ISBN058eq0334-?
I n f o r m a t i o nf o r p a i r a n d g r o u p w o r k p n c u8 4
> P r a c t i c es e c t i o n p n c r B B
'1
> G r a m m a rr e f e r e n c e p a c r 0 8
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l-b€u€g|6to go: Recountingevents in your life
{ o c a b u l a r y a n d s p e a k i n g :T r a v e la n d a i r p o r t s
Reading: Newspaper extract: The Hub
G r a m m a r : P a s t p e r f e c ts i m p l e
G a t a l k i n g a n d w r i t i n g : S h a r i n gs t o r i e s
L a n g u a g e t o g o : T a l k i n ga b o u t i m p o r t a n tm o m e n t s
V o c a b u l a r y a n d s p e a k i n g :T h i n g sw e r e a d
Reading: A suitcase of stories
G r a m m a r : P a s t p e r f e c ts i m p l e a n d c o n t i n u o u s
G e t t a l k i n g : T u r n i n gp o i n t s i n y o u r l i f e
J n g u a g e t o g o : D e s c r i b i n ga p r o c e s s
. ' o c a b u l a r ya n d s p e a k i n g : F a m e a n d s u c c e s s
r - i s t e n i n g :C r e a t i o no f a p o p l e g e n d
G r a m m a r : P a s s i v ec o n s t r u c t i o n s
G e t t a l k i n g : I n f o r m a t i o ng a p : T h e W i l l i a m ss r s t e r s
L a n g u a g e t o g o : T a l k i n ga b o u t t h r n g sp e o p l ed o f o r y o u
V o c a b u l a r y a n d s p e a k i n g : H o u s e w o r ka n d c l e a n l i n e s s \
Reading: Maid4lJ - Servicesfor your home
V ''...
G r a m m a r : H a v e s o m e t h i n gd o n e a n d r e f l e x i v ep r o n o u n sr.. /
G e t t a l k i n g : T h i n g sy o u d o , a n d h a v e d o n e f o r y o u
L a n g u a g e t o g o : M a k i n g p r e d i c t i o n sa b o u t t h e f u t u r e
V o c a b u l a r y a n d s p e a k i n g :T o y s a n d g a m e s
Reading: Tomorrow's toys
G r a m m a r : M o d a lv e r b s t o t a l k a b o u tf u t u r e p r o b a b i l i t y
G e t t a l k i n g a n d w r i t i n g : F u t u r ep r o d u c t s
L a n g u a g e t o g o : P r e d i c t i n gf u t u r e e v e n t s
V o c a b u l a r y a n d s p e a k i n g : D e s c r i b i n gc h a n g e s
L i s t e n i n g : F u t u r ei n v e n t i o n s
Grammar: Future with willand will have done
Get talking: What will you havedone by 2O2O?
[ - a n g u a g et o g o : C o m m u n i c a t i n gb y p h o n e
S p e a k i n g a n d v o c a b u l a r y : T e l e p h o n i n ge x p r e s s t o n s
[ - i s t e n i n g :A t e l e p h o n ec o n v e r s a t i o n
V o c a b u l a r y2 : P h r a s avl e r b s a b o u t t e l e p h o n i n g
G e t t a l k i n g :r o l e p l a yO
: n the phone
L a n g u a g e t o g o : D e s c r i b r n gs y m p t o m s o f a n i l l n e s s
V o c a b u l a r y a n d s p e a k i n g : M e d i c a lp r o b l e m sa n d s y r y ) i Q t o m s
/ ' \
L i s t e n i n g : H o n e y m o o nh o r r o rs t o r i e s
V o c a b u l a r y 2 : P h r a s a vl e r b s a b o u t i l l n e s s
r
'
G e t t a l k i n g : r o l d p l a yA
: v i s i tt o t h e d o c t o r
L a n g u a g e t o g o : D e s c r i b i n gr u l e s i n t h e p r e s e n t
V o c a b u l a r ya n d s p e a k i n g : M a k e a n d d o
Reading: Netiquette
G r a m m a r : M o d a l v e r b s f o r n e c e s s i t ya n d o b l i g a t i o n
G e t t a l k i n g a n d w r i t i n g : D i s c u s s i n g' r u l e s ' o f b e h a v i o u r
L a n g u a g e t o g o : D r a w i n gc o n c l u s i o n sa b o u t t h e p a s t
V o c a b u l a r y : P e o p l ea n d g r o u p s
S p e a k i n g a n d r e a d i n g : A n a m a z i n gd i s c o v e r y
G r a m m a r : P a s t m o d a lv e r b s o f d e d u c t i o n
G e t t a l k i n g a n d w r i t i n g : L i f e 2 , 5 0 0y e a r sa g o
L a n g u a g e t o g o : C o m p a r i n ga t t i t u d e s
V o c a b u l a r y a n d s p e a k i n g : E x p r e s s i o n sw i t h t i m e
Reading: Long-distancecommuter
G r a m m a r : W a y s t o e x p r e s sc o n t r a s t i n gi d e a s
G e t t a l k i n g a n d w r i t i n g : A t t i t u d e st o w o r k a n d t i m e
L a n g u a g e t o g o : G i v i n ge x t r a i n f o r m a t i o n
V o c a b u l a r y a n d s p e a k i n g : B u s i n e s sp r o c e s s e s w
: ord building,
-X
Reading: A simple idea
G r a m m a r : N o n - d e f i n i n gr e l a t i v ec l a u s e s
./
G e t t a l k i n g a n d w r i t i n g : E x p l a i n i n ga b u s i n e s sp l a n
L a n g u a g e t o g o : D i s c u s s i n gp e r s o n a la c h i e v e m e n t sa n d p r o j e c t s
V o c a b u l a r y a n d s p e a k i n g :A c h i e v e m e n t sa n d p r o j e c t s
L i s t e n i n g :T r e v o rB a y l i s- i n v e n t o r
G r a m m a r : P r e s e n tp e r f e c ts i m p l e a n d c o n t i n u o u s
Get talking and writing: What you've been doing
L a n g u a g e t o g o : D e s c r i b i n gf r i e n d s h i p
V o c a b u l a r y a n d s p e a k i n g :V e r b e x p r e s s i o n sa b o u t f r i e n d s h i p
L i s t e n i n g :O l g f r i e n d s
Grammar: Present perfect with forand since
G e t t a l k i n g : T e l l i n gs o m e o n e a b o u t a g o o d f r i e n d
L a n g u a g e t o g o : D i s c u s s i n gf r e e d o m
V o c a b u l a r ya n d s p e a k i n g : P r i s o n
Reading: Extracts from Long Watk to Freedom
F u n c t i o n : P r o h i b i t i o no, b l i g a t i o na n d p e r m i s s i o ni n t h e p a s t
G e t t a l k i n g : C o m p a r i n gf r e e d o m a t d i f f e r e n tt i m e s o f v o u r l i f e
L a n g u a g e t o g o : A s k i n g q u e s t i o n sa b o u t p e r s o n a li s s u e s
I' .
