As soon as I wake up, I

6 write it down.’ Go to sleep with paper and pencil beside your bed, expecting to remember It probably sounds silly, but it actually does work!

If you don’t normally remember your dreams - but only have a feeling of what you dreamed about, for

example, anger or calm - you 7 - write

down your feelings.

After a few weeks, this routine will start producing results Then, you 8 look back at what you’ve written and try to match what happens in your life with the dreams you’ve had.

2 Which of the means of identification in 1 do you think is

the most and which the least reliable? Why?

Listening

3 ^ 2.2 You are going to hear part of a radio programme about identity parades Before you listen, read the notes carefully Then listen and complete them.

1 The phone call is from a police officer

2 There is an id e n tity parade on Tuesday afternoon.

3 They haven’t given Alex much notice.

4 It starts at 3.50

5 Alex can make it.

Listen carefully because the speaker may make a

statement which is sim ila r to but not exactly the same as

the one given

•(^ 2.4 You are going to hear part of an interview with

Alex Before you listen, read through the statements

carefully While you listen, decide whether Alex made

these statements or not Write yes or no beside each one.

I saw an advert for the jo b in a local newspaper

I’ve taken part in over 15 parades

I’m not allowed to wear my own clothes

I’m paid extra to work at short notice

I sometimes find it d iffic u lt to stand still

I’m often asked to put on a false beard

We d o n ’t see the witness

8 I’ve never been identified as the suspect

•rji.4 Listen again If you have written no next to a

statement, find out what Alex actually said.

Would you like to take part in an identity parade? Why?

Why not?

Speaking

ronunciation

' ^ 2.5 These words appear in the interview with Alex

Listen to them again and underline the main stress in

Practise reading the words in 8 aloud Make the stressed

svllable louder than the others.

Write out the parts of speech asked for in 1 -7 and

underline the stressed syllable.

1 the verb form of application

2 the adjective form of definitely

3 the verb form of comm itted

4 the adverb form of additional

5 the noun form of interested

6 the noun form of disciplined

the verb form of suspect

&*plaining

1 1 ^ 2, Read the dialogue Then listen to the recording

and fill in the gaps.

Asking / Explaining what something means Sandy You see this word ‘b urglar 1

Joe I think it’s someone who 7

a house lo 3 - something

Sandy * - ! And can you tell me what

ransom means?

Joe It means something that you pav to kidnappers

to get the person they kidnapped back

5 - what a verdict is7

Sandy No, I can’t Let’s e

12 In pairs, discuss the meaning of these words, using the expressions in 1 1 to help you.

a crim inal kidnapping m urder a suspect

a witness speeding a burglar fraudmanslaughter arrest a th ie f a mugger

a sentence a judge a ju ry an offence

a trial a ransom a reward

13 Underline the words in 12 which refer to people.

In another pair, discuss what these punishments are Then discuss which crimes in 12 they are suitable punishment for.

• corporal punishm ent » the death penalty

• a prison sentence ® a fine com m unity service

Pole pla<f

1 Student A: You have had your bike stolen while shopping You are in the police station reporting the crime to an officer (Student B) Answer the officer’s questions.

Student B: You are a police officer Look at the information on page 141 and ask Student A about their bike.

Writing a letter giving advice

W a n t t o im p r o v e y o u r E n g l i s h ?

Try a hom e-stay course in London.

Stay w ith a host family.

Study in the com fort of someone's home

Individual lessons daily.

Full b o ard a n d a cc o m m o d a tio n pro vid ed

S o c ia l a ctiv itie s a v a ila b le o n request.

1 Look at the advert and answer the questions.

1 What is a home-stay visit?

2 What m ight be the advantages of doing a course like

comfortable We a n drop , o u o l, T qWCker and

■ g on, 11 w° uld ^ b o lt e r to travel m

"eke, book „ o ' he Week“ d If you wan, a cbea

As 7 L — — ance ~ it>s 'm ‘ch cheaper

youth hostel They're c h w p and e ' d ' T V° U ° U§ht ,0 try a

people ' good Places for meeting

also visit the hom e!o f f a m o u s ° ^ SP° rtS- but y o u can You're r ig h t« , h° US poet Wordsworth.take some w a t ^ J ^ ~ a n d ? * * ! ? " ? ° ften Wet' so Looking forward 9 w alking boots

Studying the sam ple

Maria is going on a three-week home-stay course in London

She w ould like to visit places outside London, but she doesn’t

know where to go She has w ritten to the host fa m ily for

suggestions The host, Sally Martin, has replied

2 Read the extract from M aria’s letter.

While I'm in 6-ngland ne*t month I'd like to spend a long weekend out

of London but I don't know veof much about Britain and I'm not

sure ekaotl'i where to go “borne friends told me that the Lake District

is veq beautiful Do ^ou know this area? L-ould >jou tell me whether it

is eas^ to get there and find somewhere to sta-)? I've also heard it is

vercf wet rbould 'fou tell me if that is true?

