ANA A C E V iP O

mmm©L c o w e r

Longman
 Contents

Grammar Reading Writing

C ro ssin g b o rd e rs
Past tenses: revision : ^ Usingthe introductory paragraph to The structure of an artide
Negative statements and questions predictthe artide style
The new speakers of English
The .Global Schoolhouse project

E x p lo rin g th e w o rld
Be/get used to Polar expeditions An informal letter of advice
Clauses of concession: even though, despite Phantom travellers

. ■
■ .....................
T h a t’s w h a t frie n d s are fo r
Adjective + preposition combinations Pen friend questionnaire
So/such. . , that The green-eyed monster
Vision of Danger: Episode One -

K ic k s and t h r ills
Indirect questions Martial arts . 4 ? A report
Reported speech: revision Bungee jumping

P a re n ts in th e classro o m
Reporting advice; advise, recommend, suggest, ^ Efficient reading Designing a poster
urge .
. Teenagers and how to survive them
Preferences and recommendations
Vision of Danger Episode Two

Revision I.-'' ry'i:.', \ '.,■

■
■■

Don't judge a book by its cover

Defining relative clauses with prepositions Books can become addictive! A contemporary story
Non-defining relative clauses ^ : Reading a long text-'
A summary oFJone Eyre

Puzzling puzzles
8
Past Perfect Continuous Topic sentences '. A dialogue
Possessive forms
Flying machines
.-.Vision'of Danger. Episode Three;

Home and away

a, an, the, zero artide Conservation camps; you can make a. A formal letter
difference!

Myths and legends

btpressing purpose; fin orderjto, in order/ Rnding specific information ^ A biography
so os not to, so (that)
An encyclopedia entry
too, enough . . " Annie Oakley.

I i . .Rocking *n* rolling

- - need-to do, need doing/to be done ■1 - . Zooropa: U2 on tour
Phrasal verbs 1: transitive separable and . Virtual reality concerts
inseparable . Vision of Danger; Episode Four

I'1
^ Revision
J' ■ n
 Contents

Listening Speaking Pronunciation Vocabulary

^ Predicting the structure and Adapting to a new culture

. . content of listening material .
The Young Internationals: a radio
programme .

Get talking: negotiating a solution Word stress Explorers and expeditions

to a problem

^ Identifying a speaker's attitude Get talking: expressing your attitude Using intonation to convey your Attitudes and relationships
attitude
Discussing pen friends

Enquiries about bungee jumping Get talking: expressing concern, A Wand watch: suffixes to
reassuring and persuading people ^ change the grammatical
meaning of a word
Sports and emotions

Parents and teenagers report back A . Word watch: easily confused

wortls: odv/ce/odvise,
practice/practise '
Family relationships

Using key words to aid. Presenting a plan of action to the class . Reading
understanding
Book at Bedtime

Solving a puzzle ^ Woixl watch: combining Lv/o

nouns

^ Listening in an intelligent way " . ■The /8s/ or IQiR Word watch: countable and
uncountable nouns
Discussing foreign exchanges
Conservation and foreign
exchanges

Gettalking: narrating a myth - Myths and legends.

A conversation about a pap concert Get talking: expressing preferences Pop concerts and new technology
 G ram m ar Reading Writing
.■W hat’s .©si th e Isox?
: Present Simple as future Reviews of television programmes Reviews: the best of a day’s television
Stative verbs ^ programmes ■
Staying in: Pick of the day
Vision of Danger Episode Five

Ju st th e job
Conditional sentences with unless, ^ Words which avoid repetition
provided!providing fthat), as long as
Making it as a model
Conditions in the past
An archeologist at work

A slice o f life
Sequence of adjectives : People in my life: a story Describing someone
Phrasal verbs 2: transitive and intransitive It's a funny old world!

Dream s a nd w orries
Wishlif only + past tense, wish + would Dear diary ^ A summary using linkers
needn't, don’t have/need to, needn’t hove, didn't
A Change of Heart The next scene of a play
have/need to

| y th e ;d e a d :- of.the eight.
Wishlif only + Past Perfect, regret + verb-ing ^ Understanding connectors to predict
what fallows
Sleeping like a baby
Vision of Danger: Episode Six

M&w was
The Passive voice: revision, modals and The Sony Walkman ^ A report on a scientific development
impersonal ft Vision of Danger. Episode Seven

;Y o ung'p s s p le is it lis new s

Rxed phrases with prepositions Identifying the outlook of a newspaper
As, /ike, as. . . as, as if/as though
The runaway
The junior Golf World Champion

M'QMnzl th e ,sser;es ■
.,:
Participle clauses ^ Reading techniques to suit your purpose : A story
See/hear somebody da/doing something
Good thinking. Batman
: Special effects

ia jid o f th e 'b rave ? :

Ability in the past and future: could, be able to, Children of courage
manage to Vision of Danger: Episode Eight
Phrasal verbs 3: review :

,st fcsap tztkmg

Future and future in the past ^ The writer's angle A composition based on fad: and opinion
Intentions, decisions and asking for advice
English as a global language
Keeping up your English

Additional material page 102 Grammar reference page 107

 Contents

Listening Speaking Pronunciation Vocabulary

Deciding what to watch oh Get talking: asking for; making and Types of programmes
television reading to suggestions

.................. .................................... . . .

'A Guessing what speakers have Get talking: describing something Occupations; a model and an
been talking about ancheologist
Describing yourjob
............................................... -..... .... .

$ Word watch: adjectives with ;

similar meanings . . .
Descriptive words 1 " ;
---- ..........—----- --- --- .... . . . -'................... ..........................................- .................

Ascehefromaplay Emphasising words to show your Teenage dreams and worries

feelings

- ...... -............... _____ -.............. -..................

^ Listening and note-taking Get talking: degrees of Poetry; tone groups Sleeping and dreaming
Adream (dis)agreement
^ Word watch: verb + -irig’or to i
+ infinitive

. ..
■ :

: A talk: making use of ‘extra1 ; ^ Get talking: giving a talk : : Using stress to emphasise meaning Gadgets and inventions ■
: listening time to predict what
wilt follow : :

Get talking: taking part in a ^ Word watch: prefixes to form

discussion V: (near) opposites
: Words which reflect a newspaper's ;
attitude

^ Word watch: similar words

The cinema and special effects :

A teenager's tale : ^ Get talking: maintaining a Using intonation to maintain/stop Descriptive words 2
: conversation. a conversation

..:: ..........
Language learners' strategies Language and language learning
I lS jt l
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m m
 ■
@rf©SSDE]g [©©[/''steps

1 In pairs, write a list of countries where English is 3 Read these alternative introductory paragraphs.
an official language. W rite notes on the things you Are the articles introduced going to be serious and
know about the countries on your list. formal or light and entertaining?
EXAMPLE: Great Britain —several countries (England,
Scotland, Wales), rains a lot Isince the fell of Communism, have been given permission to
' many residents of the former stay. Natalie Napier reports on
Now compare your information with another pair. \ Communist bloc have headed the adaptation of an immigrant
different countries. Some family to their host country.

2 Imagine you had to emigrate to one of the

) How would you fed if you Napier reports on a
countries in Exercise I. Find out your partner’s
j had to go and live in brother and sister who
answers to these questions. Ianother country? Natalie have made the most of it
1 W hich country would you most like to emigrate
to?
2 W hy have you chosen that country? We're beginning to do thingsthe English way. Wo even went
3 W hat things would you find difficult? I to Spnin on holiday this year!' Natalie Napier talks to a brother
4 W hat do you think your parents would find and sister who have made the most of their new country.
difficult?
Read the article and check your response to number 3.
Reading
Artfdes often include a short introductory
'And we had to do tots of interpreting for my parents,' adds Piotr,
paragraph. This paragraph will help you predict
They really had.problems speaking English. Once, my mother asked
what kind o f article you are going to read fser/ous 2 D for "roast kitchen" in a restaurant It took the waitress a while to work
and formal or light and entertaining). Then you can out that she wanted chicken!' he laughs. 'But they've made a lot of
decide i f you want to read the article. progress since theni' ' T :
Language problems aside, has adapting to a new country been
difficult? 'A bit,' says Joasia. Some things were puzzling. The first
25 time I heard about hockey I thought it must be on ice. I'd been to
; several games back in Poland. It was always men who played, too. So
I was surprised to be taken to afield, but when I saw that girls were
The new speakers of English : playing on grass I was flabbergasted!'
: Piotr thinks they have adapted well. 'We've been living here in
'We're beginning to do things the English way. We even went
30 England for four years now and we're beginning to do things the .. .
to Spain on holiday this year!’ Natalie Napier talks to a brother
English way. We even went to Spain on holiday this year!' he says
and sister who have made the most of their new country. ■. with a smile, v-:
Four years after she and her family arrived in Britain from Poland with
5 only some English, eighteen-year-old Joasia Kossowska has been
accepted by Cambridge University to read law. Her younger brother
Piotr, fifteen, has won a scholarship to a public school. He has been
visiting museums all summer his ambition is to become an artist
When the family emigrated to Britain, Joasia and Piotr went to a
10 local school. For the first year they had to have special English classes
; but within a year they were overtaking their fellow pupils. \
| 'When we left Poland I was attending Szkoia Podstawowa, that's
sort of like secondary school in Britain, I had done Russian for three
■years but didn't know very much English,’ says Joasia. 'When we :
15 started the English lessons I studied the same way I had studied :
Russian. You know, grammar exercises, lists of words. But [ also had
to talk, talk, talk from the start I needed to make friends!’ :