Speakingand vocabulary: Happiness
L i s t e n i n g : S u r v e ya b o u t h a p p i n e s s
F u n c t i o n : P o l i t eq u e s t i o n s
G e t t a l k i n g : P e r s o n a li s s u e s
L a n g u a g e t o g o : T a l k i n ga b o u t l i k e l ya n d u n l i k e l ys i t u a t i o n s
S p e a k i n g a n d v o c a b u l a r y : D o i n gb u s i n e s s
R e a d i n g a n d l i s t e n i n g : B u s i n e s sa r o u n dt h e w o r t d
G r a m m a r : F i r s ta n d s e c o n d c o n d i t i o n a l s
G e t t a l k i n g : D i s c u s s i n gr e a c t i o n st o s i t u a t i o n s
I
I
t
L a n g u a g e t o g o : R e p o r t i n gw h a t y o u h e a r o r r e a d
V o c a b u l a r y a n d s p e a k i n g :T h e w e a t h e r
L i s t e n i n g :W a y s o f f o r e c a s t i n gt h e w e a t h e r
Gramma r: Reportedstatements
G e t t a l k i n g : R e p o r t i n gt h e w e a t h e r
> R e c o r d i n gs c r i p t s p n c r 1 1 8
> P r a c t i c es e c r o n a n s w e r r e v p n c et z +
Languageto go: Talking
-l
v)
4
U)
3
d
{. nnr ''-,.'\
./
a
regrets
Vocabulary
and speaki
Reading:Extract
from
G r a m m a r : T h i r dc o n d i t i o n aal n d / w
G-ettalking: You only regret what yoil
tf onlY
tdo
Language
to dp' Reporting
a conversation
or interview
Speakingand r)pcabulary:
Job ryplications
andinterviews
Listening:
Afteritheinterview f
guestions.1
Grammar:Reported
Get talking:Re'irorting
a conversa'tion
(D
andrntensrfiers
Adjectives
a n dc o n t i n u o u s
P a sst i n p l e
T e l l i nsgt o r ' raetsr de x a g g e r aet tvnegn t s
Complete the dialogues below with a suitable
adj ecti veor i ntensi fi er.
L o o k a t t h e p h o t o s o f C a r n i v a l i n F l i o c i e '. j a r t e i i ' r i ,
B r " a z i l "I n p a i r s , d i s c l t s s t h e f o l l o w i n g q u e s t l c . r n s . "
1 H a v e y o u b e e n t o R r of o r C a r n i v a7
2 Would you ike to go? Why? / Wh',
3 ! \ / h a t d o y o u k r r c v ;a b o u t i t ?
!l
2
-
f l ' v t r aht et h e p a i r s o f a d j e c t i v e s w h i c h a r t s i ' - i r r i a i r l
n'lean!ng.
fascnating good Packeo
trr-ed enormcus cr-owded fiao
a w fu l e r h a u s t e d
-
: '
fi
4
5
bor,LLwg( = verY, 'le
[-xan-pie.laot
[rr-)
A V \/ereyou
I
B : H ot?I tryasabsoLttel v
A: \\/ere you rea v
---.-.1
B Y es,I w as
. - : -,aa',:
A :W a s r t
I
ts Y es,i t w as = "
i r)
A , W as the stacr,
B : B i g rl t v v a sa b s , -l . :
A : W a sl h e m t s ,
: _- j, - _ ^ . _ + - l
-:)t L,l
B G o o d ?l t w a s
, ) : l J :
-
N o w l t s t e n a n d c h e c ' xy o u r a n s w e r s ^
When do we use the
r n t e n s i f i e r sr e a ! l y
very and
Describe the photos using the adlecttves ii'oi.'"r
Exercise2"
absolutely?
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1
Listening
Practlce
5
I
O
E$| Listento Saratatking
about her visit to Carnival.
Whatdid she think of it?
Usten again. Are these
sentences true O) or false (F)?
1 Sarawas stayingin Rio.
2 lt was r ainin gw h e n s h e a rri v e d .
3 T heywer e pl a n n i n gto c a n c e th
l e c a rn i v abl e cause
of t he r ain.
4 W hen t he r ai ns to p p e dth
, e c a rn i v asl ta rte d .
5 A n audienc eo f 7 0 ,0 0 0w a s w a i ti n gi n th e
S am badr om e .
Look again at the sentencesabove. Underline
verbs in the past simple and
verbs in the
@
past continuous.
Complete the sentences using the correct form of
the verbs iri brackets.