Thank ^011 in advance for -four help.

&est wishes,

Maria

Read the reply Maria received from Sally Martin; ignore

the missing words Is Sally’s letter written in a formal or

informal style? How do you know?

Steps to better w riting

4 Make notes on the contents of Sally’s letter using these headings.

Transport: fra/)?, car from station _

Places to s ta y : What to do:

10 a Yours b Yours c Best

sincerely fa ith fu lly wishes

' ou w ant some excitement try bungee jum ping.

Find an example of a conditional in Sally’s letter and

write the tenses which make the conditional.

If + , + _

: Match ideas 1 -4 to activities a -d

1 If you enjoy walking,

2 If you like clim bing,

3 If you are keen on sailing,

4 If you are interested in English poetry,

a visit W ordsworth’s house

b hire a boat on Lake Windermere,

c go to the m ountains round Scafell

d buy a map showing footpaths

: In pairs, take turns to tell your partner your problem and

give advice.

1 ‘I d o n ’t feel w ell.’

2 ‘I d o n ’t have enough money for lunch.’

3 ‘I’d like to make more friends.’

4 ‘I never get any exercise.’

5 Yd like to spend more tim e studying.’

-s in g a rtic le s

Look at the first two paragraphs of Sally’s letter again and

find the names of places and ways of travelling.

1 Which use the definite article the?

2 Which d o n ’t use the article?

Complete this table.

the no article

ways of travelling when used w ith by L □

: names of areas or districts u □

1 2 Answer these questions.

1 How do people usually travel in your country?

2 Which areas or districts are w ell-known in your country?

3 What are they fam ous for?

4 What are the most im p o rta n t cities in your country?

W riting your letter

Understanding the tasK

Jim is a young person from Britain who is coming to your country to

do a course in your language He is staying w ith you and has a few days free before his course begins

He has w ritten to you asking for advice about a good place to visit

You are going to w rite a reply

• how you are going to give advice in each paragraph

• the best order for your paragraphs

• how to begin and end your letter

Writing

15 Now write your letter Use these points to help you.

• Start a different paragraph for each new point

• Use some words and expressions from Sally’s letter

• Your letter should be about the same length as Sally’s letter (120-150 words)

• If possible, try to find a picture or a postcard of the place

to send w ith your letter

tShecfcing

16 Imagine you are Jim reading the letter and check that:

• it is easy to understand

• you have included all the inform ation Jim needs

• your punctuation and gram m ar are correct

• you have spelled words correctly If necessary, use a dictionary

• your letter is w ritte n in an inform al, frie n d ly style

• you have used articles (a / an and the) correctly.

• you have w ritten 120-150 words

Word focus

^rain power

1 Complete the text using these words.

senses rem ind rem em bering brain

observant mem ories m ind explanation

I’m very bad at 1 things, but my friend Bob

has an amazing a b ility to store inform ation He can tell you

every little detail of what he did years ago His

2 for this is th a t he’s very 3 _

He doesn’t need photos to recall his childhood

4 - because he can picture them so vividly in

his s - whenever he wants to I do all sorts of

things to 6 myself w hat I have to do, but I’ll

never be like Bob H is 2 _ power is far greater

than mine But one of my five » is much

better than Bob’s I’ve got fantastic eyesight!

VJords connected with crime

2 Write a word which has the same meaning as the

definitions in 1 -6 The first letter of each word is given.

1 breaking in to steal som ething b _

2 driving more quickly than the lim it s _

3 killing u n in te n tio n a lly m

4 killin g in te n tio n a lly i n

5 attacking and robbing violently m

6 the act of stealing t _

driving definitions

3 Complete 1 -9 in the dialogue using these phrases.

w ould be enough prison sentence

I th in k i t ’s do you th in k w ould be

does it mean I’m not sure

much more serious d o n ’t you

first offence

Ted You see this word ‘fra u d ? What f _

Sally 2 - getting money illegally.

Ted Actually, I th in k robbery’s a very serious crime,

Sally Perhaps a long 2 _

Ted Don’t you th in k a short one s

Sally Well, maybe for the s _

a suitable punishm ent

Phrasal verbs

4 Underline the phrasal verbs in 1 -5 Then match them to the meanings a -e

1 Pete put me up last weekend

2 I can’t make up my m ind which film to go and see

3 We set o ff early to miss the rush hour

4 Can you find out w hat tim e the plane leaves?

5 We’ll drop you o ff at the station

a discover

b give someone a bed for the night

c leave on a journey

d decide

e take someone somewhere by car

5 Complete this letter using the phrasal verbs in 4.

6 Underline the correct prepositions to complete the text.

people are born geniuses Albert Einstein, for example, was capable 1 of / in using

more of his brain than most people.