6
4 Read the article again. Which paragraph (2-7):
1 focuses on Joasia’s language learning?
2 talks about Jo asia and Piotr’s future?
3 maltes a link with the introduction?
4 is about the parents’ language learning?
5 deals with die adaptation process?
6 is about Joasia and Piotr’s early progress?
5 Look at your answers to Exercise 2 again. Are any
of them similar to Joasia and Piotr’s experiences?
G ra m m a r
6 Underline the past tenses in the text. Match them
with the explanations in the grammar box.
Talking about th e past
Present Perfect
Piotr has w on a scholarship.
We don't know when.
They have m ade a lot of progress.
And they will probably make more.
Present Perfect Continuous
They have b e e n living here for four years.
That see?ns quite a long time.
Past Simple
They em igrated four years ago.
Completed action. We know when it happened.
Past Continuous
I saw that girls w ere playing on grass.
They started before she arrived and then continued.
W hen we left Poland I was attending Szkola
Podstawowa. A A :.-V ’T-;
She attended witil they left Poland.
They had studied Russian before they came
‘Had studied’is the earlier action.
Need more help? Go to pages 111 and 112,
7 Put the verb in brackets in the correct tense. In
some cases there is more than one possible answer.
1 Many people from the former Communist bloc
(emigrate) to other countries since the end
of Communism. The ICossowskis (leave)
Poland four years ago.
2 W hen die reporter (arrive) at the
Kossowslas5house, they (have) tea so they
offered her some.
3 Mrs Kossowska____ (study) English for several
years. H er English is quite good now but she
doesn’t want to give up her lessons yet,
4 Joasia and P io tr (not study) English very
much before they (arrive) in England. Their
schooling (be) in Polish.
5 P io tr____ (attend) an English school for almost
half of his school life. His next two years at
school will also be in English.
6 The ICossowslds____ (not, be) to Britain before
they (move) there. It was their first dme in
the country,
7 P io tr (go) to a Polish school for six years.
Listening
Knowing what sort o f listening material you are
“going to bear helps you understand it because you
can predict its structure and content
8 You are going to listen to a seventeen-yeai^old
called Richard. Look at this and answer the
questions.
BBC World Service
Programmes broadcast overnight on Radio 4
LW (198kHz)
jy ewsr ^
lutlook. 1.30 The Young Internationals
^Victoria Marr taIks to young people about ■
^their experiences of emigration;-2 : 10
-■c-S/rh; p flfn T hv c- n 1r nmn^r
1 "What sort of text are you going to listen to?
2 W hat structure will the programme have, do you
think? A report, a monologue by Richard or an
interview?
3 W rite a list of at least five things you think will be
mentioned.
Now listen to the broadcast and check your
answers.
7
9 H Listen again. Complete the
notes that summarise what Richard
says.
1 emigrated to Argentina . . .
2 mother bom there and
w anted. . .
3 Richard couldn’t stay with
father: . . .
4 parents felt better if Richard . . .
5 Richard found classes strange at
first:. . .
6 had never .. .
7 hopes . . .
8 misses . . .
Listen to the tape again and check
your answers.
W ritin g
Artic/es ore usually organised
like this:
Introductory paragraph: to
attract the readers’ attention.
2 Development paragraphs:
each on a different point
3 Concluding paragraph: rounds
o ff the article and is often
linked to the introductory
paragraph.
10 You are a journalist. Use your
notes from Exercise 9 to write a
short article about Richard for a
teenage magazine.
Reading
I I Look at the introductory
paragraph of the following article.
W rite three sen tepees on what you
think the article is about. Then read
the article and check your
sentences.
12 A friend of yours wants to know about the Global Schooihouse
project. Complete the dialogue with information from the text. Use
your own words as far as possible.
FRIEND: W hat’s a video conference?
YOU: It’s . . .
FRIEND: Oh! Have you ever heard of something called the Global
Schooihouse project? Doesn’t it have something to do with
videos?
YOU: Yes. I read about it in High Flyer, our English book. It’s . . .
FRIEND: That sounds fun! But I don’t understand how they do it.
W hat equipment do they have to use?
YOU: .. . but don’t ask me how exactly it all works!
FRIEND: And can the people see and hear each other clearly?
YOU: Well, in the session described in the book . . . but apparently
it didn’t matter.
FRIEND: And what sort of things do they talk about?
YOU: The conference in the book was about. . . but th e y . . .
FRIEND: Wouldn’t it be nice if we had the same in our school?
YOU: {Giveyour opinion]) .. .
So near, yet so far apart
Dennis McCaffrey joins British The conversation was at times
pupils in a high-tech transatlantic 35 very serious. 'The sooner we can
classroom. The lesson today is a Work together, the sooner the
video conference with students on problems will be solved/ an English
5 the other side of the world. girl said. At other times, however, it
'Are you there, London, England?' was more mundane. Ah English
'Yes/ said Sarah, making her first 40 boy asked the Californians about
transatlantic video appearance at Baywatch, the TV series about
the age of fourteen. The images of lifeguards. 'The water is never as
10 Sarah and other English pupils were clean as it looks on TV!' answered
appearing in classrooms in David from Jefferson High.
Tennessee, Virginia and California, 45 T)idn't you get nervous?' we
USA. Each group could see asked Sarah afterwards. 'Oh, yes/
themselves, and the others, on a she said. 1 went bright red and felt
15 quartered computer screen. . very hot. I'd never talked to
It was the first session of the
Global Schooihouse project, using
inexpensive new technology for a
. video conference between schools
Z0 thousands of miles apart. The
transmission wasn't very dear but
nobody seemed to mind: it was
dear enough to follow the gist of
what was said.
25 Teachers present on both sides of
the Atlantic were very impressed*,
Nothing went wrong and the pupils
behaved like experienced, pfofes-
sionals. y fe had told them not to
30 waste time/ said one of the teachers
involved. 'And they didn't. They
immediately got down to the subject
of the conference, water pollution.'
G ra m m ar 13 These examples of students’ work are wrong.
Write them correctly without changing the words
Negative statem en ts underlined.
Remember: EXA M PLE: 1 The pupils never behaved badly.
1 Clauses without an auxiliary verb take the
cotrectform of do not plus the infinitive.
The children didn’t w aste any time. 1 2 0&& iirew !!TVEibza%ita i f e
2 Infinitive structures clo not need do.
They told the children n o t to waste any time.
3 Two negative words in the same clause arc almost
always incoiTcct.
I didn’t never talk to them ,/
I n ev er talked to th e m ./
N o,T never talked to th e m ./
r¥ \ i k ■
4 Nobody, no thin g and other no-words are
emphatic so at other times we use n o t. ; .
anybody/thing/where, etc.
They didn’t do anything wrong.
5 Nobody, no one and no tiling are often used at
the beginning of a sentence.
N o th in g went wrong.
Negative questions
Generally nsed to express surprise, disbeliefor when
we expect a yes answer.
Informal Formal ■
auxiliaiy + n ’t + subject auxiliary + subject +
+ verb , not + verb
D idn’t you get nervous? D id y o u n o tg e t
14 Imagine you are going to take part in the
nervous?
Global Schooihouse project.
a) Make a list of four possible topics for a video
conference. Then make a list of four countries
you would like to have the video conference with.
Make a note of your reasons.
EXA M PLE:
anybody in .the States through a:
50 computer.' Topics: theenvironment, spoils. ..
I'd talked to no one in the States, Countries: Britain - interested in the countiy
full stop/ commented another girl. the United States - ve/y good at spons
The Global Schooihouse project b) In groups of three or four, yo.u must choose one
uses video cam eras and personal
55 com puters linked to the Internet,
of the countries and one of the topics on your
an international network. The aim lists. Use your notes in a) and give your group
of the p ro je ct as n w ho le is to your opinion.
* increase young people's awareness c) Make a list of questions you would ask the people
of other cultures. Fo rty countries
GO have so fa r p articip ate d in the
in die country of your choice about die topic you
scheme. The future looks exciting - have chosen.
there is no reason w hy more schools EXA M PLE: Countiy: the United'States Topic: sports
right across the globe can't talk to Do you play different spoils at different times of the
others like this.
year?
d) Swap your group work with other groups. W hat
were die most popular topics and countries?
 Exploring the w©c°D(al
I Look at the advertisement.
Answer the questions.
1 W hat does it advertise?
2 W hat is it about?.
3 How much does it cost?
4 W here is Ranulph Fiennes from?
THE LAST GREAT BRITISH HERO
:-l
3,000,000 steps • 22.5 km a
da)’ hauling 225 kg sledges •
The longest ever unsupported
polar journey • The worst
journey in the world
COULD YOU DO IT?
£5.99 ATBOOKSHOPS EVERYWHERE
MINI) OVER MATTER
THE EPIC CROSSING O r ANTARCTICA
MANDARIN :
2 The advertisement asks, ‘Could
you do it?' Make a list of things
which you think would make an
expedition like Fiennes's across
Antarctica very difficult.
EXAMPLE: It is very cold in Antarctica.
Reading
3 Read the book extract. Which four difficulties does it mention?
Are any of them on your fist?
Science has learnt a great deal from polar expeditions. For
instance, we now know a lot more about the effects polar
conditions have on a person's mind and body.
In the early days, explorers often went mad. One cause of this
5 madness was later discovered: when people aren’t used to living
in extreme cold, their bodies use up a lot of energy to keep warm
and this gets rid of all the vitamins in the body. The brain,
deprived of vitamins, can’t work normally, at least until the body
gets used to the cold. After a certain period, the body adapts itself
10 to its new environment and makes the most of whatever vitamins
are available.
The time spent in total darkness also has a negative effect on
people's minds. Winter In polar regions Is^characterised by
permanent night and lasts several months. Human beings are not
15 used to spending long periods of time in the dark. In northern
latitudes people get depressed during the dark winter months.
Now we know that this depression - known as SAD (Seasonal
■Affective Disorder) - can be reduced by the use of sun lamps.
Low temperatures can cause any part of the body to freeze. This
20 painful condition is called frostbite. Although the body does get
used to functioning in low temperatures, the danger of frostbite is
always there if temperatures fall below freezing point. Nowadays,
polar explorers carry medication which they can’ take to allow the
blood to flow and slowly defrost the affected parts.
25 Another common disorder is altitude sickness. The ice is
sometimes more than three kilometres thick, which makes
Antarctica one of the highest regions in the world. At that altitude
there is little oxygen, so headaches, vomiting and dehydration -
the symptoms of altitude sickness - are common. After about a
30 year at high altitude, the body gets used to the lack of oxygen in
the air. It compensates by storing more oxygen in the blood.
1
4 The editor of a popular science magazine answers G ra m m a r
eaders’ questions. Unfortunately, her computer
)roke down and all her readers’ questions were jet used to
leleted. Luckily, she’s still got the answers. Read the
:ext again and help her rewrite the questions. jeiusetiftoiii- Ve} ^ .
noun phrase
L Because, when it is very cold, die brain doesn’t
get enough vitamins. Fortunately, this doesn’t ; aren tu s e d to living m extreme
often happen any more. imellthiprobleins.
1 Yes. It can be reduced by using sun lamps, iexteemflg|>ld}
i It is always a danger but these days explorers take ■
■
special medication to cure it. Idplacc^hane
1 You can get headaches and you may vomit. those te m p e n ttu r e ^ ^ ^ ^ ^
J Because, although there are no mountains, the WSfpdies.
layer of ice is very thick.

Vocabulary
5 Find words in the text to match the definitions.
1 To take something away from somebody
____
I To make sometiiing suitable for new conditions.
_ □ ____
3 A long, organised journey made for a specific
purpose. □ ____ □_
I A drug used to treat an illness.________ □ ___ □
5 This word describes something which hurts a lo t
_□ □_
Complete this word with the letters in the boxes and
find out a quality explorers must have.
Explorers have to b e ________X J____ S.
7 Read Kirsty’s letter to her pen friend. Rewrite the
phrases underlined using a correct form of (not) be
used to and get used to.

Pronunciation
10 Walton Stre
6 Read the words aloud with your partner. Which .... Sydn.
word in each group has a different stress pattern?
' , 31st January, 19S
Draw the shape of the stress patterns using a little
box (□) for the unstressed syllables and a big one (□) Dear Joao, ■"
for the stressed syllables. ) have ju s t come back from a camping trip in the outback. It was a
□ □ □ great experience once we adapted to conditions in the camp. The first
1 latitude temperature Antarctica few nights I couldn’t sleep because I had never slept in a ten t so I
wasn’t used to not haying a bed! To tell you the truth, i was nervous a
2 environment expedition medication night because I was unfamiliar with the noises and I had never shared
□ □ a room (or a tent!) with other people. (I've always had my own room a t
3 climate painful extreme ■home.) Put I soon adapted to th at and we had a lot of fun in our
4- deprive depressed freezing
It was very hot during the daytime but very cold a t night so I
IH Listen and check your answers. Say the words. caught a cold because I was not accustomed to the changes In ::
temperature. Put anyway we had a great time on the trip: we saw lots
of animals and studied the sky a t night. Now I feel like a great explorer
The only thing I never became accustomed to was not having a real
toilet! If you ever have a chance to visit me, you can come to the
■
outback too; .. ._
I’m sure you would adapt to life in the camp more quickly than Idldl
■ Take care and write soon.
O These foreign students are coming to live in your
town for a few months.
a) W hat do you think life is Hite in their country?
Think about the food, die weather and the
general environment and write notes.
EX A M P LE: Ella: veiy cold; probably small town; eats
fish?
1 Ella (15), N orthern 2 David (14), Alex (15),
Quebec, Canada. New York City, USA.
b) W hat do you think they will find difficult about
your country? Why? Write notes about die
things each student will have to get used to.
EXAMPLE: - tised to living in a cold climate — ►will
have to get used to heat.
W ritin g
9 W rite a letter to one of the students in Exercise
8a. Use your notes from Exercise 8b and give them
tips on how to make their stay more pleasant. Use
phrases like Why don't you. . . ?, You should. . . and
Make sure you . . .
Reading
1 0 Read the poem extract. Who do you think ‘the
third* could be?
Who is die third who walks always beside you?
When I count, there are only you and I together
But when I look ahead up the white road
There is always anodier one walking beside you
From The Waste Land by T S Eliot
12
I I Read the article on page 13. Compare your
guess with the information there.
12 Read the article again. Find the names of the
people referred to.
1 They felt the presence of a phantom traveller.
2 H e wrote the story of his journey in Antarctica.
3 H e thought he’d heard spirits calling his name.
4 H e was a phantom traveller himself!
5 Apart from Fletch, one other person in die text
who is different from die others. (Why?)
G ra m m a r
Clauses of concession: even though and despite
the fact that +sentence
1 Despite + verb-mg
.. noun
Explorers tend to be hard-headed.
contrasts with 1
Many of them have sensed a ghostiy companion.
-—►D espite th e fact th a t explorers tend to be .
hard-headed, many of diem have sensed a
ghosdy companion. / A
Explorers are hard-headed so it seems surprising that
' they have felt the presence of a ghost. ; ■I ■
Martin felt Fletch’s presence constantly.
contrasts with
H e never actually saw him.
:— ►D espite feeling his presence constandy, -
Martin never actually saw Fletch.;fr.
Shackle ton’s Antarctic journey was a failure, y
■contrasts with'-.;/
' His book South has become famous.
. — f D espite the failure of Shacldeton’s
Antarctic journey, his book has become famous.
2 Even diough + sentence
There were only tiiree of them.
contrasts with
They felt a ‘fourth presence’. VJ ''hWr-AWv-
— ►Even though there were only three of ’;■ ;
them, diey felt a ‘fourth presence’. I : f
 Phantom Shackleion wrote:'I know that
during that long march of thirty-six
40 record books. ‘It was a bit of a joke,’
Martin says,‘but having a fourth
travellers hours over the unnamed mountains
and glaciers it often seemed to me
member along meant you could
always blame something on Retch!’
30 that we were four, not three.' Despite feeling his presence
Despite the tact that explorers and
Explorer Steve Martin and his two 45 constantly, Martin never actually saw
great travellers tend to be hard-
team mates even made ‘the fourth Ffetch. . - . . V .*
headed and practical, many of them ;
man’ an official member of the party It is unlikely that so many serious
have sensed a ghostly companion on
when they were crossing Greenland I explorers were lying. Were.their •
5 their travels. Marco Polo was one of
- 35 Even though there were only j three ^ . - minds
PM W affected
M lPUwiwu by thefdifficult
ujf tqu,tUJgIUU11 ' , *
the first to describe this. During the
men on the expedition
edition, they felt a . - y so conditions^ej^^^lftring their'
thirteenth century, he crossed .the- ■
- fourth presence who :aiways
Lop Nor desert on the way to China,-,
to the left of the party.
and told the following spooky tale;., ■
- him-:Eietoh and h
10 ‘When a man is riding by night-; j t
through this desert and.somethinTT
happens to make him stop andj t e
teruch with
he heare;spijiits^j1<li^T!Ts^
15 that they seem to be his' > T •
companions.
they call him by name. . . ' •
Other explorers have alspfwritten L
about this feeling. Despite the failure
20 of Ernest Shackleton’s Antarctic :
journey- his ship broke up in the ice
—the written account of it, South,
has become famous.-T S Eliot was f
1 v1 V Y
; inspired by it when he wrote The"
25 Wasteland.' /■ ■; •

13 Match the sentences to make contrasting pairs G e t talking

of sentences. 14 You are part of the selection committee for a
1 It was very hot in the a) H e couldn’t finish polar expedition. There is only one place left and two
desert. the trip. people have applied. Your task is to choose the best
1 T here was no b) I wouldn’t become candidate for the job.
vegetation in that an explorer, a) Unscramble the sentences to find some ways of
part of the desert. c) H e agreed to go on negotiating a solution to a problem.
3 H e was an the expedition. 1 spend time on their own/forgetting that/
experienced explorer. d) She decided to climb explorers also/aren’tyou/need to/be able
^ She gets altitude Mount Everest.
to/?/
sickness. e) They wore heavy 2 think/is/experience/don’t/important/you/
5 H e knew it was a clothes. too/that/?/
dangerous expedition. § They thought they 3 youywouldn’t/that/say/important/training/is/?/
5 I am very could see palm trees 4 good health/isnVmore important/
adventurous. in the distance. experience/than/?/
b) Student A: Turn to page 102.
Now join the contrasting pairs of sentences using Student B: Turn to page 105,
iespite, despite the fact or even though.
 That’s what friends are for

I W hat is a friend? Tick the

definitions you agree with. W rite
your own definition too. HANDS ACROSS THE WORLD
A friend is someone . . .
Have you ever wondered what life is like in far-away
1 who is always there if yon need countries? Well, our pen friend programme will put you
him/her. in touch with people your age in many countries around
2 who has exactly the same
die world. For just £5, you can join our organisation and
interests as you.
3 who listens more than he/she make friends for life. How? Just complete the questionnaire
talks. and our computer will match you with people with the
4 to have fun with. same interests and ideas as yours in countries of your
choice.
5 ...........
In pairs, compare answers. Name:
Sex: Masc. □ Fem. □ Age: □ Nationality: ___
Countries where you would like to have a pen friend:.
2 Read the advertisement and
complete the questionnaire in it.
Tick ( / ) the alternative(s) which
5 Which of these do you tend to
apply to you or supply another
find funny?
one.
3 Work in groups. Read the fact
1 W hat are you interested in?
jokes * D
files from Hands Across the World. pop music □
small accidents □
Decide who would be a suitable pen certain people □
weird facts □
friend for each of the members of yourself □
clothes □
Other: ____
your group. the environment □
O ther:____________________________
EXAMPLE: 6 W ho are you most often
PEDRO: 1 think Sylvia should write to embarrassed by?
2 Who do you get angry with
Benny became they both lovefootball. parents a
most often?
_ "1 friends □
parents □
Name: Rttsuko Takei teachers □ brothers/sisters □
Other: _____
Age: 15 brothers/sisters □
Nationality: Japanese Other: ____________________
Notes: Wants to have pen y Which of these things worry
friends who are interested in you?
3 What leisure activities are you
learning about other relationships □
keen on?
countries. Fond of dancing your school marks □
and very keen on music. Also likes shopping o sport □
pollution □
TV □
clothes. your appearance □
reading □
world poverty □
Name; Benny Jamieson cinema □
O ther:____________________________
Age: 14 Other:
Nationality: Australian
Notes: Looking for pen 8 W hat do you find shocking?
4 What are you afraid of?
friends from alt over the impoliteness □
world. Interested in all sports.
spiders □ violence □
Especially keen on football.
going to the dentist □ swear words D
Worried about the environment
the dark □ rebellious behaviour □
natural disasters
nothing □
ama: Carol Andrews
(e.g. earthquakes) □ O ther:___
wild funfair rides □
Other: ___
latlonality: Canadian
lotus: Wants to write to
oung people from other
:ountries.Verykeenonpop
nusic and the cinema.
S h o ck e d by violence-not
afraid of speaking out against it

I4
 U n it 3

j ram m ar 5 You are going to listen to four people talking

about pen friends.
a) IP Listen. W hich of these questions are all the
speakers answering?
1 Do you have a pen friend?
2 Do you think having pen friends is a good
idea?
3 Have you ever had a pen friend?
b) Listen again. Write 2, 2, 3 or 4 in the blanks.
doesn’t like the idea at all.
is really not sure whether he likes the idea.
definitely likes the idea of pen friends.
is not 100 per cent sure it’s a good idea.
c) US Listen to these sentences from the recording.
Underline the words that the speakers emphasise,
1 Yes, it could be good but it can also be pretty
boring. . .
2 Yes. Yes, I do.
3 Yes, I suppose it is.
Listen again to 2 and 3. Mark the rise/fall of the
speaker’s voice on ‘Yes’ as either' or A .
d) !§§ Listen to the speakers more carefully. W hat
reasons do they give for their opinions?