Example:I rwet (meet)Tom yesterdaywhile I was
waLtLwg (wait)for a bus.
1 | -2 He _of him.
3 Jul i a
4 -
(go)to the ci nematw i ce l astw eekend.
(drive)very fast, when he
(see)a dog run acrossthe roadin front
(l i sten)to l oud musi c,so sh e
(not/ hear)the doorbel l .
(you/ see) Pabloat the party?He
' -ffi:'l"1:"^,:il;ffi
buthewasn't
(not/ eat)anythi ng .
hungryso he
(enjoy)the lessonso much yesterday
6 | -(not/ real i se)
that I
i t w as ti me to go.
Grammar
focus
G e tt a l k i n.g. .
I
10 In pairs, tell your partner a true story about you.
Gombinethese sentencesto make rules about the
past simple and the past continuous.
1 T h e p a s ts i m p l e. . .
2 T h e p a s tc o n t i n u o u.s. .
3 S om et im est h e p a s tc o n ti n u o u s...
a)
is us edt o d e s c ri b ea l o n g e ra c ti o no r e v e nt
whic h is in te rru p te b
d y a n a c ti o no r e v e n ti n the
pas ts im pl ete n s e .
b)
des c r ibes
a n a c ti o no r e v e n ti n th e p a s t.
c)
des c r ibesa s i tu a ti o no v e ra p e ri o do f ti m e i n the
past.lt is often usedto set the context
to a story.
Firstset the context.Then describethe actionbut
exaggeratesome of the informationto makethe story
more i nteresti ng.
Thesei deasmay hel pyou.
o You met a famousperson
o Youdid somethingvery dangerous
o Y ouhadan acci dent
o Youwent to a strangeplace
o Y oufoundsomethi ngi nteresti ng
o Youfell in love
Y ourpartnermust deci dew hi ch i nformati on
i s true and
w hi ch i nformati on
i s exaggerated.
andwrlting
11 Writeyour story as part of an informalletterto a
friend.Exaggeratesome of the story to makeit
moreinteresting.
A : I sawherw henI w asw al ki ng
dow ntheroad.
B :D i ds h el o o kg o o d ?
A : Good?
S hel ooked
absol utel
y
fantasti
c!
> GRAMMARREFERENCE
PAGE108
> PRACTICEPAGE88
C,
c a b u lray S l e e p
questions
andobject
G r a m m aSubject
r
routines
anddescribing
about
L a n g u a gt oeg o Asking
person?
A r ey o ua m o r n i n g
aryand speaking
Vocabul
In pai rs,di scussthe fol l ow i ngquesti ons.
What i s yourfavouri te/ l eastfavouri tepartof the day?W hy?
2
Match the phrases about sleep with the correct definitions.
Phrases
1 a mornrngperson
2 stay up late
oversreep
4 havean earl yni ght
not be ableto keep (your)
eyesopen
o havea l i e-i n
7 be an earl yri ser
8 w ake up
I f a l la s l e e p
1 0 get out of bed on the
w rong si de
3
Definitions
a) sl eepl ongerthan pl anned
b) a personwho feels goodI alertin the
mornrngs
c) a personw ho gets up earl y
d) stop sl eeprng
e) begi nto sl eep
f) go to bed l aterthan usual
g) stayi n bed l aterthan usua l
h) go to bed earl i erthan usual
i ) be i n a bad mood i n the mo r nt ng
j ) fi nd i t di ffi culto
t stayaw akeat
ti mes duri ngthe day
Describethe people in the pictures using the phrases from Exercise2.
R e a di n g
4
Read the text and say which of the pictures are described.
ii
Vic has eaten his two slices of toast and is on his third cup of tea
and first cigarette of the day when Marjorie enters the kitchen in
her dressing gown and slippers.
'Smoking,' she says, condensing into a single word an
argument well known to both of them.Vic grunts. He glances at
the kitchen clock.
'shouldn't Sandra and Gary be getting up? I won't waste my
breath on Raymond.'
'Gary doesn't have school today. The teachers are on strike.'
'What about Sandra?'
'I'm taking her to the doctor's.'
'W'hat's the matter with her?'
Marjorie yawns evasively.'Oh, nothing serious.'
'Why can't she go on her own? A girl of seventeen should be
able to go to the doctor's without someone to hold her hand.'
'I don't go in with het not unless she wants me to.I
iust wait
with her.'
Vic regards his wife suspiciously.'You're not going shopping with
her afterwards?'
Mariorie blushes.'.Well,she needs a new pair of shoes ...'
Adaptedfrom Nice Workby DavidLodge
5
Read the text again and answer the questions.
1
2
3
4
5
6
l^._
What did Vic havefor breakfast?
W hat does M a rj o ri eth i n ka b o u ts m o k i n g ?
W ho got out o f b e d o n th e w ro n g s i d e ?
W ho s houldb e g e tti n gu p ?
W hic hc hildo fte no v e rs l e e o s ?
W hat do V ic a n d Ma ri o ri eta l ka b o u t?
_
G e tt a l k i n g
9
Do a survey to find the morning people in your class.
1 C ompl etethe questi onsusi ngthe prompts.
2 D o the questi onnai re
i n pai rs,then di scussyour
answ ersIn groups.
r
t ] r a m m a rT o c u s
6
Look at the examples and underlinethe correct
alternativesin sentences 1-4.
A Subjectquestions:Who speaksto Vic?
Answer:Marjoriespeaksto Vic.
t1r,ebLrdswake CarLos ,lcp.
B Objectquestions:Who doesVic speakto?
Answer:He speaksto Mariorie.
1 ln A, Marjorieis the subject / the object.
2 ln B, Marjorieis the subject / the object.
3 Subject questions / Object questions need an
aux iliarvyer b .