Einstein was b o rn 2 in / at Germany in

1879 Amazingly, Einstein’s school teachers thought he wasn’t good 3 with / at

Science In spite of this, by the age of 26, this young student was famous 4 in / for

changing the way scientists think.

At first Einstein’s ideas 5 on / about

science were so new and strange that many people couldn’t understand them However, nearly all areas of physics were changed

by Einstein’s work, a n d « with / without it

lasers, television, computers, space travel, and many other things we are familiar

2 with / in today would not exist.

^ 2 7 Read the extract from a novel by Amy Tan and

answer the questions.

What persuaded Vincent to let his sister join in the chess

game?

How do you th in k Vincent fe lt about his sister? Why?

How did Amy find out more about chess?

What three qualities did she discover a good player

needs in the endgame?

What did she decide was the power of chess?

When did Amy practise her games of chess?

How did Winston and Vincent react to her successes in

the game?

I watched Vincent and Winston play during Christmas week

The chessboard seemed to hold elaborate secrets w a itin g to

oe untangled

-at me! Let me!’ I begged between games when one brother

e other w ould sit back w ith a deep sigh o f relief and victory,

■” a other annoyed, unable to let go o f the outcom e Vincent at

T r: 'efused to let me play, but when I offered him my *Life

' : ers as replacements for the buttons th a t filled in for the

i g pieces, he relented He chose the flavours: wild cherry

' me black pawn and pepperm int for the white knight The

"" " _er could eat both

- i my m other sprinkled flo u r and rolled out small doughy

-3 for the steamed dum plings that w ould be our dinner that

’ i T ' Vincent explained the rules, pointing to each piece ‘You

a :6 pieces and so do I One king and queen, tw o bishops,

nights, tw o castles, and eight pawns The pawns can only

~ : a forward one step, except on the first move Then they can

n ~ :vvo But they can only take men by moving crossways like

tn = except at the beginning, when you can move ahead and

3 another pawn.’

" ■'".'?’ I asked as I moved my pawn ‘ Why can’t they move

~ : m steps?’

Because they’re pawns,’ he said

E why do they go crossways to take other men Why aren’t

a a any women and children?’

~ s the sky blue? Why must you always ask stupid

.as: ons?’ asked Vincent ‘This is a game These are the rules I

: - : make them up See Here In the book.’ He jabbed a page

m - a oawn in his hand ‘ Pawn P-A-W-N Pawn Read it

clashing ideas; the one who plays better has the clearest plans for attacking and getting out o f traps I learned why it is essential in the endgame to have foresight, a m athematical understanding o f all possible moves, and patience; all weaknesses and advantages become evident to a strong adversary and are obscured to a tirin g Topponent I discovered

th a t for the whole game one must gather invisible strengths and see the endgame before the game begins

I also found out w hy I should never reveal ‘w hy’ to others A little knowledge w ithheld is a great advantage one should store for future use That is the power o f chess It is a game o f secrets

in which one must show and never tell

I loved the secrets I found w ithin the 64 black and white

squares I carefully drew a handmade chessboard and pinned it

to the w all next to my bed, where at night I w ould stare for hours at imaginary battles Soon I no longer lost any games or

Life Savers, but I lost my adversaries W inston and Vincent

decided they were more interested in roam ing the streets after school in th e ir +Hopalong Cassidy cowboy hats

: -n d out about all the whys later I read the rules and

e : up all the big words in a dictionary I borrowed books

: 'e Chinatown library I studied each chess piece, tryin g to

: m the power each contained

t med about opening moves and why it’s im portant to

: :ne centre early on; the shortest distance between two

m s straight down the middle I learned about the middle

r ; i d why tactics between tw o Tadversaries are like

* Life Saver = kind of sweet that looks like a lifebelt from a boat.

T adversary/opponent = the person you are against in a situation

+ Hopalong Cassidy = a popular fictional cowboy.

Amy Tan, Jo y Luck Club

Your reactions

What do you th in k the author found interesting and enjoyable about the game?

Do you like games which rely on strategy, such as chess,

or do you prefer games of chance, such as Monopoly?

Do you th in k you have to be com petitive to enjoy games like these?

Do you th in k games of strategy can help you in other areas of your life?

Let’s revise Units 1 and 2

2 When people see Andy for the first tim e, they th in k /a r e

thinking he’s David Beckham.

3 Jim is needing to / needs to practise if he wants to win

the tennis tournam ent

4 Why isn’t Greg at the party?

He's d o in g /d o e s his homework.