Pronunciation
6 Listen to the mini-dialogues to find out the
people’s attitudes.
a) Listen to the way people answer. W ho sounds
1 enthusiastic; 2 unsure; 3 uninterested?
4 Rewrite the sentences using an adjective and the b) US Repeat the conversations after the cassette.
correct preposition. Make sure each sentence in a
pair means the same. c) H! Respond to the comments you hear by saying
‘Yes, it is’ with the right intonation to show your
EXAMPLE: 1 Heman is good at tennis/playing tennis. attitude.
1 H em an plays tennis very well.
2 She finds visits to the dentist very frightening.
3 I found the story quite amusing. G e t talking
4 I like Hannah.
5 W hat do you find most worrying?
7
W rite these expressions in the correct place in
the box.
6 M y teacher finds rudeness shocking.
7 I really don’t like playing basketball. I suppose . . . Definitely N o t at all!
8 T here’s a lot of interest in the drama club in our I’m not sure . . . Yes, b u t. . . Absolutely!
Certainly not
school.
Expressing your attitude
Positive: Definitely, ..........
Listening Uncertain: . . . . . . . , ..........
When you listen to someone speak in Englisht it is N eg ativ e:............, ...........

f important to be able to tell how they feel about

the subject they are talking about You can teil
people’s attitude from: I the words they use; 8 Do you think that pen friends are a good idea?
2 the way they speak, the words they emphasise; Would you pay £5 to get one? Can you think of ways
3 the intonation they use. of getting pen friends without paying £5?

15
 ill!
9 Look at the pictures in the article. W hat is G ra m m a r
happening in each picture? How are the different
people feeling, do you think? Have you ever felt the
same way? When? So/such...(that) introduces a result.
1 so 4- adjective (+ that + sentence)
George is so charm ing (that) everyone wants
to be his friend.
Reading George is very charming As a result, everybody
wants to he hisfriend.
I 0 Read the text to find the answers to these
questions. 2 so + adverb (+ that + sentence)
1 W hat is ‘the green-eyed monster’? >H e he is always
2 W hat were Jon, Peter and George called? Why? d i o s ^ frfr && s team.
3 In what way were they different? 3 such + a/an + adjective +singular noun (+ that
4 W hy did they stop being friends? WiMsfMfhce)
5 Name two ways in which jealousy can be a good Petei is such a good stu d en t (that) teachers
thing. hold him up as an example.
6 Name two other ways of handling jealousy.
7 Explain in your own words why jealousy is a bit ;^ 4 ^ j t ^ e f plural/uncQiiniable noun
like the wind.

Who's afraid of the green-eyed monster?

Jo n , P e te r and G eorge w ere b est
friends. They met when they were very
young and became inseparable. In fact,
they were such good friends that they
5 became affectionately known as the
Three M usketeers'.
And yet, they couldn't
have been more
different. Jon was
10 an accomplished
athlete.
He played
b aske tb all so
w e ll th at he
15 w as chosen to
play in the
school te am .
Peter, on the other
hand, w as the brainy
20 one. He w as such a good
student that all his teachers held him up
as an example to his friends. George
w as th e fun ny one. He w as so
charming that everybody wanted to be 60
25 his friend.
A s they grew older, however, they
began to drift apart. George often got
annoyed when people admired Jon; Jon
got angry when teachers talked about 65 playing, watch him/her and try to
30 Peter's excellent results; and Peter gat
fed up with girls being friendly to him
hoping he w ould introduce them to
George.
What w ent wrong? Their friendship
35 w as clearly struck by the green-eyed
monster.
We have all experienced jealousy at only lead to disappointment. Instead,
some point in our lives. Have you ever make a list of your own qualities and
fe lt ju s t a little b it jealo u s of your develop them. Soon, people will admire
40 friend's popularity? Do you never, ever 75 you for more than just beautiful hair.
feel the tiniest bit annoyed when your • Don't w orry too much about
parents make a fu ss of your siste r's w h a t o th e rs th in k of yo u . At
accom plishm ents? And how did you
school, work for yourself, not just to
feet when, your best friend invited p lease yo ur te ach e rs and other
45 another friend to the cinem a 80 students. Don't spoil the pleasure of
instead of you? Don’t worry if your ach ievem en ts because of too
you have at times felt jealous: much jealo u sy of the su c ce sse s of
jealousy is not only a normal
other people.
fe e lin g , it can also be
50 p o sitive! The origin of the • Talk about your feelings. If you
word itself is a clue: jealousy 85 fe e l your p aren ts pay m uch more
com es from the G reek attention to your brother or sister,
word zelos, the desire don't ju st s it an g rily in a
to do as well or better corner. Instead, tell them
55 than another person. It calmly how you feel.
can encourage you to 90 • L e a rn to
becom e as good as 's h a r e ' your
th o se you adm ire so frien d s. You can't
much. e xp e ct your b est
So , m ake je a lo u sy frie n d to be your
work for you: 95 friend only. Be happy
• W atch th o s e you that your best friend is
admire. If you're jealous popular w ith other
of your friend's superb tennis people but that he/she has
chosen you as his/her special
100 friend. And anyw ay, w hile your best
improve yours.
friend is out with other people he/she
■ D evelop your own q u a litie s. probably can 't w ait to share his/her
Your friend has such long, straight hair
experiences with you!
that she could be in a sham poo
70 advertisement! Yours is short and curly. • Remember: jealousy can be like the
Trying to imitate her in this case can 105 w in d : a re fre sh in g breeze or a
destructive hurricane.
I I Fill in the blanks with so, such, or such a and
words from the text.
1 Jo was so annoyed when her sister got a Walkman
that she didn’t speak to her parents for days.
2 Voitek is a n musician. H e plays the piano
well that he was offered a place with a youth
orchestra.
3 T he weather w as bad that die game was
cancelled. T he wind was blowing hard that
it felt almost like a .
4 Melissa is land that she has never felt the
bit jealous of her friends’ . their friends. Use the information in the text (and
5 Your sister’s boyfriend i s good-looking boyl
6 They’re good friends that they’re
inseparable.
7 H e is fantastic tennis player diat everyone
watches him when he plays.
1 2 Read the pairs of sentences. Join them using so,
such or such a.
EXAMPLE; 1 She was sojealous of her sister that she felt
quite guilty.
1 She felt quite guilty. She was very jealous of her
sister.
1 Look at the title and the picture.
What sort o f story do you think
Vision o f Danger is? A romantic
Vision of Danger
story? A mystery? A thriller?
2 Read Episode One and answer
these questions.
1 Why do some people think Anya is
strange?
2 How does she decide to go to
Piccadilly Circus? 25
3 What happens in Piccadilly Circus?
A nya woke up with a start. She knew
straight away that today would be a
special day. She had that familiar feeling 30
in her stomach - as if lots of butterflies
5 were trapped and were flapping their
wings, trying to escape.
She had had that feeling just before
her grandmother died and when her 35
Father was awarded a prize for his
10 researcii. She felt, more than knew, most
things before anybody else had heard
about them, perhaps even before they
had actually happened. To those who 40
didn’t know her well, Anya seemed
15 strange; to those who did know her well,
she was simply special.
That bright summer morning Anya felt
restless and the butterflies in her stomach 45
were growing stronger by the minute.
20 She knew from experience that it was no
good fighting it: she would have to
2 His sister is a very popular girl. He feels proud of
her.
3 Jealousy and admiration are very common
feelings. Most friends have felt diem.
4 I have a lot of respect for him. Our madis teacher
explains diings very patiendy.
5 She could sit on her hair. She had very long hair.
6 H e makes everyone laugh. H e’s very funny.
13 Read the problems these people have with
your own ideas!) to give them advice. Choose one
and write him/her a letter of advice.
1 ‘Rick, my best friend, is 1.75 m. tall and a
fantastic basketball player. I ’m very jealous and
would love to be as good as him.’
2 ‘My best friend went out widi odier people from
school and she didn’t ask me to go. Does diis
mean we aren’t best friends any more?’
3 ‘My brother isn’t very good at his schoolwork,
but when he gets good marks my parents buy
him presents. I always get good marks but diey
don’t do die same for me. I think they don’t love
me as much as him.’
Anya cried to call out but no sound
50 came out of her mouth. Just then, the
coach moved forward and disappeared
'^3 EPISODE ONE into the London traffic.
3 Why do you think Anya couldn’t
follow it. call out? How do you think she
'Mum! I’ve got to go out , 1 she was feeling?
announced. 4 Now that you have read the first
London was extremely hot and its episode o f Vision o f Danger, do
streets crowded. Anya walked wherever you want to change your answer
her feet took her, as if pulled by some to question 1? Why (not)?
invisible force. And still, the Funny What do you think Anya will do?
feeling in her stomach was intensifying. What would you do?
Eventually, she reached Piccadilly
Circus, which was even busier than
usual.
‘Shh! Take it easy,’ she
whispered to the feeling in her
stomach. ‘Whatever it is, it won’t
be long now!'
She stopped to iet the slow
traffic advance before
crossing the street. A coach
stopped right in front of her.
Anya saw herself reflected in
the window. Then suddenly
she realised. What she was
looking at was not herself,
but a boy, about her age,
sitting in the coach. They
looked at each other with equal
surprise and delight.
17
 Kicks and thrills

1 Which of these statements do you agree with? Reading

Mark them True or False.
1 Martial arts are very dangerous. 2 Read the text again. Answer the questions.
2 Karate is a very old martial art. W here were the martial arts first-practised?
3 Martial arts teach self-discipline and W hich are the most widely-practised martial arts?
self-confidence. Does taekwondo involve hitting another person?
4 Judo involves hitting your opponent. Can you find a karate club in the telephone book?
Head the pamphlet and check your answers. W hy isn ’t it a good idea just to choose the club
nearest your home?
W hy would you be suspicious if the club didn’t
let you watch a class?

Martial arts
Forget bone-crunching scenes from Bruce Lee movies. THb
martial arts you see on the big screen look dangerous,
what's taught in the gym is not. And martial arts offer good
exercise, fun and mental discipline.'
5 Martial arts were developed centuries ago in China, Korea
and Japan. The most popular styles are taekwondo, karate
and judo. Taekwondo and karate involve striking an opponent
or object with hands, feet, elbows or knees. Judo requires
throwing and pinning down an opponent without striking him
to or her.
Fa ct file
Health b e n e f it s * You can develop power, speed,
•flexibility and a stronger cardiovascular system.
Other benefits; Martial arts increase self-confidence
15 and teach self-discipline, self-control and respect for
others.
Equipm ent; At the beginning only a gi: a white
jacket and loose trousers. Later on for karate and
judo: a mouth guard. For taekwondo: the above Items
20 plus gloves, padded boots, a helmet and a chest
protector.
• Find out the student-teacher ratio. It shouldn't be
more than 13 to 1.
• Find out about the teaching.. Don't be afraid of saying,
Td like to know how students are taught/ A good club
35 should be able to explain and invite you to watch a class.
Ask what safety equipment is used.
• Sit in on a class. Are the students enjoying themselves?
Do they show respect for one another and for the
instructor?
40 s Be sure the school Instils the discipline needed to
use the art responsibly. You will be taught skills that
could be used to Injure others.
• Talk to an instructor. Instructors should have at least
seven years' training experience. The answer to a direct
45 but polite 'Could you tell me why this school is better
than others?' could help you make up your mind.
• Don't be impressed by trophies. They can be bought
at sport and hobby shops.

Tips on finding and choosing a class

• Find out where you can leant. Ask your sports teacher
if he/she can recommend a place where you can learn
25 karate. You can also look in the yellow pages or contact
The Sports Council,
Visit several clubs. Don’t simply pick the one nearest
your home.
Find out how much it costs. You should be able to pay
30 monthly and stop whenever you want
G ra m m a r 5 Read these extracts from a report. W hat part of
the report do they come from, the introduction, the
description/evaluation of the dub’s facilities, or the
conclusion/recommendation?

but the swimming pool is large and

dean The c e n tr e a ls o h a s a
c le a n , x ev ery a fte rn o o n ,
1 was w ondering if they teach karate. i li f e g u a r d on d u ty evexy

wffiSiS-'...? ;.¥-W
-p-fe' -i;?'^3j'—
2 O p en (IPZh ) questitmS !
f#g!
W lief e can I le a m ^
mm. The facilities at the Fountain
I ’ d lik e to k n o w w lrc re I can learn karate. Leisure Centre are on the whole
the'IU ' bUt the instr“ctors in
ir je not a u
„n * their sP°rt or activity We
to
would not recommend it for people
who wish to learn martial arts
3 Make the questions in Exercise 2 into indirect
questions. Start your questions in as many different
ways as you can.
EXAMPLE: 1 Could you tell me where the martial arts
were first practised?