W hen we as k q u e s ti o n sa b o u tth e s u b j e c to f the
s ent enc e,t he w o rd o rd e ro f th e q u e s ti o na n d the
answer is fhe same / different.
7
Look at Exercise5 again and answer the
questions.
1 Which au*iliary verbs are used?
2 Which are subject questions and which are object
questions?
Practice
8
Look at the prompts and write the questions. Use
the answers to help you decide if it is a subject or
object question.
Example:got up / first? Who got , fursta Vic.
T
1 M ar jor ielwea r?
Dressinggown
a n ds l i p p e r s .
2 Vic / speakto / first?
Ma rj o ri e .
3 lik e/ hav ea lie -i n ?
A l lt h e c h i l d r e n .
4 V ic/ glanc eat?
T h e k i tc h e ncl ock.
5 take / Sandrato the doctor's? H e rm o th e ri s.
6 Marjorie/ planto do afterthe
Goshopping.
doctor's?
7 Marjorie/ say aboutthe
T h e ya re o n stri ke.
t eac her s ?
A : W hatw akesyouupi n
themorni ng?
B :A l argecoffeel
> GRA]VIMAR
REFERENCE
PAGE108
> PRACTICEPAGE88
Associations
VncnhulnrV
wilh will andgoingto
firammar Future
fordecisions
reasons
decisions
andgiving
t* fifi Making
Lnnqumge
rV ffind speaking
#mnmhulfi
't
Complete the sentences using the words in
the box.
go wit h im a g e a s s o c i a ti o n sma k e s re mi nds
s ounds s u g g e s ts s u tts
The name Elvisalwavs_--
me ot a rocK
SIAT.
a fl o werto me.
me th i nkof the
S he' sc all e dl n d i a ,s o i t -c ounT r y .
at al l .
my p e rs o n al i ty
M y nam ed o e s n ' t
' c a l m '- a n d l ' m n o t l
It means
I t hinka n a m el i k eA u g u s tu sc re a te sa v e ry strong
2 Her nam e ' sF l o raT. h a t= --
l i kehe
6 His f ir s t n a me ' sJ o rg e ,s o i t -c o u l db e S p a n i s h .
' f u l lo f
I S h e ' sa l i v e l yp e r s o na n d h e r n a m em e a n s
h e r.
lif e' ,s o lt re a l l y--B T he nam eL o rn ah a sa l l k i n d so f h a p p y
s
f or m e, b e c a u s eth a t w a s my g ra n d mo ther'name.
?
I n pair s ,dis c u s sth e fo l l o w i n gq u e s ti o n s .
1 D o y o u l i k ey o u rn a m e ?
2 Doesit g o w i th y o u r p e rs o n a l i tY ?
3 Do you know why your parentsgaveyou
t h a tn a m e ?
4 Do v ou k n o w w h a t i t m e a n s ?
Look at the pictures.They show ways in which
par ent sdec i d e o n n a me s fo r th e i r c h i l d ren.Thi nk
of other ideas.
CSI Listen to parents talking about their
children's names. As you listen, write the speaker
next to the name(s)they chose.
Name
lSpeaker
Dawn
Lola
Kevin
G eor ge
Stanley I STealrcert
Matilda
iReason
5
Look at the Top Ten reasons why parents choose
names for thei r chi l dren.Li stenagai n and m at ch
the six names in Exercise4 with the correct
reasons.
ffi d$e
baby...
fornaming
Top $ffi reasons
I t s o u n d sg o o d .
s
It' sa famousperson'name.
It camefrom a namebook.
I t ' sa t r a d i t i o n af la m i l yn a m e .
It createsa strongi mage.
I t r e m i n d tsh e m o f a c l o s ef r i e n d .
I t ' st h e n a m eo f a p a r e n to r g r a n d p a r e n t .
I t h a sr e l i g i o uass s o c i a t i o n s .
It refersto the ti me of bi rth.
+
J
r ' S r . Y l n n af or c u s
a
Match the examples in the box with the rules
below.
I t
Lref tfilK{rltl
I
Look at the products below and think about the
best names for each one.
W e' ll f ak et h e fi rs t n a m ew e fi n d .
c a l l o u rb a b yb o y S ta n l e y .
r- I don't think I'll callher that.
ts W e' r e going to
-
W hen we t alka b o u td e c i s i o n sm a d eb e fo re t he
m o m e n to f s p e a k i n gE. x a m p l e
_
2 W hen we t alka b o u td e c i s i o n sm a d ea f th e m omenr
of s peak ing.Ex a m p l e_
3 W hen we m a k ea d e c i s i o nn o tto d o s o me thi no.
Exampl_
e
-
]
C
K l ok/ I l me-zone
/ A ccurate
EEI Listen and repeat the sentences.
-r^f
i^^
3 U LIT.U
Underlinethe correct form of the verb.
E x am ple:
W e' v e a l re a d ym a d eo u r d e c i s i o nh: e ' l l / he' s
going t o be c a l l e dBe rn i e .
1 We decidedlast night that we'll / we're going to
hav ea par t yt o c e l e b ra teD a v e ' sn e w j o b .
2 A : Do y ou wan t to c o me to th e n e w Bo n dm o vi e
tonight?
B: l'm not sure. I'll / I'm going fo callyou later.
3 What did you decide- will you / are you going to
c a l ly o u rd o g B o n e s ?
4 A : O h , n o ! D i dy o u h e a r t h a t ?T h e t r a i n ' sg o i n g t o /
willbe hal fa n h o u rl a te .
B: ln that caseI'll / l'm going fo take the bus.
I hav en' tm ad eu p my m i n dy e t, b u t I th i n k l ' l l / I' m
going fo call my boat GypsyOueen.
A : W o u l dy o u l i k ea d r i n k ?
B: No, I don't think I will / l'm going fo, thanks.