5 Rob is always co m p la in in g / always complains about his

job He should do som ething about it

6 Mark p re fe rs /is preferring to play football to basketball.

7 Who does this mobile phone belong to / is this mobile

phone belonging to?

8 More and more people become/ are becoming

dependent on the Internet for th e ir shopping

2 Correct the mistakes in the answers.

1 Do you w ant to go to university?

Yes, but I can pass my exams first

2 Is it true that Peter broke his leg?

Yes, he doesn’t have to w indsurf for three months

3 Can I smoke in here?

No, you d o n ’t have to smoke in the w aiting room

4 Did you enjoy going camping?

Not really I must get up at six every morning

5 Do you need to make a phone call?

Yes, I do Can’t I borrow your m obile phone?

6 I’ve got earache

You should to go to the doctor’s

3 Choose the best answer, a, b or c, to fill in the gaps.

1 a waking up b is wake up c wake up

2 a feel b feels c were feeling

3 a d id n ’t know b aren’t knowing c d o n ’t know

4 a is recovering b recovers c has recovered

5 a contact b contacting c to contact

7 a are sitting b was sitting c sits

10 a see b am seeing c sees

11 a am th inking b thinks c th in k

12 a tries b are tryin g c to try

13 a may not b co u ld n ’t c m ight not

14 a am knowing b can know c know

15 a is returning b returns c returned

16 a have to b may be c m ight

17 a can’t be b is c m ight be

18 a was listening b is listening c listen

Im ag in e you have had a car accident A fte r the

a c ^ d e n t you i - in hospital and there are strange people around your bed You ask them who n?H " T ’ f d thGy t011 y° U they are your familv You

u d d e n l y - frightened You’re sure you ' - these people.

T h is is w hat happened to 38-year-old Pam H a llid a y

A t the m om ent, Pam > -fro m a bad * accident w hich has caused damage to h e r long-term and short-term memory W hen she woke up Pam wanted •> h e r parents> but b()th b er patents had died several years before In fact she has com pletely lost the las, i 5 years from h er

f o r example, she 6 rem em ber m a rry in g

d l l T h w ’Z h° 7 -by her bed

w n r J u m g Pam 8 - rem em ber was

kin g in a hotel as a waitress when she was 23 years old.

w J ha6n !,aSked f° r m y parents someone told me they

w e ie dead, says Pam ‘I thought, '“T hat

7 de ^ ue • I I w as an aw ful experience

I m h o rrifie d when 1 1 0 -m y s e lH n a

m irro r, she adds ‘f n Year-old and can’t b e l i e T T f k K h ^ o W ^ * 23’

F rien ds and fa m ily , 2 - t0 reconstruct

fam’ ih ‘ “ til ^ ^ ' 1’ aVe See" p ll" , 0Srai»hS of m y

^am ilj - thousands o f photographs - at first I

1 ^ 7 - recognise the people,’ says Pam ’But now I i‘) - w h0 is whQ ,

Pam ’s doctor is optim istic T h e r e are signs that Pam s m em o ry i s - ' he says.'O ver the

next few years she K - regaln

m a jo rity of h er past experiences.’

‘T hankfully, m y husband Sim on n _

very supportive,’ says Pam ‘W hen I is ~~ tn

h im ta lk about things, 1 feel happy?

Complete the text using these words.

frie n d ly customs nationalistic culture

fascinating independent identity

Complete the sentences The first letter and the length of the word are given.

1 Can you r me to go to the library on the wayhome?

2 Can you th in k of a logical e for what

happened?

3 Paul has an excellent m _ for names and faces.

4 When Nicky meets someone for the first tim e, she feels

7 Police have a _ a man suspected of robbing

the local post office yesterday

Put the word in brackets in the correct form.

1 When the witness made a p o s itiv e

(identify), the crim inal was arrested

2 It’s d iffic u lt to have a _ (converse) w ith Rob.

He’s so shy

3 The actor’s _ (perform) had good reviews in

all the national papers

4 T h e _ (construct) of the new bridge overthe River Thames took tw o years

5 Karen completed her u n iv e rs ity _ (apply)

form and sent it off

6 The Red Cross is a c h a rita b le

which helps people around the w orld

7 Many people agree th a t c a p ita l

should no longer exist

A witness is describing a bank robber to a police officer Complete the description with these words.

stocky tall fa ir wavy blue short

(organise)

(punish)

Rewrite the sentences replacing the underlined word with

a phrasal verb with up or off.

1 Maria was surprised how her m other tolerated her

brother’s bad behaviour

2 England, Scotland and Wales form Great Britain

3 Brian’s father spent years developing the fam ily

business

4 Mark offered to drop Pam o ff at the station

5 Sue le ft for the airp o rt early, because she wanted to miss

:eople who go to Scotland love it It is a 1 - place It

ame of the wildest scenery in Britain, with lakes (lochs), mountains

~ oty beaches It also provides a 2 -— welcome for

s :eople are strongly 3 - — ar|d proud of their country.