O u r group v i s i t e dthe Fountain

4 Role play. You want to learn judo and you are
going to visit a club and talk to the staff.
Student A: Use the tips in the pamphlet to prepare
the questions you are going to ask the staff. Yon will
need to ask indirect questions at first but you can '
then ask direct questions without being impolite.
EXAMPLE: Can you tell me how students are taught?
Student B: Yon are a member of staff at the club.
Answer your partner’s questions.
Swap roles.
W ritin g
A report is an account or description o f a situation
or event It is prepared to give people information
and it usually includes:
1 a generalintroduction
2 a description and evaluation o f particular aspects
o f the situation/event
3 a conclusion or recommendation.
^ i s u r e Centre. The Centre has a
swimming pool, a ^ - d two
squash c o u r t s . We t a u t e n
staff and o f the
a s s e s s th e o v e r a ll q u a lity
c e n t r e . T h e se a r e o u r fin d in g s :
6 Your local youth club is putting together a
database of sports facilities in the area. You and your
group visited a martial arts club. Based on the
information from Exercise 4, write a report on the
dub. Follow this plan:
Introduction: (What’s the name of the club? W hat
martial arts do they teach?)
D escription/evaluation of facilities: (Include
information on dass size, the instructors and the
general conditions. Say whether you think the
facilities are good or not.)
Conclusion/recom m endation: (Is the club good
on the whole? Would you recommend it?)

19
 I -.:i

Reading
7 Look at the photograph below and read the
pamphlet. Answer these questions.
1 W hat is the young man doing?
2 W hat is he wearing?
3 How do you think he feels?
4 W hat questions would you ask before jumping?
5 Find a sentence which reassures potential
jumpers.
6 Find a phrase which shows that people jump from
a special place.
The ultimate thrill
Bungee jumping is one of the world's fastest growing mass
thrill sports practised by hundreds of thousands of people
around the world. At Euro Bungee sites around the country,
W ord w atch our fully trained staff will brief and guide you through this ;;
most exhilarating experience.
We can change the grammatical meaning o f a You will ascend in our purpose-built Jump Station, ■
, word by changing the ending, accompanied at ail times by a trained instructor. At BOmetres
e.g. euphoria n a feeling o f extreme happiness and with all checks complete, you will be ready to make the dive
excitement of your life. . . An experience never to be forgotten.
People say post-bungee euphoria is quite
common. Pure adrenalin
euphoric ad] a person in a stote of euphoria Psychologists say it is post-bungee euphoria. Jumpers say the
Jon was so euphoric after the jump that he state of elation lasts for hours after jumping. You’ll wear a ;
couldn’t eat. broad grin on your face all day!
Identifying the parts o f speech helps you understand
a sentence and build your vocabulary at the same ' Safe
You are completely safe in our hands. All our equipment and
time.
procedures have been developed specifically for bungee
' jumping.

8 Complete the chart with words from the text. What some jumpers have said
'When I went into free fall the adrenalin rush was incredible!'
N oun Adjective : 20 'It's more emotional than physical.'
thrilling ■■ ’It was terrifyingly enjoyable!'
* *• «* *
'It was one of the most fantastic feelings I've ever had.’ :
exhilaration ..................
'I love it! It's tire ultimate buzz.* :
euphoric
safety After his first jump, twenty-two-year-old Lenny Brice said it
...........
25 was the most exciting thing he had ever done and asked when
emotion
he could do it again. Twenty-three-year-old Marina Andrews
elated
said she absolutely loved the feeling of elation.
enjoyment ........... We think you'll love it too.
growth ...........
training ...........

Now complete the statements with noun or

adjective, looking a t the words in the chart
1 ‘-tion’, c-ty’ and ‘-mend are endings.
2 '-able’, ‘tic’, ‘-ecT and ‘-al’ a re endings.

20
9 Cross out the incorrect word from the pairs in
italics.
1 Neil said, 'Bungee jumping is tine biggest
thrilling/thrill I have ever experienced.5
2 The publicity says, ‘T he safety/safe of the
equipment is guaranteed.5‘I think it looks very
safe/safety too,5Sandra commented.
3 ‘Bungee jumping brings a sense of exhilaration/
exhilarating and elation/elated,’ say the organisers.
4 Someone said, 'The feeling is less physical than
emotion/'emotional,5
5 ‘I get no enjoyable/enjoyment out of diings like
bungee jumping,5said Sandra.
Listening
I 2 iH Listen to a potential jumper making
enquiries.
a) Listen and make notes about the girl5s worries.
EXAMPLE: safe?
b) Listen again. Make notes about die diings the
man says to reassure die girl.
c) W rite down one way of expressing worries and
three ways of reassuring people.
G e t talking

G ra m m a r

R eported speech
“ p re sen t tense
a) Repoiting something that is said all the time. Ik
‘T h e sense of elation lasts for hours,5jumpers y
sayk——►Jumpers say (that) die sense of elation

b) Reporting something written.

‘Bungee jumping is safe,5die brochure says.
The brochure says (diat) bungee jumping
is safe.
"’, Lr’: : '- rL‘J
- p a s t tense.
Repoiting something said earlier.
Lenny said: 'Ids die most exciting diing I5ve
ever done.5— ►Lenny said (that) it was the
most exciting diing he had ever done.

1 0 Put the sentences in Exercise 9 in reported

speech.
EXAMPLE: 1 Neil said bungeejumping was the biggest
thrill he had ever experienced.
I I W hat does the bungee jumping pamphlet say
about:
1 bungee jumping?
2 the popularity of bungee jumping?
3 the quality of Euro Bnngee equipment?
4 their staff3
EXAMPLE: 1 It says bungeejumping is the ultimate thrill.
I3 Work in groups of three. You are all about to do
a bungee jump. Things wouldn’t quite look like the
cartoon above!
Student A: You are not sure you want to do it. Tell B
and C why you are worried.
Student B: You know A is worried. Listen to As
worries and try to reassure him/her. You must try to
persuade A to jump.
Student C: Yon don5t diinlt it is a good idea for A to
jump. You don5t want to jump either. Yon must try to
persuade him/her not to jump.
Use the expressions and ideas in Exercise 12 as well
as your own. W ho can persuade A?

21
 Parents in the classroom
Reading
k* Efficient learners don’t read word by word. They
Tyjvnove their eyes along the lines o f a text, taking in
meaningful groups o f about three to six words at a
time.
I
I Read this text silently once. Pause briefly at the
slashes (/).
T he two-hour / class / is well / under way. / M ost /
of the / students are / eagerly listening, / some are /
actively / participating, / a few shift / uneasily /
in their seats. / They are / taking / a class /
on skills for / adolescence. /
Now answer these questions without reading the text
again.
1 W hat subject are the students in the text
studying?
2 W hat are the students doing? Name at least two
things.
2 Read this text silently once. Pause briefly at the
slashes (/).
T he two-hour class / is well under way. / Most of the
students / are eagerly listening, / some are actively
participating, / a few shift uneasily / in their
seats. / They are taking a class / on skills for
adolescence. /
Now answer the questions in Exercise I.
3 Answer these questions.
1 W hich reading, 1 or 2, involved longer, more
meaningful groups of words?
2 W hich reading did not pause at the end of lines
but at the end of meaningful groups of words?
3 W hich questions were you able to answer better,
those in Exercise 1 or those in Exercise 2? Why,
do you think?
4 SH Read the article in an efficient way. Then
listen to the questions on the cassette and write the
answers after each one.
22
Teenagers and ho^
The two-hour class is well
under way. Most of the
students are eagerly listening,
some are actively participating,
5 a few shift uneasily in their
seats. They are taking a class
on skills for adolescence.
Their average age is thirty-
' eight.
id Thirty-eight? Surely you
don't need skills for
adolescence at that age? The
teacher, Jane Ashby,
disagrees. She's running a
15 course for parents of teenage
children. She believes that
caring for teenagers demands
special tactics. 'For some it is
an innate skill,'she says, 'but
2D others find it difficult/ She strongly suggests
that those parents should go on the course.
Angry quarrels often arise in families
when differences in lifestyle come between
parents and their teenage children, Tt may
25 sound silly but clothes have become a major
source of tension in our family/ says one
mother. T d like my son to w ear proper
clothes when we go o u t But his idea of nice
clothes is a pair of jeans, an oversize T-shirt
30 and scruffy trainers!'
Mrs Ashby recommends talking to
teenagers properly, not like little children.
Conflicts should be discussed in an ordered,
unemotional way. Giving children clear
35 reasons for your demands could defuse a
potentially explosive situation: 'Because I say
so', for example, is unlikely to be accepted as
a valid argument.
Teaching parents has its difficulties.
40 Parents often have little time and energy,
and teaching them requires lo ts of tact. The
first course failed after Mrs Ashby wrote to
parents suggesting that they should go on
the course to 'help with problems in the
45 family'. Not w anting to admit to problems,

urvive them
nobody came. That's why she
now calls the course 'Skills for
adolescence'.
During the classes, she gets
parents to share their own
solutions to individual
problems, but she also gives
advice. Most parents mention
problems like untidy bedrooms
and late homecomings. Mrs
Ashby urges them to try to
reach a compromise. Agree on
quite an early homecoming
time during the week, but a
later one at the weekend.
The student parents like the
course. 'I came because being
a parent is a learning process
and a discussion-based class is
, very useful/ one mother said.
One father said he only had
one complaint: 'W hen I get
. home my children ask me;
"And w hat did you learn at
] school today, Dad?"'
G ra m m a r
R eportingadvice: advise; recommend; suggest and urge
M ts Ashby: /W hy don’t you talk to your teenage sons and
daughters like adults?’
suggests or
Mrs Ashby
suggested
recom m ends or
(that) parents should talk to
their teenage sons and daughters
like adults.
recom m ended talking to teenagers like adults.
Mrs Ashby advises or advised talking to teenagers like adults.
advises or advised parents to talk to their
urges or urged teenage sons and daughters like
Mrs Ashby recom m ends or
adults.
recom m ended
Look!
Degree? o f reporting advice
less strong — stronger
suggest recommend advise urge
5 Report the advice given in these situations. .
1 Mrs Bailey said to her son Alex: ‘W hy don’t you wear something
nice to your grandmother’s party?’
2 Tessa told her older sister: ‘If I were you, I’d come straight home
after school.’
3 Paco said to his friend: ‘You must talk to your parents about your
problems.1
4 T he headmaster tells students: ‘If I were you I’d study much
harder.’
5 Marian told her young brother: You really should show mum the
teacher’s note!’
6 Mrs Ashby tells parents: ‘Talk more openly to your children.’
W o rd w atch
J v - Some words can cause spec/a/ d//ficulttes,
A jC Advise and practise are verbs. Advice and practice are nouns.
6 Cross out the incorrect word in each pair.
EXAMPLE: 1 mhke/advice
1 Course participants gave each other advise/advice.
2 ‘Keep calm and don't shout1is the best advise/advice I’ve ever had.
3 Some parents don’t practise/practice what they preach.
4 You’ll need lots of practise/practice to be a good parent.
5 Psychologists advise/advice parents to discuss rules with their
teenage sons and daughters.
23
Listening G ra m m a r
T !M Listen to three people talking about changes
Expressing preferences and
in attitude since the course. Number these items
1-3. recom m endations
Preferences
a) intends to start listening to what daughter says. Would rather
b) doesn’t Want to believe communication always, 1 Subject + would rather* infinitive
helpful. 1 would ra th e r talk (= I would prefer to talk).
c) mum listens to son and daughter while cooking. The subject a/would rather is the same as the
subject a/*talk

0 Read the comments made by the parent and 2 Subject + would rather + subject +past tense ,
teenagers on the cassette. Fill in the blanks, using the I would 'rath er we talked (= 1 would prefer it i f
words in the boxes. we talked). ■ ' . .
The subject ofwould rather is differentfrom the
1 Tve got a thirteen-year-old daughter____ subject a/talk '
chatters non-stop. When I was on tine course and
saw th e “How to stop children Recommendations
talking”, I thought, this is me. Now I know It’s time
it m eant____ the opposite. I think I’d better start 1 f It’s lime + to + infinitive
listening____ she stops trying to talk to me.’ I t ’s tim e to talk (= The time has come to talk).
2 It’s time + subject, + past tense 'W
before exactly for topic who your I t ’s tim e we talked (~ We should have talked
before),
Had better + infinitive
H e had b e tte r start talking (~ He should start
talking/it’r a good idea for him fo sta/t talking).

7 U se th e phrases in the box to recom m end

courses of action.
EXAMPLE: 1 Tfs after 10 o\iock. To/del better go home.
Your parents will be worried. ’

clean it do your homework go home

tell your mother go to bed get changed
hang up

1 ‘It’s after 10 o’clock. Your parents will be

2 ‘My b ro th er an d I do our home wo rlc at th e worried.’
table while mum’s making . W e’ve 2 ‘Your room is even dirtier than m ine. .’
discussed a million things between and 3 ‘You’ve been watching TV all evening. . You
Biology projects. It’s . I’d rather we had even don’t want your teacher to get cross!’
wore time to ___ 4 ‘You’ve been on the phone for an hour.___ Dad
wants to make a call.’
kitchen Maths chat supper 5 ‘ you broke the vase. She won’t be soangry if
sometimes good you tell her you did it.’
6 ‘It’s late and you’ve got school tomorrow. ____
7 ‘Your granny will be here any minute now. __.’
3 ‘Since parents went on th e , they seem
to have decided it’s time we talked. T h e is, I
don’t want to talk to them.’

my course always trouble

Listen again and check your answers.