I hadone e a rl i e r,
l' v e m adeup my m i n d- th e tw i n s w o n ' t / a ren' t
going f o haves i m i l a rn a m e s .
S p a r k l /eW h i t eM a g i c/ F r e s h
4 | Rainbow/ Tasty/ Tropical
Fi rstdeci dew hi ch nameyou l i kebest and w h y.
C hooseone of the namessuggested(orthi n kof
otheri deas).
In groups,try to agreeon the best names.
R ememberto gi veyour reasons.
I
I
A : A reyougoi ngto
marrvhi mthen?
B : I ' mn o ts u r eD
, ad.
l ' l ld e c i d lea t e r .
> G R A M M A RR E F E R E N CPEA G E1 0 8
> PRACTICE
PAGE89
r
V n c a b u l a rEducation
y
andsuperlatives
r Comparatives
fi ramrna
careers
L a n g u a gt *Hg ; r ;Comparing
tffireerpaths
V o c a b u l a rayn d
s p e ak in g
'l
vatctr the nouns and verbs
to complete the spidergrams.
^i^l,ar
Lest aoegree
lo0 a
s^ ^ ct - ^n^ lo o t a
o l l esg e
anex am al t;tl Xl fi n rm' [ic mrl
univ er s it y g o o dg ra d e s
4
Read the article again. Are the statementstrue (T) or false (F)?
1
2
3
4
5
6
7
B
Y o u n gp e o p l ew i l l g e t t h e i re x a mr e s u l t st o d a y .
Gavi nal w avsw antedto teachhi story.
G a v i nl o s th i sj o b b e c a u s eh e w a s t h e o l d e s tl e c t u r e r .
G a v i nt h t n k sr e - t r a i n i ni sg e a s i e fro r y o u n gp e o p l et h a ni t i s f o r h i m ,
C a r ld i d w e l l a t s c h o o l .
c o u r s eb e c a u s ei t w a s d i f f i c u l t .
C a r lg a v eu p t h e t r a i n i n g
u
l
b
e
c
a
u
s eh e h a sw o r k e dh a r o .
C a r li s s u c c e s s f
n
e
c
essarv.
a
r
e
C a r tl h i n k se x a m s
ls lt
Studylng?
really worthlt?
2
I n pair s ,dis c u s sth e fo l l o w i n g
ques t ions .
1 Do ex am re s u l tsre a l l ys h o w
y o u rt r u ea b i l i t y ?
2 How im po rta nat re
q u a l i fc a t i o n s ?
i:t*acling
3
Read the article quickly to find
out what jobs Gavin and Carl
do now.
t's that time of year again - the national exam results are
coming out today and young people all over the country
are deciding what to do next. Go to college?Get a job?
So,it's a good time to ask: 'How important is educationif you
rvant to be successfulin life?'
A iobfor lite?
A university educationused to be
the safestpath - a job for life. Is
this still true?ReadGavin's story.
'I always loved history but
I didn't know what job I wanted.
I worked hard at school,passedall
my exams and went to university
to study history. After continuing
studying and becoming a
university lecturer,I thought I had
a good job and a safe career.
Unfortunately. the university
reduced the teaching staff. I was
the most experiencedlecturer, but
alsothe most expensiveso I had to
leave. I'm 51 now. I want to
re-train but it's harder for me than
it is for youngerpeople.'
,r, /
10
3 rammar focus
5
Practice
Look at the examples and answer the questions.
A
B
C
D
E
7
Re- t r aining
is h a rd e rfo r m e th a n i t i s fo r y o u ngerpeopte.
Studyingis more important than working.
He was the oldesf lecturer.
lt was the most boring thing I ever did.
I was the most experienced lecturer.
E x a m p l eG: a v r nw a s a m o r e
s u c c e s s f uslt u d e n t h a nC a r l .
Carl was a Less sr"tocessfvl
stwd,ewt thaw 1avLw.
C arlhada w orse educat ion
t h a nG a v i n .
Gavi nhad
C a m b r i d gU
e n i v e r s i tiys o l d e r
thanY al eU ni versi ty.
Y al eU ni versi ty
_
C arl ' scareerpathw as ri skier
t h a nG a v i n ' s .
Gavi n' scareerpath_
.
G a v i nw a s n ' tt h e c h e a p e s t
1 W hat ar e t he ru l e sfo r m a k i n gc o mp a ra ti vaend superl ati ve
sentences?
2 How do y ou pro n o u n c eth a n i n c o mp a ra ti vsentences?
e
3 How do y ou pro n o u n c efh e a n d mo s f (e .g .th e most successfuli)n
s uper lat ivsee n te n c e?s
6
Rewrite the sentences so that
they have the same meaning.
EEI Listen to the sentencesand repeat them with the correct
p r onunc iat ion.
lanlt
trar
Gavi nw as
C arlw asn' tthe most
i nterested
studenti n hi s
school.
C arlw as
Today' stest w as hardert han
4t'
l^^+ .. ,^^l.t^ +^^+
IdJt VVUUK 5 LUSL.
t
Lastweek's test
d,t
it
jr
Ge tta l k i n g
-f
8
In groups, l ook at the
informationabout three
different people on page 84.
C omparethem usi ng the
suggesti onsi n the box.
$
$
happy sati sfi ed f ri ends
ti red stressed ri ch
free ti me benefi ts
$
$'
-
d
d
s
s{,
'
A lessonin life?
]!wi
Carl's chosenroute would appearto be the riskiest, but could it
acrually be the most successfulin the modern world?