-ave their own 4 - -— and 5

- snay), language and music They see themselves as being

sir southern neighbours Indeed, it is a different country.

- and has always been more 6 - of England than

: ar example, the Scottish legal and education systems are different

-ose in England and Wales,

ndependence may explain why Gaelic, the original language of

: - is not so important to the Scottish sense of 7 - —

t sh language is to the Welsh In Wales, people want to speak their

s-nguage, too, whereas in Scotland they don’t.

V p s ant 1 tiow ns o f the human race

Q o r / c J f r €g**i: a r

1 What do you know about nutrition?

1 Which of the follo w in g are good for your bones?

a chicken b sardines c poppyseeds

2 Which food has the most vitam in C?

a red peppers b kiwi fru it c oranges

3 Which do you need most of for a healthy diet?

a protein b fat c carbohydrate

4 If you are tired, which of the follo w in g is best to

increase your energy level?

a chocolate b bananas c coffee

2 Give examples of these different kinds of food.

meat herbs fruits berries crops ju n k food

Exanrt training

Summarising

®Sjr A sum m ary sentence picks up the main idea of the w hole paragraph Read the w hole paragraph before deciding

! which sentence is an accurate summary

5 Read the article again and decide which sentence, a or b,

is the best summary of paragraphs 1, 2, 3 and 4.

1 a Humans are now becoming taller

b Humans are returning to the height they were long ago

2 a Our ancestors had a healthier, more varied diet,

b Our ancestors were never short of food.

3 a Agriculture provided humans w ith more than enoughfood

b Agriculture affected the way human beings

developed

4 a Humans change th e ir size and shape according to

th e ir environm ent,

b Global w arm ing may have an effect on the

developm ent of humans

6 Now write a sentence summarising paragraph 5.

Reading

3 Read the article Too big f o r o u r boots Time yourself How

long did it take y o u ?

'Exam training

>

Scanning

This means reading through a text quickly and stopping

when you find the inform ation you are looking for when

answering questions This helps you to ignore what is less

im p o rta n t in the text

4 Scan the text and answer these questions.

1 What are human beings returning to?

2 What effect did the invention of agriculture have on the

diet of the human race?

3 What effect has climate had on human development?

4 According to some experts, w hat m ight happen to people

in future? (There are tw o possible answers.)

a a lazy person who sits a lot

b relatives who lived before us

c people in general

d relatives who w ill live after us

e people who collected and hunted th e ir own food

Every ten years, the height of the average person in

Europe increases by 13 m illim etres Every year, more

and more big people are born However, we are not

becoming taller than we’ve ever been before In fact,

we are really only just becoming as tall as we were

thousands of years ago.

To understand the reasons for the changes in our

height, it is necessary to look back on our history - to

Paleolithic times For most of our past, our ancestors

got their food from a wide variety of sources: while

women were gathering herbs, fruits and berries, men

were killin g w ild animals One study found that these

hunter-gatherers’ used to have a diet of 85 different

plants.

Then, about 9,000 years ago, agriculture was invented

w ith disastrous results Most of our planet s forests

and natural green places were taken over by farmers

This meant that instead of living off many plants just

three wheat, rice and maize - became the staple diet

of the human race This left us smaller and less

healthy Still, agriculture spread because a piece of

farm land could support ten times more people than

land used by hunter-gatherers.

• During the last ice age, which ended 10,000 years ago,

- people were slightly rounder and taller - an answer to

the cold Larger, round bodies are better at keeping in

the heat! When our climate began to get hotter, we

appear to have become slightly thin ner and smaller As

global w arm ing begins to take effect, we may shrink

: even further M an k in d ’s future could be that of a

couch potato, a lazy creature, w ith a taste for far too

much ju n k food, comfortable sofas and home

entertainment Some scientists say that not enough

exercise w ill result in humans developing smaller

- skeletons and bodies which are too fat.

On the other hand, there is some hope Nowadays, in

Europe, Am erica and Japan, diets are beginning to be

what they were before As a result, heights in some

countries are increasing The question is, where w ill it

all end? W ill we continue to grow upwards or

a eats as main food

b eating what one produces 7

c m oving away from one’s home

4 staple (diet) (line 19)

a carry the weight of

b give strength to

c provide w ith the

necessities for life developing (line 34)

Eating too much ju n k food can re s u lt

people becoming overweight

We can be healthier by adding more fresh fru it andvegetables _ our diet

These shoes are too b i g _ me

It is d iffic u lt to come to te r m s _ losing thechampionship

L iv in g the land is not always an easy way

of feeding yourself

What does the author suggest happens when people d o n ’t have a healthy diet?