24
 U n it 5

0 Answer these questions about yourself. Use W ritin g

Du/d rather in your answers. Give a reason for your
•eference in each case. I I You have been asked to design a poster for one
of the ‘Skills for adolescence’ classes. The teacher
Your brother/sister is having a party on the same
wants a poster which shows teenagers’ suggestions
day as your best friend. Whose party would you
for ways that parents and children can understand
prefer to go to?
each other better.
You have a problem with a friend. You can talk to
another friend or to your parents about it* Who a) Think about what to include. Decide on a style of
would you prefer to talk to? writing (direct or indirect suggestions? Stronger
For your birthday your parents have given you a or less strong recommendations? A mixture?)
choice: eidier you can have a nice big present or b) Make the poster and show it to the class. W hich
you can have a party with all your friends. W hich is the best?
would you prefer them to give you?
You have done something wrong at school.
Would you prefer your teacher to punish you by
giving you extra homework or by getting you to
help clean the playground?
Your parents will only let you go out with friends
if your younger brother/sister goes along too.
Would you prefer to take him/her with you or
stay at home?
You’re doing very badly at school. Would you
prefer your teacher to tell your parents or would
you prefer to talk to them yourself?

was almost like looking

Vision of Danger
i1^ EPISODE TWO
1 W hat h a p p e n e d in E p is o d e
One? Give a b rief d escription
o f A nya and say w h at
happened to her that day.
2 Read Episode Two and answer
these questions.
1 How does Stefan feel a b o u t
London?
2 W hat h a p p e n s in Piccadilly
Circus?
3 How do you diink Stefan knows
where to find the girl?
4 In what way is Stefan similar to
Anya?
tefan was excited about being in
S London. He had always wanted to
go there. He felt that something was
pulling him towards the city. At last
5 he had made it. All he had to do
n o w w as to w ait for th in g s to
happen. He was sure that some tiling
would, sooner or later.
He look ed out of th e coach
10 w indow , his eyes b rig h t w ith
excitement. They had stopped at a
traffic light in Piccadilly Circus.
Suddenly, he saw her. Looking at her
15 at himself in a mirror.
She sto o d on the
p av em en t an d they
looked deep into each
other’s eyes for a brief
20 m om ent. Stefan's
heart pounded in his
chest. But just then,
the coach m oved
forw ard and he lost
25 sight of her in die crowd. He had to
tell the driver to stop.
‘Wait!’ he managed to shout.
‘W hat is it, Stefan?' his teacher
asked crossly.
30 Stefan hesitated. How could he
explain that what he had waited for
all his life had finally happened?
‘When is our free afternoon?’ he said
instead.
35 ‘Today. Don’t worry, you’ll get a
chance to go shopping then.’
Stefan sighed and closed his eyes,
trying to lock in his mind the image
of the girl. ’I will find her,’ he said to
40 himself. ‘I know I will.’
Stefan couldn’t concentrate on die
visit to the Crown Jewels. He was
reliev ed w h en they w ere finally
allowed to go their separate ways.
45 He decided not to join his friends for
a trip on th e River T ham es but
started instead to walk to Primrose
Hill Park purposefully. He knew he
had to go there.
50 When he got to Primrose Hill, he
climbed to the top and there, sitting
on a bench, was Anya.
She looked up when she heard his
footsteps. ‘Hello,’ she said simply.
55 ‘I’ve been waiting for you.’
’I know,* he replied, approaching
her. ’I’m Stefan.'
3 Do you think Anya and Stefan
w ill become Mends?
4 Do you think Anya and Stefan
w ill have any trouble com m u­
nicating w ith each other? Why
Cnot)?
5 You are Stefan and you h ave
been in London for a few days.
You have just m et Anya. Write
a short letter to a M en d back
hom e. Say w hat you have been
doing and how you are feeling.

25

Reading
I Read the introductory paragraph of the article ‘The elephant
princess'.
a) W hat kind of article do you think it is going to be, serious and
formal, or light and entertaining? Why?
b) W hat do you think die article is going to be about?
The
In India, the centuries-
old relationship between
man and elephant is
breaking down. Each
species views the other
with fear and suspicion.
But one woman, Parbati
Barua, has forged new
bonds between them.
4
26
Revision
10 n p h e elephant was lying heavily
JL on'its side, fast asleep. A few
dogs started barking at it. The
elephant w oke u p in a terrible
fury: it chased the dogs into the
15 village where they ran for safety.
That didn't stop die elephant. It
destroyed a dozen houses and
in ju red several people. The
villagers were scared and angry.
20 Then someone suggested calling
Parbati, the elephant princess.
Parbati B arua's father w as a
legendary h u n te r of tigers and
leopards and an elephant tamer.
25 H e tau g h t P arb ati to ride an
elephant before she could even
w alk. He also ta u g h t her the
dan gerous a rt of the elephant
ro u n d -u p - how to catch w ild
30 elephants. . ;
Parbati hasn't always lived in
the jungle. A fter a h a p p y
childhood hunting with her fa ther,
she was sent to boarding school in
35 the city. But P arb ati never got
; used to being there an d m any
years later she returned to her old
life. 'Life in the city is too dull.
Catching elephants is an adventure
40 and tire exhilaration lasts for days
after the chase/ she says.
But P arb ati d o e s n 't catch
elephants just for fun. 'My work/
she says, 'is to rescue man from
45 the elephants, and to keep the
elephants safe from m a n / And
this is exactly w hat Parba ti has
been d o in g for m any years.
Increasingly/ the Indian elephant
50 is angry/for m any years, illegal
hunters have attacked it and its
2 Read the article to check your
answers to Exercise I. Remember
to read meaningful groups of words,
rather than one word a t a time.
hom e in the jungle has b een
reduced to small pieces of land. It
is now fighting back. W henever
55 w ild elephants stray into a tea
g arden or a village, P arb ati is
called to guide the animals back to
the jungle before they can kill.
Parbati is such a fragile-looking
■60 w om an and her voice is so soft
th at you w ould not th in k her
capable of dealin g w ith such
huge, w ild animals. Despite her
appearance, she has the power to
65 m ake elep h an ts obey her: she
tames as well as catches elephants.
Most mahouts (elephant tamers)
can make an elephant respond to
ab o u t th irty oral com m ands.
70 P a rb ati can m ake an elep h an t
understand - and obey! - forty-
two d iffe re n t com m ands, for
example, 'Take this letter in your
trunk, go to the forest and deliver
75 it to the other camp.' 'I can teach
an elephant almost anything. If I
found a pen big enough, I could
p robably teach an elep h an t to,
w rite/ she jokes,
80 The work of an elephant tameij
also involves love and dedication
IA good mahout will spend hours i
day singing love songs to a newly
captured elephant. 'Eventually the)*
85 grow to love th e ir ;tamers and
never forget them/ They are alsc
m ore loyal than h u m an s,' shj
said, as she climbed up the truni
of one of her elephants and sat o:
90 the hu g e, h a p p y anim al. Aj
elephant princess indeed!
 Read the article again. W rite questions for these
iswers.
? It was sleeping.
To be safe from the elephant.
? Because it had hurt some people.
? Before she could walk.
? How to catch wild elephants.
? No, she hasn’t,
. . ' . . . . ? She’s been doing it for many years.
? Hunted it and invaded its territory.
W hat did Parbati say about these topics? W rite
ntences without fook/ng at the text.
[AMPLE: 1 She said that life in the city was dull.
life in the city
catching elephants
her work
her ability to tame elephants
tamed elephants
the loyalty of humans
You want to write an article about Parbati for the
hool newspaper.
W rite five things you would like to know about
Parbati and which ‘The elephant princess’ doesn’t
tell you.
EXAMPLE: Fd like to know i f she has ever killed a
tiger.
' W rite the questions you would ask her using your
sentences in a).
EXAMPLE: Have you ever killed a tiger?
Could you have a life similar to Parbati’s? Could
e have a life similar to yours? W rite two things that
>u think you and Parbati would:
find difficult but would get used to.
find impossible to get used to.
find easy to get used to.
EXAMPLE: Fm not used to living with animals but I
woidd get used to it in the end.
Parbati is used to riding an elephant so she would
never get used to driving a car.
Listening
/ You are going to listen to some friends talking
about Alison Hargreaves, the British climber.
a) Listen to the conversation. How do Patrick and
Laura feel about these things, (unsurprised,
shocked, impressed, understanding or
(un)interested?
1 Patrick’s article
2 the fact that Alison Hargreaves climbed Mount
Everest and K2
3 the fact that the climber was a woman
4 people who put their lives in danger
b) Listen again. Write down the phrases Patrick and
Laura use to express their attitude. Underline the
words they emphasise.
EXAMPLE: 1 Laura: Oh yes? (uninterested)
c) Which things do Laura and Patrick,
agree/disagree on? W ho do you agree with?
T h e w id er world
8 W hat do you think Alison Hargreaves meant
when she said it was better to have lived one day as a
tiger than a thousand years as a sheep? Do you
agree? Why (not)?
Project
9 In groups, you are going to write a newspaper for
your town or your school.
a) Agree on what you are going to write about, for
example personalities, events, etc.
b) Decide what article you each want to write.
Gather your information. (Interview the people
you want to write about, for example.)
c) W rite your individual articles.
d) W hen your articles are ready, stick them on large
sheets of paper to make the newspaper. Try to
include some pictures if you can.
27
G ra m m a r practice
I Complete this passage with the correct form of
the verbs in brackets. Use the Past Simple, the Past
Continuous, the Present Perfect, the Present Perfect
Continuous or the Past Perfect. (Unit I)
Last month I went (1 go) to visit a bungee jumping
club with my parents and my cousin. I (2 not
see) a jump station before so Xwas surprised it was so
high up. My cousin (3 jump) for more than a
year. ‘It’s really the most exciting sport in die world,’
she says. W hile my parents (4 have) a cup of
tea, I (5 stand) at die bottom of die jump
station to watch die people go up. Then one of die
attendants said: ‘It’s your turn.’ I (6 realise) I
(7 stand) in die queue! I didn’t know what to
say but I really wanted to jump so I went up.
Everything looked very small from die top and I was
really scared. The attendant said: ‘Wait a minute.
you (8 do) diis before? Can I see your
card?’ ‘N o,’ I cried. ‘I (9 never do) it in my life.
Please get me down. It’s all a terrible mistake!’ The
attendant was very angry because I (10 waste)
his time but he helped me get down. It was very
embarrassing. I (11 tell) my parents about it but
1____ (12 have) nightmares ever since! I never want
to go to a bungee jumping club again!
2 Answer the questions about the passage in
Exercise I. Use reported speech. (Unit 4)
EXAMPLE: 1 She says she was surprised it was so high up.
1 W hat does die girl in die text say about die
height of die jump station?
2 W hat does die girl’s cousin say about bungee
jmnping?
3 W hat did the attendant say to die girl when she
was standing at the bottom of the jump station?
4 How does the girl explain the attendant’s
mistake?
5 W hat does she say about die way tilings looked
from the top?
6 W hat did she tell die attendant at die top?
7 W hy does she say the attendant was angry?
8 W hat does the girl say about die way she has
been feeling since die incident?
9 How does die girl say she feels about bungee
jumping now?
28
S Imagine you interview an English speaking persoi
who has been living in your country for two months.
W rite a dialogue asking him/her about his/her
experiences, include the questions below. Ask mainl
indirect questions at first. (Unit 4)
EXAMPLE: I was wondering i f you could answer some
questions.
• Could you answer some questions?
• How long have you been living here?
• Is this your first time in {your coimtiy)}
• Do you like living here?
• W hat do you miss the most?
• Have you made any (your nationality) friends?
4 Complete these sentences with desp/te or even
though on the solid lines and so, such, or such a(n) on
the dotted lines. (Units 2 and 3)
1 Even though die weatiier was nice, Simon had
such a bad cold he had to stay indoors.
2 the fact diat diere was a good film on that
night, Helen was . . . tired she went to bed.
3 Erica was . . . intelligent girl diat she always won
prizes b u t her intelligence she couldn’t reac
a bus timetable!
4 we trained hard our team lost the game but
we are . . . determined to win next time diat we
are now training even harder.
5 Tom is . . . difficult child that he has been -
expelled from two schools. his parents try
hard to help him, he still gets into trouble.
6 Hungarian is . . . difficult for English people diat
die Browns still can’t speak it well they’ve
been living in Hungary for a year.
7 The class had a video conference with a school h
Argentina b u t die modem technology the
transmission was very bad. They had . .. trouble
understanding each other diat diey gave up.
5 Rewrite these sentences using wou/d rather, had
better and it’s time. (Unit 5)
EXAMPLE: 1 Mariana would rather phone than write
letters.
1 Mariana prefers phoning to writing letters.
2 My parents would prefer me not to go out so
often.
3 It’s very cold. You really should stay indoors.
4 You should have gone home earlier. It’s late!
5 It would be a good idea to do your work now.
6 I’d prefer to learn tennis than a martial art.
Rew rite the sentences A says using fnotj be used G ra m m a r
or get used to, (U n it 2)
I 1 talk about the past using a variety of tenses.
AMPLE: 1 Pve got stomachache because Pin not used to (Unit 1) ■-
lug spicyfood. 2 use a variety of negative statem ents correcdy.
A: I’ve g o t sto m a c h a c h e b ec a u se I d o n ’t u su ally e a t ' (Unit 1)
sp ic y food. 3 make negative questions to express surprise,
II: Don't eat so much chilli, then. disbelief,' or when we expect a yes answer. (Unit 1)
A:I’ve got a headache because I don’t usually sit in 4 talk about things people are(n’t) accustomed to
the sun. using (not) be used to and get used to. (Unit 2)
U: W hy don’t you wear a hat? ■: 5 connect contrasting clauses using even though and
A: Please lend me a coat. I’m not familiar with HV::L despite. (Unit 2) ; y'y: .'WWA AyA
such cold weather. 6 talk about people’s emotions and interests using
13: And you should wear gloves too. different adjective + preposition combinations,
A: Reading in English was really hard for me last by A (Unit 3).-y . V^Ayi';A 'yW'
year but now it isn’t strange any more. I 7 introduce a result using so and such (that). (Unit 3)
1J:T h at’s good. Now try not to use a dictionary, y 8 make polite enquiries by using a variety of
A: I’m never late for school. I’ve always got up AAA.. indirect questions. (Unit 4) :
early. The trouble is I wake up early even at j;y.9 report w hit people sav d i the tiir.e, what written
weekends. 'Up.Ay texts say and what was said earlier using reported
13: Keep y o u r ro o m dark and try to g o back to speech. (U nit4) AA:yAAA
sleep. 10 report advice using advise, recommend, suggest and
A: We find the food in this countiy less strange urge. (Unit 5) .
now but we still don’t like the food at school. A' 11 express preferences and recommendations nsing
W hat do you suggest? ; ;b;A would rather, had better and ifs time. (Unit 5)
B: Make your own sandwiches.
A: It feels strange to see my best friend with other
people: we’re always together. Any suggestions? Skills '
13: Go out with other people yourself.
READING
• predict die style of an article by reading the
Report the advice B gives to A in Exercise 6. Use introductory paragraph. (Unit 1) ■ ■ YyAAA
fgest, advise and recommend. (U nit S) I - • read more efficiently by readin g meaningful A
AMPLE: 1 B advised A not to eat so witch chilli. groups of words. (Unit 5) A yTAAAy A.A
WRITING ; y - :
• organise and write an article.;(Unit 1)
W h a t’s your ideal friend like? W rite six sentences • write a report. (Unit 4)
out him/her using six of the adjectives in the box
d the correct preposition. (U nit 3) LISTENING
AMPLE: My bestfriend has to be interested in football. • anticipate die content of a talk/interview by
diiaking about the sort of talk/interview you are
i teres ted keen afraid good embarrassed '-': going to hear.'(Unit 1)
ngry fond amused shocked • ider.dfy people’s attitude by listening to the words
•.hey ase, the u~.:y they speak am: their intonation.
y :.y ( m i t s y y y
y ...'y
s p e a k in g A y y y y y y ■;
• negotiate the solution to a problem. (Unit 2)
yy^ w ay sy iy y ib y ;/ ■
• express concern, reassure and persuade people. A
(Unit 4) ■ -A'■v_- ^ ;■;