'I
was the worst pupil in my school and left at 16.I tried a
training course,but it was the most boring thing I ever did and I
gave up after a week! I got a job in an electrical shop, and
quickly learnt enough to becomemanager.Through hard work,
I made my way to the top and now I'm Managing Director of
one of the biggest software companiesin Europe. who needs
exams?work is a much better way to learn than any courses!'
d*€':'*+e*+*-*^*.s**
l
..,$'
s1
Example:
I thlwk Javwes
Lsthe
rlohest,bu* heTrobabLyhas
the Leastfree tLvwe.
f
s,r
iF
rii
.sl
{
{i
$i
ql
*i
s
.s!
S,I
d'
s',.,-*.,+p.#,
,*ms#
..*d- -*$'*',.,NNs"""'*'*s'*nr'
A : W hat' sthebestthi ngaboutyour
newj ob?
B :W e l l l,' v eg o ta b i g g edr e s ka n dl o n g e r
hol i days
!
F G R A M M A RR E F E R E N CPEA G E1 0 8
F PRACTICE
PAGE89
11
of difficulty
Levels
Vmcnhu$nry
forability
verbs
Modal
ffirnnrrnnr
anddifficulties
abilities
tn gn Describing
l"nngunge
Un thn ffithnrhnnd
Vocabularyffindspffiffiking
1
3
put the expressionsinto the correct column below.
I tw a s . . .
I f o u n di t . . .
a p i e c eo f c a k e .
hard.
manageable.
lmpossible.
c o m p l i c a te d .
n o tro u b l e .
simple.
straightforward.
tough.
possible.
How much do you know about being left-handed?
In pairs, discuss the following questions.Then
check the answers on page 84.
' l eft-handed'
mean?
1 W hat doesbei ng
' ambi dextrous'
mean?
2 W hat doesbei ng
3 What percentageof peopleare left-handed?
and ri ght4 D o w e i nheri tl eft-handedness
handedness?
Listmning
4
Listento the first part of the conversation
ffi
betweenMikeand Joannatalkingaboutbeing
Tick (/) the thingsthey mention.
left-handed.
1 tennis
2 dri vi ng
?
Egl Now listen and repeat the expressionswith
the correct pronunciation.
Look at the photos of people learningto do things.
ln pairs, discuss the following questions.
H o w d i d y o u f e e lw h e n y o u f i r s t . . .
. ro d ea b i c y c l e ?
. s pok eE ng l i s h ?
. us edt he I n te rn e t? . l e a rn e dto ti e y o u r s hoel aces?
w ri ti ng
T
I
tr
4 ealrng
T
5 draw i ng
6 bei ngambi dextr ousT
tr
4
'18
Fnactic*
+hIL
ffi Complete the sentences using the correct form of
can, could, be able to or manage fo. There may be
more than one answer.
E x a m p l eT: h e h o m e w o r kw a s d i f f i c u lbt u t i n t h e e n d
I vwawagedto do it.
1 I
w ri te unti lI w as ei ght.
s compl i cated,
2 Thi sgrammar' too
I
understand
i t.
3 Lastyear I
speakE ngl i shmuch bet t er
than I
w ri te i t.
4 l t ' se m b a r r a s s i nbgu, t I ' m 2 9 a n d I s t i l l
r i d ea b i k e l
5 E venbeforehe w as seven,he -ki c ka
footbal bri
l l l i antlwy i th ei therfoot.
6 l ' m j ust
to cook.I burneverythi ng!
I My si sterfel l i ntoa ri verbut fortunatel she
y
sw i m to the bank.
B C oul dyou repeatthat,pl ease?| -h ear
w hat you sai d.
c
EEI The pictures above show four abitity tests
that M ik e and J o a n n a d i d w i th th e i r ri g h t h a n ds.
Listen to the rest of their conversationand write
notes about how they got on.
1 T hr owa ball
2 Write a message
G e tt a l l q i n u
I
D o the abi l i tytests that Mi ke and Joanna di d.
1 In pai rs,di scusshow w el l you thi nkyou can do t ne
t e s t sw i t h y o u r ' o t h e rh' a n d .
2 D o the tests,then compl etethe tabl e.
3 I n g r o u p sd, i s c u s sy o u rr e s u l t s .
3 Cut wit h s c is s o rs
4 Draw a face
Y ou
1 Throwa bal li nto
a w aste bi n
r cus
3 r - a m m af o
2 W ri te a message
3 C ut paperw i th
5
Look at t he r ec o rd i n gs c ri p t o n p a g e 1 1 g a n d fi nd
examples of talking about ability and difficulty.
SCISSOTS
4 D rawa face
Example:I vwawagedto throw the baLLOK.
-
Complete the rules using the correct form of
can, could, be able to or manage to.
'
W hen we t alka b o u ta b i l i tyi n th e p re s e n t,w e use
z W hen we t alka b o u tp e rma n e nat b i l i tyi n th e p ast,
we us e
W hen we t alka b o u ts o me th i n gth a t w a s p o s s i bl e
on a s pec if icoc c a s i o nw, e u s e--or
( bu tn o t c o u l d ).
W hen we t alka b o u ts o m e th i n gth a t w a s N OT
pos s ibleon a s p e c i fi co c c a s i o nw, e u s e
A : D i dy o um a n a gteo
fi xthecar?
B :Y es,i t w asa pi ece
o fc a k e !
or_or
> G R A M M A RR E F E R E N CPEA G E1 0 9
> PRACTICE
PAGE90
I P artner
=W
V o c a b u l a rCrime
y
of purpose
G r a m m aAdverbs
r
reasons
foractions
L a n g u a gt oeg o Describing
spying
Corporate
V o c a b u l a rayn d s p e a k i n g
1
6
took at the sentences and underline the correct
alternatives.
guardtp.p{-,t
the nightlookingat I
1 Thesecurity
on
the
CCTVmonrtors.
,,spying
Z"itVtuilgjers
I Thievesbrokeintothe banklastnight
and borrowed I stole f1 million.