What other problems does a poor diet cause?

Do you th in k it is safe to eat food produced using chemicals? How can we make sure th a t we have a healthy diet?

lead the story and check your ideas Then, put the

ictures in order.

Today, the Loch Ness monster is famous round

the world, but not many people realise that the

stories about it started as long ago as ,\n 565 I he

first report described how St Columba, a monk

punished Scotland's most famous monster after ii had

attacked a man.

The storv took place when Columba was living at

Tort Augustus at the southern end of the loch One day

Columba asked one of his monks to s w i m across the

loch and fetch a boat The monk had heard people in

the village talk about the monster but he wasn t

frightened It was a good day for a swim Although 1

was very cold, the sun was shining and the water vvas

calm However, as he was crossing the oc ic

suddenly saw a strange creature It was huge and had a

long neck He had not seen anything like it before.

was swimming not far away but didn't seem to notice

the monk at first A few minutes later, it suddenly

stopped and looked at the swimmer, lhen it rushed

towards him and opened its frightful mouth in a roar.

The man was terrified Columba hurried down to the

water's edge, got into a boat and rowed out into the

lake When he was near the monster, he cried out, Do

not touch that man! Go!' and ordered the monster not

to attack again The monster looked at Columba for a

moment, then turned and disappeared I he monster

has not attacked anyone since Indeed, for many years

it was not seen in that part of the lake Of course

nowadays no one knows if the story is true bu

reported sightings of 'Nessie' continue to this da>.

Past simple, past continuous and past perfect Forms

1 Complete the table.

past simple

past continuous

past perfect

describelookhurryswimhearsee

Uses

2 Look at the text again and find an example of each

of the following uses.

Past simple

a an action which happened at a particular time:

b a series of actions which lake place one after the

other in the past:

Past continuous

c an action / state that continued for some tim e:

d describing the setting ol a slory:

e an action that was taking place when anolher

action (past simple) interrupted it:

Past perfect

f an action that happened before ano lhe r action:

The past - narrative tenses

1 These pictures tell a story about the Loch Ness monster,

but they are not in the correct order What is happening

in the pictures?

~ 3 st simple or past continuous?

Put the verb in brackets in the correct form of the past

simple or past continuous.

ast simple or past perfect?

Read the sentence and answer the questions.

Before I went to India, I had read several guide books.

1 Which event happened first? What tells you?

2 Could before I went to India be at the end of the

(finish) shopping, we

3 When we

realised we

The c a r _

(decide) to go to the museum

(arrive) in the town centre, we _ (leave) the map behind

(run out) of petrol because we

When they

(not fill up) the tank before leaving

_(arrive) at the beach, it(start) raining

ast simple, past continuous or past perfect?

* r j 3.1 Listen and complete the text with the correct

where you were who you were w ithwhat the weather and the place were like what you were doing

what preparations you had made before what w ent wrong

how you solved the problem how you fe lt at the end of the experience

Example

A fe w years ago, I went to Lake M am ry on a sailing holiday

I went w ith my cousins

Write the story.

few years ago I 1 c a m p in g w ith a frie n d in

e Rocky M o u n ta in s in th e USA P eople 2 _ us

: out bears b efore w e le ft, so w e did a ll th e rig h t things.

* e 3 n ext to th e te n t and w e clean ed o ur

oking e q u ip m e n t a fte r w e 4 o u r m eals.

:-e ry n ig h t w e 5 _ a ll th e food in a bag and

• ng it fro m a tre e O ne n ig h t, I 6 p e a c e fu lly

* "en I su dd en ly w o ke up because I 7 a

strange noise My heart started beating fast It was a bear and it 8 to reach the food in the bag! I d id n ’t know w hat to do, so I 9 to wake my friend,

the bear _ _ outside It wasn’t a

but he wasn’t t h e r e 1 0

my friend? I slowly 11 _

bear My friend had got hungry in the m iddle of the night,

so he 1 2 _the tree to try and get some food Unfortunately, he had got stuck!

Let’s practise grammar

Past simple spelling

1 What is the past simple of these verbs? Put them in the

right column according to their past simple ending.

realise start describe attack live swim fetch

shine cross stop hurry try see know

-d -ed -ied -[tt]ed irregular

Past simple or past continuous?