29
 Don’t judge a book by its cover
1 Are these statements fact, fiction or a mixture,
do you think? Discuss with your partner.
‘M ost young people think books make good
presents. In bed is the favourite place for reading.
But the bath, bathroom and toilet are popular too.1
Turn to page 102 and check your answers.
Reading
2 Read quickly through the catalogue to find out:
1 the titles of the longest and shortest books.
2 the titles of the books which (you think) are
fictional and those which are factual.
3 the book which has the name of the publisher in
its title.
3 Read the descriptions of the books more carefully.
a) Choose one which you would like to read. Tick
(S) the reasons for your choice. You can also add
your own.
I like the tide It sounds interesting
I like the cover Ids quite short
It looks fun I like that kind of book
b) Which one would you not like to read at all?
W hy not?
c) Read the descriptions of the people. Which book
would make the best present for each? Why?
EXAMPLE: 1 1 would give Tomek the Bicycle Repair
Manual. That way, he could keep his new bike in good
condition.
1 Tomek has just got a fantastic new mountain
bike.
2 Rosalie likes reading and loves romantic novels.
3 Safiye is feeling sad so she needs something to
make her laugh.
4 Max wants to impress his friends but doesn’t
know how.
5 Emilio likes scary books with lots of action and
mystery.
6 Jo is fourteen and wants to know about other
girls of her age.
WART
Books can bec<
r**fi
101 Magic Tricks
, J ane
Guy Frederick
CHAnLoni
Magic is fun - fun to watch, but
even better fun to do yourself. 'It's
full of tricks you can puzzle your
friends w ith.' (Simon, 15.) 'My
friends were amazed. And so was I
(Lisa, 14.)
Piccolo £2.50 126 pages
10 Bicycle Repair Manual
Richard Ballantine and Richard
Grant
A handy manual that shows you
how easy it is to carry out your own
15 running repairs and get maximum
efficiency from your bicycle. Every
job is illustrated In clear steps, using
close-up photographs. 'It's the
manual I'd been looking for.' (Chris,
20 16.)
Dorling Kindersley £5.99 95 pages
Goosebumps - You Can't
Scare Me!
R L Stine
25 Courtney's a show off. She
thinks she's really brave. She's
always making Eddie and his
friends look like fools.
But now Eddie has found the
30 perfect revenge. He's going to
get Courtney to Muddy Creek,
where evil mud creatures are
rumoured to live. Eddie doesn't
believe the rumours, but they
35 might just be true . . .
Scholastic £2.99 124 pages
SSSSSSw
 Unit 7

G ra m m a r

prepositions

IMG! clause
1 People
Jane gets a message from a man. She has long been in love with

iddictive! ►Jane gets a message from the man (who/that) she has long.
been iii love -with.

Jane Eyre
Charlotte Bronte It’s full of tricks (which/that) you can puzzle your Mends
Orphaned as a child, Jane later takes with.
l up a position as governess to a
young girl but runs away after
discovering a horrible secret As she Usually written language
is about to get married, she receives
a telepathic message from the man
i she has been in love with for a long Jane gets a message from a man. She has long been in love w ith
time. Will she go ahead with the
marriage or will she go in search of
her real love? An exciting and
intense drama. been in love.
I Penguin Popular Classics £6.99 2 Things
447 pages

The Puffin Book Of Heroic

Failures
Stephen Pile
i The next time your family, teachers
or friends say you're useless just tell
them the story of the Olympic
swimmer who nearly drowned; or
the boxer who was knocked out -
l after ten and a half seconds,
including the ten seconds it took to
count him outl There are many,
many more hilarious true stories of
failure in this book.
i Puffin £2.99 122 pages
I Was A Teenage Worrier
Ros Asquith
Letty Chubb is 15. You'll love the
book in which she describes her
i hopes, herfears, her joys and her
tears. It is easily the most brilliant
and comprehensive alphabet of
teenage worry ever published.
4 Join these pairs of sentences to make one sentence. Use formal or
more informal register according to the context in brackets.
EXAMPLE: 1 She doesnhget on with the classmates (who/that) she travels to
school with.
1 She doesn’t get on with some classmates. She travels to school with
them. (Mandy’s mum said to Mandy’s teacher.)
2 Literature is one of the school subjects. Students are interested in
it the most. (Written in a government report.)
3 He travels to school in one of his jackets. It got stolen. (Tom’s
mum said to her friend.)
4 Maths is a school subject. T he majority of students have problems
with it. (Written in an inspector’s report.)
5 Sophie is one of my cousins. I feel most comfortable with her.
(Sarah said to her husband.)
6 Few of my friends liked the book. I was very impressed by it. (Paul
said to the librarian.)

Piccadilly £5.99 228 pages

Listening
yh?You don't have to understand every word you hear
when you listen to a text Key words wilt probably
be repeated several times: they will help you
understand what the text is about I f you then want
more details, feten again and concentrate on the
parts you found difficult the first time.
\
5 m You are going to listen to the radio
programme Book at Bedtime.
a) Listen. W hich of the books in the catalogue is
being read? How do you know?
b) Tell your partner as many details as you can
remember. Try to piece together the whole
extract.
c) W hich parts are hot totally clear to you? Tell the
class.
EXAMPLE: We didn'tget the bit about a ‘cordless
phone1. There was something about ‘punch1which we
didn't understand (veiy well) either.
d) Listen again. Concentrate on the parts you found
difficult the first time. Check and add to your
details.
6 Work in groups. Imagine you are Eddie and his
friends. You still want to frighten Courtney, but so
far all your plans have failed. How do you get her to
Muddy Creek or to the woods? O r do you try
another plan? Agree on a plan and present it to the
rest of the class. The class votes for the best plan.
7 Can you remember which of the books in the
catalogue involves a governess, a secret and
telepathy? W ho is the author?
Reading
When you read a long text or one which has a lot
7\jT o f information, try to concentrate on\the
important information first Worry about the details
later. * \
1 Skim the text and decide what type it is.1
2 I f it is a story, identify the main characters and the
main elements in the plot
8 Skim the Jane Eyre text opposite. W hat kind of
text is it? W here might you find it?
32
published Journey from the North (1969), which
describes her time as president of an international
association of writers during World War II.
Jane Eyre, a novel by Charlotte Bronte, published
5 1847
Jane’s parents have died and left her penniless. She
lives with her aunt Mrs Reed and Mrs Reed’s
children in the north of England, which she hates.
In addition Mrs Reed, who is a very unpleasant
10 character, treats Jane so badly that she becomes a
difficult girl. Mrs Reed then sends her to Lowood
Institution, which is a charity school for orphan
girls.
Jane spends long and miserable years there
15 without love or care but she leams a great deal. She
eventually becomes a teacher and is able to leave
Lowood. Soon after, she finds employment as a
governess and moves to Thomfield Hall, which she
finds beautiful. There she teaches Mr Rochester’s
20 daughter Adble.
Adble soon becomes very fond of Jane. Mr
Rochester, who seems to be an unhappy and
unfriendly man, is fascinated by Jane’s intelligence
and independence. They fall in love and decide to
25 get married.
On the eve of the wedding, a dark figure goes into
Jane’s room and tears her wedding veil. Jane is
upset but tries to forget the incident. However,
during the ceremony a solicitor called Briggs,
30 whom Jane has never met, announces that Mr
Rochester is still married to someone else. It is then
that Jane discovers the identity of the dark figure
from the previous night. She is Mr Rochester’s mad
wife Bertha, whom he has kept shut away in the
35 attic of his enormous house.
Distressed, Jane runs away and nearly dies. She is
saved by a man called St John Rivers and his
sisters, who nurse her back to health. They then
discover- that they are long lost cousins and that
40 Jane has a fortune, which a distant uncle left her
when he died. Jane is very grateful to the Rivers
and agrees to marry St John.
One night, as the date of the wedding approaches,
Jane hears a voice calling her. It is Mr Rochester,
45 calling her telepathically. She returns to Thomfield
Hall, which mad Bertha has burnt down. Mr
Rochester has been blinded and badly burnt while
trying to save his wife, but she is dead. Jane and
Rochester marry and in the last pages of the novel
50 we find that he partly recovers his sight.
JARRELL, Randall (1944-65) American poet and
critic.
He published several volumes of poetry, his first
being Bloodfor a Stranger (1942).
 U n rtT

9 Look at the characters and places in Jane Eyre. G ra m m a r

Read the text again and say which person or place
each of these sentences is about. There are two
sentences for each one.
EXAMPLE: 1 Mrs Reed

Thomfield Hall
1 She sends Jane to Lowood.
2 Jane finds it beautiful.
3 He rescues Jane.
4 She works as a governess.
5 She lives with her children in the nordi of
England.
6 H e is blinded in a fire.
7 She marries her pupil’s father. I I Use your answers to Exercise 9 to write
8 He is Jane’s long lost cousin. sentences with non-defining relative clauses.
9 It is M r Rochester’s huge house.
10 It is a charity school for girls without parents.
11 It is die place where Jane lives for a long time.
12 Jane loves him. EXAMPLE: Mrs Reedy who lives with her children in the
north of England, sends Jane to Lowood.

1 0 Read the text again and make notes of the

main elements in the plot. I 2 Work in pairs. Use your notes from Exercise 10
EXAMPLE: parents die, unhappy childhood to write a contemporary version of the basic story in
Jane Eyre.

33
 Puzzling puzzles

I How good is your knowledge of

trivia? Do the quiz.

1 The giraffe has

n a te s
a) the same number of bones .
b) twice as many bones .
c) three times as many bones Monsieur Sauvant was a French inventor. Although he wasn’t very
; in its neck as a human being. : successful he became quite famous - as one of theiworid’srworsf
2 a) Henry the Eighth, King of England inventors.
b) George the First, King of England
c) Richard the Third,King of England
5 was a "chifd,_________________________________________________ ___ m
couldn't speak a word of English.
few years. There had been some accidents,;w i!
3 A person breathes, on average, \ L/V 'Sau vantfho; hh'debidpdth
approximately completely crash-proof.
a) 30 ' : iraft phnwlri
b) 25 TV -. . . . . . . ‘Aircraft should ho onn.phnnnrJ ' he decided.iHe
be egg-shaped,’ t had .__
been.
10 rininn PVnprimante lAfiih nnne —j.,__ i_ .
■ c) 1? /.vVVVV ■. IIS
times a minute. |gnad4|een;-
4 Snakes hear through their floor. The chicken embryo inside the hen’s egg W ashed
a) eyes. 1ri T K o . f ca 11i h « it ^ « Vi-uTi, V\
b) jaws. 15 hen's egg inside the ostrich egg? No one knows.
c) tails.
Check your answers onjwge 102. c f*e bad been working on it for a number of years —and
probably spending large amounts of mohey H ^ h eh in >1
■v' I f i n a l l v a h lp tn a n n n u n n a fh n f (ni-. lnV.-i[u..:i

Reading 20 d The greatest problem was that nobody thought it would

WOf VOfi::-4H1*0 0 'nn n o e l n n ' .";;s
Remember that the main idea
o f each paragraph in a text is
usua//y expressed in the topic
sentence (often at the beginning o f
the paragraph). The topic sentence
tells you what each paragraph is
going to be about
out and wavei-
wrecked. Luckily Monsieur Sauvant was not badly hurt.
2 Match these topic sentences with
the paragraphs in the text.
1 The test was a complete disaster.
2 It was then a matter of building
the machine, which was not an
easy task.
3 Sauvant was very interested in
aeroplanes.
4 The next difficulty was testing
die aircraft.
5 Sauvant got down to work and
finally came up widi a design
based on liis research.
““ __

34
3 Answer these questions about the text. 3 You are a magazine reporter in
1 W hat was the basis of Sauvant’s invention? the 1930s. You interview Monsieur
2 W hy wouldn’t the police let him test his machine? Sauvant after the crash, while he is
3 How did he eventually test it? recovering in hospital. Your readers
4 W hy was die test a disaster? want to know all about Monsieur
5 W hat do you think about Monsieur Sauvant? Sauvant and his invention and his
plans for the future. W rite up your
interview in the form of the original
G ra m m a r dialogue.
EXAMPLE:
Q f'ffljy did you first decide to design
a wash-proofplane?
A As you know, at that time there
were already planes in operation.
But the makers had been having
problems with theni. There bad
been a few accidents.. .

W ord watch
When you want to give more
specific information about
something or someone you can put
one noun in front o f another noun,
You do this to specify:
• what something is made of: a
glass ball (a ball made o f glass)
• what someone does: a tennis
player (someone who plays tennis)
• where something is found:
the kitchen table (the table in
the kitchen)
When two nouns are used together
so often that they become a fixed
expression, they are called
4 Complete the sentences by using the Past Simple or the Past com pound nouns, e.g. a
Perfect Continuous form of the verbs in brackets. bookseller.
1 W hen Leonardo da Vinci built his helicopter h e (work) on
his design for many years. H e (draw) birds in flight to learn
about aerodynamics. 6 W hat do you call:
I We (fly) for twenty minutes when die pilot (announce) 1 someone who teaches English?
we had to go back because of bad weather. 2 a jacket made of leadier?
5 T he teacher (ask) for my project on inventions for weeks 3 ice cream made of chocolate?
when I finally (give) it to her last Monday. 4 someone who trains dogs?
f I found out why my pen friend - . (not get) my letters. I ____ 5 die window in your bedroom?
(send) them to the wrong address! 6 the library in your school?
) Our favourite band (play) for only ten minutes when there 7 the laces on your shoes? (one
(be) a power cut and the concert had to be cancelled. We word)
were upset because w e (die) to see them for years. 8 die driver of a taxi?
9 a shirt made of cotton?

EXAMPLE: 1 an English teacher

35
7 Try this puzzle. Look at \the G ra m m a r
pictures and with a partner try to
work out what they are of. Possessives
EXAMPLE: 1 e and
BASIA: That looks like hair, a
animals: noun +
ELA: Yes, but I don't think it's human noun (the owner) + ’s + noun (the possession) ; . ; J T ;
hair.: It can’t be a lion’s mane, (the mane belongs to a lion)
It’s part of M adonna’s face, (the face belongs to Madonna)
1

)le genitive)
‘■"' (the‘possession) + oT+noun+ 's/possessive pronoun
zriend o f Sarah’s. = one of Sarah'sfien d s
:ousin o f hers. = ene o f her mains

rmends’
- . , h o u se./
/
friends’s house./ (plural noun ending in s)

s h o u se/ lif t

9 Rewrite the sentences using the correct possessive form of the

nouns in brackets.
EXAMPLE: 1 1 was bored so I boiTowed my brother's puzzle book.
1I was bored so I borrowed (puzzle book/my brother).
.2We drove for hours in (car/my father).
Listening 3I enjoy reading (letters/my pen friend).
4You can find die solution to the puzzle in the (back/book).
8 F?i Listen to Jamie and Sarah 5The (house/windows) are all broken.
solving the puzzle.
6(hair/my friend) looks like a (mane/lion).
a) Were you right? 7Let’s sit at die (bus/front).
b) Listen again and answer the 8I always have fun when I go to (house/my cousins). They really
questions. know how to enjoy themselves.
1 Where are Jamie and Sarah? 9 (cat/Mr and Mrs Jones) always comes into my room.
2 Does Sarah like doing puzzles
in die car? W hy (not)?
3 W hat does Jamie think when
Sarah says she gets car side?
4 W ho is better at solving
puzzles?
5 W hy does Jamie say he feels
sick, do you think?