Policedidn't haveenoughsenfenceI evidenceto
arrestthe suspect I prisoner.
The directorwas accusedI committed of using
companyprofitsto buy jewelleryfor his wife.
Georgetold me he was thirty,when reallyhe's
forty-five!He's so dishonest I illegal.
6 lf you reallydidn'ttake the money,you must deny I
admit it straightaway.
Explainthe difference in meaning between the
pairs of words in italics in Exercise 1.
Do you think it is acceptable for employeesto do
these things at work?
o
.
.
.
t ak e pen sh o me
s endpe rs o n ael -m a i l s
m ak epe rs o n apl h o n ec a l l s
c laimt o o m u c h o n e x p e n s ea c c o u n ts
Reading
Look at the photo in the newspaper article and
describe what is happening.
1 W hat ar e th e s e c u ri tyg u a rd sd o i n g ?
2 What are they lookingfor?
Read the article quickly and match the headings
below with the correct paragraphs.
@
@
oo voutakeotf
youare!#n*Jffit-T:t:i:H3-$
where
They
know
,,,,.',*1.^-#-
*+--rFa
^
_.1*a-**"
i
can'thide.$
@ Yourcomputer
-*r,,#
*1^#e
d' *@ffi",[email protected]
Read the article again and answer the questions.
1 W hat arevi deocamerasand taoe recorder sused
for at work?
2 W hy do some compani esput machi ne sin t heir
employees'cars?
movements'in par agr aph
3 W hat do you thi nk
3 means?
6
- ' o n n m afro c u s
Practice
C om plet et he r u l e s a b o u t th e a d v e rb so f p u r pose
in the table by writing verb, verb/-ing or subject +
verb. Find examples in the text to help you.
8
W ay sof ex pr e s s i npgu rp o s e
E xampl e:l ' m getti nga pri vatedetecti ve/ spy on m y
bovfri end
I'vw ge*Lwg a prLvate detectLveto spy ow wLA
bogfrLewd.
W h y s o m e o n ed o e ss o m e t h i n q. . .
1 to + verb
e.g.to watch erwpLogees'
vlvtr,taLYwovevwewts
2 in order to +
3 so as (not) to +
4 so that +
1 H e w antsto buy one of thosedevi ces/ reco r dinq
phoneconversati ons
2 S h ea l w a y sc a r r i e sa m o b i l ep h o n e/ t h e r e ' sa n
emergency
S omecompani esuse tapesand vi deocamer as/
fi nd evi denceof di shonestemol ovees
S ecuri tycamerasare usedi n shops/ catch
shopl i fters
I ' v eb o u g h ta n e w b u r g l aar l a r m/ a n y o n eb r e a k s
InIOmy nouse
They' vegot new w i ndow l ocks/ noooorT
can open
them from the outsi de
t i l
Because
something
m i g h th a p p e n
5 in case +
W hat s om et h i n gi s fo r
6for+
r
Admit it! Sometimes you make a few
personal phone calls, you take home some
office pens, you come back a bit late after
lunch. You always thought nobody noticed.
Nobody could accuseyou of stealing! But
not any more! From now on, employerswill
be taking advantageof new technology in
order to spy on staff. And that meansyou!
Write complete sentences using the prompts and
a sui tabl econnecti ngexpressi on.There may be
more than one answer.
Ge t r al k i n g
,l'
9
In pai rs, have a meeti ngabout company secur it y.
S tudentA : Y ouarethe di rectorof a company.
Turnto page84 and readyour i nformati on.
S tudentB : Y ouare a sal esrepresentati ve
from a
secuntycompany.
Turnto pageB Gand readV ouri nformati on.
z )
---F-
You may not see them, but tiny tape
recorders and video cameras are probably
spying on you now. Security devices for
u'atching and listening to everything that
happensat the workplace. And don't try to
hide! They can even check if workers are
really where they say they are. Companies
a n dw r i t i n g
1 0W ri te an e-mai lto a col l eaguew ho coul d not
attend the meeti ng.S ummari sethe mai n point s
of the meeti ng.
can link camerasto offices in case workers
are tempted to steal property. They can
install machinesin salesrepresentatives'cars
so as to check on their expenseaccounts.
l)***"
'
u*"@
*O
*nu,'s more, businessesare bringing in
lT security companies to watch .Tplglggl,
virrual movementr. Sofrrur"lil^talled
so
that they can record the websites you visit
and check the e-mails you send. They find
out all your secrets.You have been warned!
A: Whyareyouputting
i n securi ty
cameras?
B :S othatI know
w h e r eI a m .
I ' . G R A M M A RR E F E R E N CPEA G E1 0 9
]} PRACTICE
PAGE90
Work
perfect
simple
I Present
ilil'runnrnn
aboutyourexperience
{j# tu t1r:r Talking
il.nrlr,lHl,3
\,Ir,r:u[ll Ilml:p
$k,ffiffiTru\rumf$-;
''\,''4"\q"
:;,.\
I'l; i-rg
N t I $il-j
$"v ilJ[l (:j {h$:}rr+#
'il
ln pairs, name the office equipment in the picture.
Do y ou ev e rfe e l l i k eth i s p e rs o n ?
$
'
il r{stft}f'l{il"}{J
ffi Look at the photo and the job advertisement.
In pai rs,di scussthese questi ons.
1 D o y o u t h i n kt h e a p p l i c a nwt a s s u c c e s s f u l ?
2 W hy?/ W hy not?
Now listen to the interview and check
ffi
your i deas.
d$ Listen again and make notes about what work
experienceDan has and hasn't had.
#,eader
^"i".,uired
r
'tr Matchthe verbswith the nounsto make \
expressionsabout things to do with work.
There may be more than one answer.