2 Put the verb in brackets in the correct tense.

1 When the te a c h e r (talk) about her

weekend, s o m e o n e (ask) her a question

2 T o m _ (walk) down the street when he

(see) Jane

_ (not work) when Tina(arrive) H e (watch) TV

3 Mike

4 Clare (look) different when I

_ (meet) her at the party

5 The s u p e rm o d e l _ (fall over) as she

(walk) along the catwalk

_ (climb) the m ountain, it

(swim) in the lake when I _

(get) a pain in my leg

2 We went to Chile We went to Brazil first, (after)

3 I never did anything like w hite-w ater rafting I decided to

try it (so)

4 We d id n ’t see each other for a long tim e We met fo r a

drink, (when)

5 We walked for many miles We saw the village, (when)

6 Sarah knew the road very well She travelled th a t way

many times, (so)

Past simple, past continuous or past perfect?

4 Complete the text using these verbs in the correct tense.

w alk notice put on live meet cross gostop blow not see scream rain

ne w in te r evening many years a g o jwas in London I 1 —— 10small village at the tim e, but

to London that morning because

I h ^ ^ e t m g - After the meeting^ I had a

c o u p le o fh o u r s b e fo r e m y tr a m le ft.lt

f P and it was cold and windy, so I

, , i „ downwas feeling miserable

was teeimy ■

O xford S tree t w h e n quite by chance

-i _+u pr fn r y e a rs so w e d ec-id ed to go or a coffee S h e se e m e d v e ry different and her hair

was much darker than I rem em bered W

7 the road w h e n su d d e n ly tnere

w a s T s t r o n g g u s t of wind^ My friend

and started to run dow n the

7T q 1 couldn'troad.The traffic -

: d_ ^ ^ i r a n 7 b " * 9f u r r v b u n d , e T h e

— it down the street and myfriend w ^ t o g i t - It was her hair a w.g, actually She'S an actress you see, and

nn her way to a rehearsal and she

12 the w ig an hour earlier to ge

u sed to it

5 Correct the mistakes in these sentences.

1 When they were playing tennis, it was beginning to rain

2 Tom wasn’t knowing th a t he was being followed

3 When I lived in Hollywood I was sometimes seeing fam ous actors

4 Paul was cooking dinner when the fire was starting

5 I drove past the bank when I was seeing the robbery

6 When Sue walked down the street, she was hearing someone call her name

C D

~ast simple and prepositions of time

Put the verb in brackets in the correct tense Fill in the

other gaps with in , on, a t, or no preposition.

1 P a u l _ (take) a trip to New York

last week._H e (see) lots ofinteresting sights w hile he was there

2 Kate’s grandparents live near the sea She usually sees

th e m _ the sum m er holidays, but this year

s h e _ (visit) th e m Christmas

3 _ her birthday, P a m (go) to

Extension

the cinema w ith Andy T h e y

rom antic film together

4 When K a r l _ (see) a UFO

(watch) a

twoweeks ago, he

Tuesday Her train was due to arrive

midday, but it was two hours late

vs, w hen and while (> P135)

Read sentences a - f and decide if 1 -3 are true or false.

a I drove back home as I’d forgotten my sunglasses,

b As I was closing the door, I dropped my keys,

c The phone rang while I was sleeping,

d I was reading a book when jack arrived,

e While Sarah was swim m ing, Tom went for a walk,

f Matt went to the cinema when he had finished his

homework

1 As can mean when or because.

2 After when we only use the past simple.

3 After while we usually use the past continuous.

Underline the correct words to complete the sentences.

2 As / When we listened, we began to feel frightened.

3 While / When I looked at the hitchhiker, I saw he was

holding a gun

4 The hitchhiker was te llin g us where to go as / when we

saw a police car

5 The police car followed us as / while we were driving too

fast

6 It fin a lly caught up w ith us w h ile / when we ran out of

petrol

The right word

9 Put the verb in brackets in the correct tense.

in the

cinema

n 28 Decem ber 1895, the first cinema

- (open) in Paris O nly 35 tickets were sold that day but by the end o f the week more and more people 2 (want) to see the moving pictures Louis and Auguste Lumiere directed this first silent picture.

W h ile the Lumiere brothers 3 _ (make) their first film H G Wells 4 _ _ _ ( ~nte) his amous science-fiction novel The Time Machine. It was the first novel about time travel and it 5

(become) an instant best-seller In the b o o k ^ V K ^ ^

scientist used a machine he 6 (invent) to travel to 1917, 1940, 1966 and 802701! Although Wells

7 ) (complete) the book in 1895, it wasn’t made into a film u n til the 1960s W h e n it

(come out), audiences 9 _ (rush) to see it.

T h irty years after The Time Machine, other time travellers 10 /u ■ \

- - (begin) to appear at the cinema In 1990, while M ichael J Fox H (take) his third trip in Back to the Future 3, A rnold Schwarzenegger 1 2 _ _ _ (search) for ^ ^ ^

Total Recall. Both films were box office hits, and both

(use) special effects to create the journeys into the past and future, which were very convincing People 1 4 -(can) ^

experience what it was like to travel through time.