36
 ':'Unii-r8:;

10 Rewrite the sentences so that they mean the 1 I Look at these photographs. Match the features
:ame. with the people.
IXAMPLE: 1 Bina is afriend of mine. Sylvester Stallone Nicole Kidman Kevin Costner
1 Bina is one of my friends. Arnold Schwarzenegger Cindy Crawford
Bina i s . . .
I One of her uncles plays in a band.
A n...
} One of my mother's friends has invented a new
game.
A friend . . ,
I Laurie always taps her foot on the floor when
she’s bored. It's one of her little habits.
Tapping her foot on the floor.. .
) One of our cousins is moving to another country. t il..
A ...
5 H e is wearing one of his father’s old suits to die
party. He says it’s fashionable!
He is wearing an , ..

1HoT,4ld
meet? AnyY
w h e re a re th e“d stf? an Vision
y now
V lO iU li U
2 R e a d E p is o d e T h r e e a n d
answ er th ese questio n s.
1 How many brothers and sisters
has Anya got?
2 What exactly do Anya and Stefan
have in common?
3 What do Stefan and Anya bear in
the park?
4 How do you think Anya knew
she would m eet so m eo n e like
Stefan?
A nya and Stefan stood at the top
of the hill, smiling at each other.
The whole of London lay at their
feet.
5 Stefan spoke first ‘How long have
you known?’ he asked.
Anya sm iled. ‘T hat w e w o u ld
meet? All my life, I think. Of course I
d id n ’t know it w o u ld b e you in
10 particular. But I've always known
that there was someone, somewhere,
just like me.’
i know what you m ean,’ Stefan
said. ’Hey, let’s play a game! I'll tel!
15 you what I think you're like and you
tell me if I’m right, OI<? Mmm. You're
seventeen. You’re an only child. You
have few friends b ecau se people
think you’re strange, just like me
20 and — ' Stefan stopped. Anya had
been nodding to everything he said
but then she suddenly went pale,
'Anya, what is it?'
ofI UB lal lnl Un eu lr
‘HeTmy, f’vouriKY bu‘!Ve
never heard this song be lore. Its u
.................................................................. 45 bit weird, isn’t it? Cun you make out
raj episode THREE the words?’
...................*................................................ Anya recited them:
‘r don’t know. I’ve got butterflies Oipbeus, Oipbeits, beware!
25 in my stomach again , 1 she said. There is danger in (he air.
‘You’re probably tired. It’s been an 50 Yonr songs a n d voice are sweet
exciting day and - 1 But the dragon has come to eat.
‘Shh! Can you hear that?’ Anya ‘What does it mean?’ asked Stefan,
said. frowning.
30 ‘What? I can’t hear anything!1 . 'I don't know. But whatever it is, I
'No. You’re right. I’m probably 55 don’t like it.’
imagining things,’
They walked across the deserted 3 Stefan a n d A nya h av e q u ite a
park, sw apping information about io t ^ com m on. Make a list o f
35 their lives and finding out all the th in g s t h a t y o u a n d y o u r
things they bad in com m on. c lo s e s t frie n d have in
Suddenly Stefan said: ‘Wait, I can com m on.
hear it now. It’s a song, isn't it?' 4 How is Anya feeling at th e e n d
‘Yes. It so u nds like Stone, my o f this episode? Why? W hat do
40 favourite singer. Someone must be y o u t h i n k th e w o r d s o f th e
listening to a radio so m e w h e re ,’ song m ig h t m ean? W hat could
Anya said. th e d an g er be?
l' I
■.
..-.SIMM
t ‘

37
 Home and away

I Do the quiz. 3 Practise what you have just

revised about English nouns.
7 * 1 p a) Underline die nouns in die
sentences in Exercise 2.
How much do you know aboil ) Axe they countable singular,
tch the wards with the definitions. countable plural or
1 the process of making the air, water or soil dirty uncountable?
r. or dangerous c) Look at your lists. Which noun
,
2 in danger of disappearing from the world conserve can be bodi countable and
3 a person who specialises in the study of plants pollution uncountable?
,4 animals and plants living in natural conditions wildlife"
Reading
. i'5 natural surroundings, especially in beautiful and open country rainfort
1 '1 7. -
' 6 . protection from damage or destruction endanger? 4 Read the brochure opposite and
> .7 'a wet tropical forest with tall trees growing close together ■ botanist add more nouns to the lists in
w take the underlined letter in each word. Put the letters in the " Exercise 3.
-right order to make a word to complete the title.
To check your-answer, turn to page 102. .
5 Complete the fact file on the
International Conservation Scouts.
s
Under ‘Comments’, include your
opinion - both positive and negative
Complete the sentences with words from the quiz. thoughts - of the scheme.
1 Traffic causes pollution.
2 People can help save animals.
3 M y father is a . He has taught me to respect nature. f a c t f i l e
4 Last year we had a weekend at a camp. We went on a nature Name:
trail and we planted some trees. In fe r m r tm a l C M e m tB m
5 I read an article in die paper about the _ in South America.
Every year, thousands of trees are cut down to make paper and Scm i& ..............................................
furniture. Locations:.............................
Number of cam ps:...............
W o rd watch Aim:........................................
Eng/Zsh nouns can be countable or uncountable. Trained leaders?
Countable nouns can be counted. You can use a or an with the
Yes □ No □
srngu/ar form and they have a plural form:
a bird - two birds a plant- ten plants Experience necessary?
Singular countable nouns cannot be used alone: Yes O No O
The tree is beautiful. / Thec-is beautiful. X
Uncountable nouns cannot be counted. You cannot normally use a. or an Activities:............................
before them and they have no plural form:
a ■wildlife X wildlives X (some) wildlife / Prices fro m :.........................
L/ncountob/e nouns can be used alone:
Comments:...........................
The pollution is dreadful today, / Po/Zut/on is awful. /

38
 Y o u c a n m a k e t h e d if f e r e n c e
.b e t w e e n
t h is . . n a n d t h is .

This summer, join the International Conservation Scouts on a fun-filled

holiday with a difference. Year after year, young people from al! around the
world get together at one of our sixteen conservation camps. Their shared
aim? To help protect the countryside and its wildlife,

M any animals and plants are in danger of 20 r f l h e International Conservation Scouts is a

disappearing forever. The dormouse, for
example, needs woodland plants for food
and trees to nest in. Its habitat is being destroyed by fabulous holiday at any of the camps for as little as
man and it needs our help to survive.
On a conservation camp holiday you will learn . 25
all about nature and how to protect it. Our trained
leaders will accompany you and tell you everything
you need to know. Because of this you don’t need
any experience, just energy and enthusiasm. You
will explore the countryside and work to ensure the
survival of hundreds of animals and plants and still
have plenty of time to enjoy the camp’s excellent 30
sports facilities and organised nature trails through
beautiful scenery.
I worldwide organisation, so there is bound to
A be a cam p near you. You can spend a
£60 including accommodation and food.
For more information send for a free c o n s e n t
tion camps brochure today.
International Conservation Scouts
Stanton St John
Oxfordshire 0X7 1TL
THE KEY TO SAVING WILDLIFE IS TO
PROTECT NATURAL HABITATS: YOUR WORK
WILL MAKE A DIFFERENCE.
G ra m m a r 7 Complete the sentences using a, an, or the where
necessary.
a, an, or the? 1 J African rhinos are lulled for dieir horns.
T hat is w hy World Wide Fund for Nature
IS1IS8
isg st t « is trying to protect them.
zero article + phiralnoun/unmmtablenoiin ;
D orm ice are European woodland animals. ; A lot of people think it’s bad to keep wild
All of tllCJll ' animals i n cages.
There are two new chimpanzees i n city zoo:
Som.etim.es: a/an or die + singalnr numi male an d female. female is
A/GTJie; dormoTi'se is a European woodland smaller dian male.
i^mihnl. There is _ fox in die park near my house. My
neighbour doesn’t let her cat out at night because
she’s afraid fox will eat it!
m

There: is b tiim ^
8 Read this letter carefully. Complete the
il Talking about som ething unique information in the box opposite.

Ul. Nowy Swiat 24

00-946 Warsaw
26th March 1996

International;Conservation
Scouts
Stanton St John
Oxfordshire 0X7 1TL

ror ower iiscs ajsu an m ftatxm , grammar • Dear Sir/Madam,

:h ^ iita ^ n ^ v p a g z A 0 7.
6 Choose the correct alternative in the brackets,
1 (An environmentalist/Environmentalist) is
(person/a person) who tries to prevent die
destruction of (a natural world/die natural
world).
2 I ’m surprised you haven’t heard about die
protests!’There are plans to build (a new road/die
new road). (The conservationists/
Conservationists) all over the country are
protesting about the plans for (a road/the road)
because it could destroy wildlife in die area.
3 I’d like to visit (an ecological park/ecological
park). I’ve never been to one.
4 (Dodos/The dodos) were large birds in die
pigeon family. (The dodo/Dodo) became exdnct
many years ago because it was hunted by hungry
sailors.
I am writing to ask for more
information about your conservation
camps. I read your brochure and found
the idea of conservation holidays very
appealing.
I am a fifteen-year-old Polish student
and I am learning English at school, so
I would like to go to a camp in Great
Britain. Could you please tell me if
there is one in Scotland? I would also
like to know what the price is for two
weeks in July. ■
I wonder if you could send me brochures
of the other camps in Great Britain,
too. Some friends of mine are also
interested in, going on a conservation
holiday.
I look forward to hearing from you. ■
Yours faithfully, v:
Basest KuWalsha
Basia Kowalska (Miss)

40
 Formal letter: asking for information
Greetings:
a) You know the person’s name: Dear
Mr/Mrs/NIs/Miss Sinclah ►Yours sincerely,
b) You don’t know the person’s nam e:..........
Addresses:
a) Write sender’s address in th e comer
b) Write other person’s address..........
U seful closing sentence w hen expecting a
reply..........
Useful expressions to ask for information:
a) Couldyon please tell me i f . . .
b) ..........
c ) ................
7 You want to go on a conservation holiday.
i) Look at the fact file in Exercise 5 and make a note
of three things you would Uke to know.
EXAMPLE: what spon possible?
)) W rite a letter to the International Conservation
Scouts asking for the information you want. Look
at the box above for help.
1 0 Find out these things about your partner.
[ How he/she feels about travelling, especially to
other countries.
! W hat he/she is mostly interested in doing on a
trip abroad.
I How he/she feels about trying new food.
Listening
When you listen to a conversation in English, ask
AfT yourself:
1 What are the speakers talking about in general?
2 What are they specifically talking about?
3 What do the speakers think about the topic?
I I HD Listen to this conversation.
l) W hat is the general topic?
)) Listen again. W hich specific aspects are
mentioned?
•education "food ^houses •customs
•clothes *the advantages/disadvantages
o f foreign exchanges
:) W hich speaker would like to go on a foreign
exchange? "Which one wouldn’t? W hy (not)?
G ra m m a r
The or zero article? '
1 Plural/uncountable nouns
a) refening to a class of things/people in general
• Chopsticks are used a lot in Japan.
b) refening to something inpaiticnlar
T h e rice in Japan is tasty. y
2 N ationahty nouns: referring to the people
in general 0 \ J
a) ending in sh, ch, ss or ese ' ;;
, T h e Japanese eat more rice than bread. :
b) all others except the Scots
(The) Brazilians are friendly, v
I 2 Fill in the blanks with the where necessary.
1 food in Britain is different from food
in Japan.___ Japanese tend to eat a lot more
fish th an___ British.
2 Chinese have an interesting way of eating
eggs: they keep them i n mud an d____
straw for months. They are best eaten when they
are a year old.
3 foreign exchanges are a good way to break
dow n young people’s prejudices about other
cultures. young people we met the odier
day were from Brazil.
Pronunciation
I 3 How is the word the pronounced?
a) 03 Listen and write down the sentences.
b ) Listen again. Is the pronounced:
1 / So / or 2 / Si/?
c) Complete die rule from your answers to b):
the + consonant sound = / /
the + vowel sound - i i
1 4 Have you ever been abroad or to a different
area in your country? How different was it from
home? Make notes under these headings.
• Place
• Different things I ate
• Things that surprised me
Present your information to the rest of the class.
41
I Look at the volumes of the
encyclopedia. W rite the number of
the volume where you would find
information about:
• myths and legends Zulus
• the British Isles the sea
the solar
• the phases of
the moon system
• y o u r country
Reading
When you read a text to find
1 specific inform ation (for
example, when you are looking up
information in an encyclopedia)
don't read all of the text
/ Scan the text run your eyes
over it and stop only at
the places where you think the
information is. Read those
sections more carefully,
2 i f the information isn’t clear to
you, look for examples and
pictures.
2 Scan the encyclopedia page to
find a definition of legend and of
myth. Remember to read on if you
don’t understand the definition.
3 W hat is the difference between a
myth and a legend? Explain the
difference to your partner in your
own words. Does he/she agree with
your explanation?
Myths and legends
Myths are traditional stories occurring in a
timeless past. They involve supernatural
elements and are beyond the frontiers of
logic. Long ago, when our ancestors heard
5 the sound of thunder and saw lightning,
they were often frightened because they
could not understand why these things
happened. In order to understand these and
other natural events, they created stories.
10 The stories were handed dow n from
generation to generation all around the
world.
Although myths are not based on objective
truth, they reflect both universal worries
15 and the worries of specific cultures. The
presence of the sun in the sky was a
mystery in different parts of die world. In
the cold northern countries, where the sun
disappears almost completely during tire
20 winter, great fires were lit in midwinter to
help the sun to be reborn.
The ancient Greeks tell a myth in which ’ ry*f
Prometheus stole fire from Zeus, the chief
god, and gave it to humans so that they
25 could keep themselves warm. To punish
him, Zeus chained Prometheus to a rock
where Iris liver was eaten by an eagle every
day but grew again every night.
I Legends, however, are stories about real
■§ 30 people who are fam ous for doing
# something brave or extraordinary. Every
I time the story was told, it became more
1 exaggerated and so it is now difficult to tell.
I how much of the story is really true,
I 35 One of the greatest legendary figures in
I Britain is King Arthur. He was the son of
§ King Uther Pendragon, a Celtic King. King
I . Uther gave his child to Merlin the wizard.
I Merlin taught Arthur everything he knew
I 40 so that he could become a great king. When
King Uther died, Merlin stuck a sword into
a rock and said, This sword is in the stone
by magic. Only the true king will be able to
p u ll it out.' M any m en tried b u t none
45 succeeded. When Arthur tried, die sword
slipped out easily. Arthur was made king.
He went on to found die Round Table, an
order of knights who became famous for See also:
fighting the wicked and helping the poor. Creation myths,
50 Some names of die Thunder god around; Egyptian myths, Fire,
the world: Thor (northern Europe), Kami-; Northern European
nari (Japan), Zeus (Greece), Shiva (India), myths, Robin Hood,
Seasons, Sun
Jupiter (Rome) ,Viracocha (South America)
*t You are reading the encyclopedia page when your little sister 6 Read the pairs of sentences.
comes and says she needs the answer to these questions. Where in Which is the action? Mark it A.
the encyclopedia do you tell her to look for the answers? Which is the purpose of the action?
1 W hat was the Egyptian Sphinx? ' Mark it P.
2 W hy do we have spring, summer, autumn and winter? EXAMPLE: 1 The teacher gave as a
3 W ho was Thor? text. A We could learn about legends. P
4 W hat happens when you light a match? 1 The teacher gave us a text. We
could leam about legends.
2 Find some information for my
5 Read the text again and match the columns. project. I looked in the
Action Purpose encyclopedia.
1 Myths were created a) in order to punish him. 3 My sister could do her
2 People in northern countries would b) so that he could be a homework well. I helped my
light a fire in the middle of winter good and wise king. sister.
3 Prometheus stole fire from Zeus c) so that die true king 4 I keep a vocabulary book. Leam
would be revealed. new words.
4 Zeus attached Prometheus to a rock d) so that the sun could be 5 I studied hard last year. Pass my
bom again. exams.
5 Merlin taught Arthur all he knew e) in order to explain 6 Kerry bought a new camera.
natural occurrences Take photos on her holiday.
people couldn’t 7 Alex came in. very quiedy. N ot to
understand. wake up his parents.
6 Merlin stuck the sword in die stone f) so that humans could
keep warm.
7 Write sentences using the pairs
in Exercise 6. Use to, in order to or
G ra m m a r so (that).
EXAMPLE: 1 The teacher gave us a text
Expressing purpose so (that) we could leam about legends.