V er bs
Nouns
us e
send
w o r ki n
organrse
applyf or
go f or
write
geT
recerve
a job
a report
a n rn te rv te w
a p ro m o | o n
an event
a te a m
a fax
a c o mp u te r
a n e -ma i l
I n pair s ,s a yw h l c hy o u h a v ed o n e .
v-4,-
_-
i
7
-:rarnrnar
focus
Fractice
5
B
Look at the examples in the box and c o m p l e te
the sentences.
Example:
Have you ever worked in a team?
Yes, I have.
W hen did y ou d o th a t?
1 T he nam eof t h e te n s ei n e x a m o l eA i s :
2 T he f or m of t h e te n s ei s :
r
3 T he nam eof t h e te n s ei n e x a m o l eB i s :
6
Underlinethe correct alternatives.
1 We use the past simple / present perfect simple
to talk aboutour experiences.
We need / don't
need t o s aywh e n th e e x p e ri e n c ehsa p p e n e d.
2 We use the past simple / present perfect simple
t o t alkaboutf i n i s h e da c ti o n si n th e p a s t.We n eed/
don't need to say when it happened.
Write dialogueswith the correct form of the
present perfect simple or past simple.
I
You/use/computer?
ftaVe tJow ever wsed a oornryv*er?
W hen l l earn?
Whew dld govt Learw?
Yes
1 Y ou/ organi se/ event?
2 Y ou/ w ork i n / team?
When I do?
3 You/ send I fax?
4 You/ apply for I job?
W h e n/ a p p l y ?
5 Y ou/ go for / promoti on?
B e / successful ?
No
Yes
In March
No
Yes
Lastyear
Yes
Yes
\es,I hav e.
ln 2000
Iw 2OOO.
In pairs, ask and answer the questions in Exercise
8, giving answers which are true for you.
Look at the recording script on page 119 and find
other examples of the present perfect simple.
EEI Now listen and repeat the sentences.
Ge tta l k i n g
10 Roleplayan interviewfor the job advertisedbelow.
1 In groups,preparew hat you' regoi ngto say.
GroupA are goi ngto be i ntervi ew ers.
GroupB are goi ngto be appl i cants.
I
You have ...
. thought abouta new job.
. had internationalexperience.
. experiencedpast successes.
. been a team leader.
. r u n m e e t i n g si n E n g l i s h .
I
l f y o u t h i n k y o u ' v ed o n e w h a t i t t a k e s. . .
then we want to hear from you.
,-dft"+\"*',,"q+n,silnr*ffiw,
m,,.*".****@*t'*ll
2 D o the i ntervi ew s.
A : H aveyoueverusedE ngl i sh
for busi ness?
B :Y es,I have.l ' vegi venpresentati ons
i n E ngl i sh .
> G R A M M A RR E F E R E N CPEA G E1 0 9
> PRACTICE
PAGE91
17
V o c a b u l a rTopics
y
of conversation
FunctionManaging
a conversation
L a n g u a gt oeg o Whatto sayinsocial
situations
Niceto meetyou
Vocabul
aryandspeaking
Look at the topics in the box. In pairs, discuss the
following question.
What topicsof conversation
do you thinkare appropriate
when you meet someonefor the firsttime?
the footballresults your love life his / her salary
your bad health last night'sTV programmes
the weather his / her good taste in clothes
how much his/ her haircutcost a deathin the family
L i sten
ing
2
Look at the photo. In pairs, discuss the following
questions.
1 Which of the peopleknow eachother?
2 Which of the peopleare meetingfor the first time?
EEI Listento the first part of the conversation
betweenSusie,Barryand Tom.Checkyour
answersto Exercise2.
Are the
EEI Listento the completeconversation.
statementstrue [I) or false (F)?
1
2
3
4
5
6
Barryis American.
TomprefersBritishweather.
BarrylikesSusie's
newsuit.
Susieis takinga courseat college.
Susie's
motherlikesSusieto be on time.
Barrywouldliketo meetSusieagainsoon.
Language
f oc us
5
Look at the recording script on page 119 and find
examples to complete the table.
Functions
I Examples
1 openinga conversation
2 congratulating
I fhatt bnLLLawt!WeQ
dowe.
3 introducing
4 c om p l i m e n ti n g
5'making conversation'
6 criticising
7 closinga conversation
Practice
6
Put the words in the correct order to make
sentences.
E xampl e:
to H i , you agai n. see l ovel y
tli, LoveLt4
to see govcagaLw.
1 real l y the your I l ove of hai r. col our
2 most at party! the beauti ful the Y ou' re
w oman
3 me phoned for Y ou ages! haven' t
4 on bi rth of the baby! C ongratul ati ons
y our
5 to you my C an w i fe? | i ntroduce
6 morni ng? new s you the hear thi s D i d
7 are you at H ow moment? getti ng the on
8 send P l ease to fami l y. my your l ove
9 resul ts are done! W el l exam fantasti c! Your
10 a i t? l t' s day, l ovel y i sn' t
7
EEI Listen to the sentencesand check your
answers to Exercise 6. Repeat the sentences with
the correct pronunciation.
I
G e tr a l k i n g.
8
Choose three of the functions in Exercise5 and
make up a short conversation for two or three
people.
1 In groups,practi sethe conversati on
al oud.
R ememberto thi nkaboutthe i ntonati on.
2 Try repeatingthe conversation
without your notes.
. .. a n dw r i t i n g
9
Write a similar conversationfor three peopte using
three different functions from Exercise5.
j"i,',',,ffim
you?B arry,
A : C anI i ntroduce
thi si s Tom..,
Tom,thisis Barry.
B : P l eased
to meetyou,Tom.
C :N i ceto meetyoutoo,B arry.
> G R A M M A RR E F E R E N CPEA G E1 0 9
> PRACTICE
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