4

Pronunciation

6 ^ 3.3 Look at the words in bold Are the vowel sounds

of the other words the same? Which are different? Listen and check your answers.

3 work walk word

4 took soon moon

5 efse tell help

8 clothes cloth both

W § is t:€ 3 > r jfr e g w is tr

1 Describe what you can see in the pictures What

period in history do they show?

2 How much do you know about this period? Talk to a

partner about:

• w hat language the people spoke

• w hat the people were like

• w hat everyday life was like

• w hat kind of things the people built

• what kind ol entertainm ent they enjoyed

1 Jeff has always done w ork connected w ith history

2 Jeff took tim e o ff from his jo b to study Roman history

3 Jeff got somebody else to make his Roman clothes and weapons

4 Jeff’s original idea was to w ork mostly w ith tourists

5 Jeff’s ta lk helps people to understand why the Roman

em pire was so large

6 Jeff has a special small-sized uniform for school children

to try on

^ 3.2 Now listen to part of the talk again and number the events in the order in which you hear them beginning with 1 and ending with 6

a p B lleff paid to have special outfits made for his job

b H I ] e f t began to give talks to students

c ■ jje ff left his job to set up in business on his own

d H J e f f started to advertise for customers locally,

e H i e f f developed his interest in history w hile w orking in

a museum

f B l e f f had various jobs before he became a to u r guide.

Phrasal verbs with toKe and give

Answer the questions with a partner.

1 What took o ff when Jeff worked in the museum?

2 What other things take off?

3 What sorts of things can you take o ff?

4 What did Jeff give up?

5 What other things do people often give up?

6 What do children try on during Jeff’s talk?

7 What other things can you try on?

Complete the sentences using take off, give up or try on in

the correct form.

1 It’s always a good idea t o _ shoes before

buying them

2 I d o n ’t th in k my uncle w ill ever be able to

_ smoking

3 The p la n e late because of the storm.

4 After several m onths of hard work, Sim on’s com puter

company re a lly

5 After an hour, h e _ w aiting for the train

and took a taxi

expressions

^ 3 4 Listen and answer the questions.

1 What does Jeff mean when he says:

I fe lt I could make a living out of bringing the Romans to

10 ^ 3.5 Read the dialogue Then listen to the recording

Making comparisons Marty Life in the past1 life in morerecent times, d o n ’t you think?

3 d iffic u lt than today.

Marty Rut there 4 pressure

5 there is in the modern w orldand there 6 things to w orrv ahout

1 1 In pairs, Student A look at 1; Student B look at 2.

Describe your picture to your partner Together, discuss the tim e period it shows together and what the advantages and disadvantages of living in that period might have been Use the expressions in 10 to help you.

Read the description on the left about one of these walls above As you read, write the missing information in the factfile ignoring the missing words in 1 -6

5 What vou can see todav:

Read the description again and choose the best answer, a,

b, c or d, to fill gaps 1 -6 in the talk.

In 5 5b c , the Rom ans 1 Britain

and occupied most o f the country tor

around 300 years But they never

2 to conquer the w hole island,

and most o f Scotland remained outside

the R om an Empire W hat’s more, the

Rom ans fought many wars against the

people in Scotland, so life near the

border was not very safe In AD 122, the

Rom ans built the wall 3 - theY

could protect themselves and keep the

Scots out o f England The wall is an

important historical m onum ent

4 _ it stretches all the way across

the north o f England from the east to

the west coast: a total ot 117

kilometres 3 - its great age, there

is still a lot left to see Nearby you can

also 6 _ the well-preserved

remains ot a R om an fort at

Housesteads.

Studying the sam ple

Steps to better w riting

The definite article O P 136 )

We use the in definite article when we refer to som ething for

the first tim e and the definite article when we m ention it

again, e.g Today we are going to see a very fam ous wall The

Romans b u ilt the w all in ad 122.

Read the rules for using the definite article, the Then

decide which of the places a -h needs a definite article.

• We use the when there is only one of something, for

example the Roman Empire, the 18th century.

• We do not use the w ith countries except when they have

the words States, Kingdom or Republic in th e ir name.

• We use the w ith named geographical features e.g the

Black Sea, the River Thames, except the name of

individual mountains

W riting your description

Understanding the tasfc

5 You are going to produce a leaflet on historic places of interest in your country for a tourist information office In small groups, decide on the places to be included.

Planning

6 In pairs, choose one of the places you thought of in 5 and use these questions to plan your description.

• When was it built?

• What was life like then?

• What famous events are associated w ith it?

• What is it used for?

Writing and checking

7 Write your description and check that you have:

• given a brief history of the place

• explained why the place is im portant

• described everyday life in the place

• th o u g h t of ways of making your description interesting, e.g by including a map, poster or pictures