1 Same subject for both clauses

(in order) to + verb y ;; 8 Look at your sentences in
Action Purpose, Exercise 7. Rewrite the sentences
People created myths (in jrder) to ):■■■■explain natural events with (in order) to using so (that).
they couldn’t
EXAMPLE: 2 1 looked in the
* understand.
V 'Tb :-""4' ■' in order * vATT encyclopedia so (that) I couldfind some
People lit big fires so as n o t to lose the sun forever. information for my project.
Subject: people

2 Same o r different subject fo r each clause

so (that) + subject + will/would or can/could + verb "T
Action ' Purpose .
Prometheus stole fire : y humans could keep
from Zeus . ;'TT-'y diemselves warm. \ A
: Parents tell their children ; so (that) the children can go y
stories at bedtime '-NAyl'-'b to sleep easily.
People created myths they w ouldn’t be
afraid of nature.

43
9 Make sentences about legendary and mythical figures using the Reading
information below. Can you and your partner add more myths?
I2 Look quickly at the text
Legend/m yth A ction Purpose opposite. W hat kind of text is it?
1 Robin Hood steal from the rich help the poor
2 The Norse gods eat golden apples stay young forever I3 Read the text more carefully.
3 Thor, the storm god, use lightning giants not hurt the gods Match the topics with the correct
4 Odysseus blind die Cyclops he and his men escape paragraphs (2-6).

5 Orpheus sing to Hades, die his dead wife, Eurydice, • An entertaining couple
Idng of die come back to life • Fame and recognition
underworld, • The start of a brilliant career!
• The legend lives on
• Tragedy strikes
G e t talking
1 0 In pairs, work out the story of Old Man W inter and Summer 14 Draw a simple sketch
Queen, an Amerindian myth. illustrating one of Annie Oakley’s
a) Read die beginning and end of the myth. shooting tricks mentioned in the
text. Show it to your partner and
N orth American Indians told diis story to explain why it is explain what is happening in your
cold in winter and warm in summer . ., picture.

.. . So, for six mondis every year, Summer Queen stays in the
soudi, and Old Man Winter rules the nordi. Then Summer G ra m m a r
Queen forces him back to his snow kingdom in the far north and
brings back spring. Too and enou;
1 too + adjective (+ to :+
b) To work out die main part of die story: infinitive)
Student A: Turn to page 105. Annie was very young . . .
Student B: Turn to page 106. She was too young to hold
•T-'iVk 1-mn
n LU-Tnrnnn
UiUUChly. 11C1 lluliUj
were too sn mil.
I I Look at the pictures and read the clues. Who were these famous Her hflti-L
lJ.Lt hmi>/r *17/r/' rn'itlfbnV
liftb iJtif
people? do it.
2 (not+) adje ctive + enough
' (+ to + infii litive)
Her father t hought sh e was
n o t strong enough to bold
a gun.
She proved not only that
she was strc >ng enough, but
diat she cou Id do it very
well.
He thoughtshe did not have
the physical m er to do it. She
showed eveiy body that she had m,
1 Nobody got to eat die apple, but his son was OK. f the strength, and the ability.
2 His shows were explosive and became legendary.
3 She prevented odiers from dying in die colony but never got back
alive herself.
If you don’t know, look at the answers on page 104.

44

OAKLEY, Annie
Born 1860 in Darke County, Oliio,
USA. Sharp-shooting s t a r o f the Wild
W est Died 1926, aged 66.
P h o eb e A nne M oses w as b orn on a
farm . W hen she was very young, she
used lo watch her father and his friends
sh oot anim als: she w anted to try too.
T h e y la u g h e d a t h e r b e c a u se th ey
th o u g h t she was too y o u n g and not
10 strong enough to hold a gun properly.
B u l she surprised them all by learning
to shoot and becoming very good at it.
Her family were quite poor, too poor to
give Annie a good education. When she
15 was a child, her family had to borrow
m oney from th e bank to keep th e ir
farm. A nnie hunted game, w hich she
sold to help pay the m ortgage on the
fam ily farm : no ra b b it w as q u ic k
20 enough to escape her bullets!
A nnie m arried a m arksm an whom
sh e m e t at a sh o o tin g c o m p e titio n .
T o g e th e r they s ta rte d th e ir ow n
shooting show and they perform ed in
25 variety shows and circuses around the
country.
W h en A n n ie O a k le y (h e r s ta g e
name) was tw enty-five, the legendary
B uffalo Bill saw her perform and said
30 she was too good to perform in small
show s: h e r sk ills deserved a b igger,
better-known show. That year, she and
her husband joined the famous ‘Buffalo
B i l l ’s W ild W est S h o w ’ . F o r the
35 seventeen years that she was part o f the
show, A nnie was the main attraction.
She was such a good shot that she could
s p lit a p la y in g card from th e s id e ,
standing ten metres away. She could hit
40 a coin thrown in the air and even shoot
cigarettes held between her husband’s
Ups. Annie Oakley travelled to Europe
w ith the W ild West Show. W hen she
>vas in B e rlin , the K a ise r W ilh elm
45 insisted that she shoot a cigarette from
his lips.
W hen Annie was forty-one, she was
s e r io u s ly in ju re d in a tra in c ra s h .
Everyone thought that would be the end
50 o f her career. But she recovered quickly
and as soon as she was well enough to
perform she continued to am aze h er
audiences for many years.
In 19 4 6 , y e a rs a fte r h er d e a th , a
55 musical called Annie Get Your Gun was
w ritten about Annie Oakley. However,
she was much quieter in real life than
the character in the m usical. Some o f
the stories about her shooting skills are
60 alm o st too extrao rd in ary to be tru e.
Annie Oakley has become a legendary
figure of the Wild West.

1 5 Read the situations and fill in the blanks using W ritin g

too, enough or not enough and the correct form of
the words in brackets. A* When you wr/te a biography, it is a good idea to:
ySc'■ hove as an introductory paragraph the person’s
EXAMPLE: 1.1 isn't old enough to drive date and place o f birth (and when helshe died) as
1 In Britain, people cannot drive until they are well as a sentence or two about his/her
seventeen. At sixteen, M arcia (1 be achievements.
old/drive). Peter is a lot more irresponsible than * make notes about the most importantevents in
Marcia, but, being seventeen, b e (2 be the person's life. Include events from different stages
old/drive). Mrs Maple has sold her car. She’s now o f hislher life.
eighty-five and she feels sh e (3 be old/drive). • write a paragraph or two about each stage of the
2 I t was a disastrous day for die school football person's fife.
team. Peter had got measles and, although he was
better, h e (1 be well/play). John had a bad
case of food poisoning an d ^ (2 be ill/play). 17 Write a biography of your favourite legendary
3 These days, you have to be 1.70m or more to be a figure.
model. At 1.50m Susan (1 be short). Nadia, a) Write an introductory paragraph and make notes
quite tall at 1.68m____(2 be tall). Rachel (1.73m) about the most important events in die person’s
(3 be tall), but she isn’t interested in life.
modelling. b) Complete die plan widi your notes.
Paragraph 1: Early life:
Paragraph 2: Adult life and main achievements:
1 6 W hat things is it possible or not possible for you Paragraph 3: Conclusion and rounding off:
to do at your age in your country? c) Use your plan to ’write a biography.
EXAMPLE:
JUAN DIEGO: Pm sixteen and I live in Mexico, so Tin old-
enough to drive.

45
 Rocking ’n’ rolling

I Have you ever been to a pop concert or seen one on television? Reading
Tick ( / ) the things the concert had. Which are essential for a good
pop concert in your opinion? 2 Read the article. Which of the
things in Exercise I did U2's
videos a light show Zooropa show include? Do you
good sound equipment a good atmosphere think it was a good show? Why
a large crowd several bands (not)?
programmes and other great music!
merchandise

of th e band, the video mixing desk set among ■

25; U2 o 65 c o n fe ssio n a l an d '; th e a u d ien c e . H ere,
satellite TV. The laser ■ . s o u n d e n g in e e r J o e $
^ ii discs need to be loaded so O 'H e rlih y an d h i s .
so that they play at the a s s is ta n ts n eed to :
te v h m lu y y .' . rig h t tim e and in adj u s t the volume of :
70 sequence. Zooropa does
■/ each instrumentand each
V LJ ) 30 The video 'confessional' ,■ voi ce fo r a perfect
is in the middle of the n ot include the usual
95 balance of sound. Also
sta d iu m . /F ro m th e :;: coloured lights of other
i s i s i momentthe doors open, rock concerls Williams brought to the mixer is
considers them old- ' th e sound from the
; u i 'r th e fa n s can go i n / b a hd's own s atellite
75 fashioned - but video is
35 says P e te r W illiam s, receiver, a telephone line
one of the designers of an integral part of the
loo on which you can phone ;
r the show. Theycan then ’hhpvv:'/,;
anywhere in the world
talk to camera for thirty : T h e m ix e r. A p a rt directly. Bono, the lead
seconds about things fro m th e visuals, it is singer, phones regularly
T h e d a y b e fo r e th e aq which are important to bo th e music th at attracts during tlie show. On the
c o n c e r t W e m b ley ; . them. The best bits are . the audiences. The key 105 A m erican tour, he
Stad iu m looked / .;,v /; ; ' selected and th e n yve to o 1 i s th e m ix e r o r p h o n e d T he W hite
w e l l . . . lih e a n e e d to e d it th e m m ix in g desk. C ables Ho us e and later tri ed
5 football stadium- But before the show. They ta k e th e sound from ■ . to o rd er 10,000 pizzas;
th e tr a n s fo r m a t io n 45 are played during the B5 m ic ro p h o n e s and from a restaurant!
about to b egin . " show th a t m ght/ : in s tru m e n ts to a
The lis t o f th in gs to
T h e v id e o stu d io is
do w a s e n o r m o u s :
10 m ile s o f electronic built under the stage.
From here, the video
table needed connect-
irig, the stage needed
so crew operate ten video
laser-disc players in order
libii sound equipmenti to get exciting visual
is heeded unpacking and effects. Before the show,
setting up. It seemed an . ten hours of video
impossible job, b u tlJ 2's 55 material need to he put
ro ad crew can set up; together, th e video crew
^ a li i y 200 to n n e s o f film the band before they ■
£o:Chguipm ent ■~ Lhclu d - ; go On stage. Then the
seventeen-strong crew
in g th e g iaIlt vl d ® °
r Screens, or vidiwalls, bo directed by Maurice
Linnane and Ned
:k at th e s id e s o f th e
stage - in 24 hours. O'Hahlon mix in video
/ / footage from the video

46
3 Label the diagram of Wembley Stadium with words from the text. H Rewrite the sentences using need
to, need -ing or need to be.. . .
EXAMPLE: 1 You need to buy the tickets
in advance.
1 It is very important for you to
buy die tickets for die concert in
advance,
2 The CD player is broken.
Someone must mend it.
3 It is essential to test die
microphones before the concert.
4 You have to fix the lights before
the disco.
5 Is it absolutely necessary for you
to buy a programme?
6 It is very important to check die
fire doors before the concert.
7 It is important for you to check
your answers when you finish
die exercise.
8 Someone must check everyone’s
tickets at die gate.

5 W hat things do the road, video

and sound crews need to do before
and during the concert? Read the
text and write as many sentences as
Write a short caption for each item in your own words. you can in three minutes.
EXAMPLE: Before ~ The road crew need
to build the video studio.
G ram m ar
\___________
Talking about things which are necessary or very important 6 Role play
Need Student A: You are a member of
1 T h e agent is known. U 2’s crew. Choose where you want
subject + need + to + infinitive + object ^ Vr :" /'m to work: die video studio or the
(person who . (thing which mixing desk. Read die relevant part
does . requires action) : ■.■.,v:■ of the text again and use it and your
own ideas to make a mental picture
Joe O ’Herlihy needs to adjust the volume. of your job.
It is necessaiyfor Joe - a sound, engineer - to adjust the volume. Student B: You are a journalist for
2 T h e agent is n o t know n or n o t im portant. Rolling Stone magazine. Introduce
,. , verb-ing yourself and interview a member of
subject + need + to ke + (p fftfR ffjrfciple) U2’s crew about his/her job.
(thingwhich \ -T
requires action) ■- Swap roles: Student B is a member
The sound equipment needs unpacking/to be unpacked. of die crew. Student A is the
I t doesn't matter who does it, but somebody must do it journalist.

47
Reading
8 You are a journalist. You have
7 Look at the picture with the newspaper article. read about FSOL and you decide to
do a feature on them. Read the
1 W hat idea does it convey to you?
article again and complete your
2 Look at the title too. W hat do you think die article is going to be notes.
about?
Read the article to check your answer to question 2.
otophone
7 —

Rocking all /t/h xeF

—

/tc& fiSeft? ~
over the /ttfe w te icu M testf —

world from A/otfce —

a room in
eKyuit*ie&^st*-
North S a c A tfr a c a td to
t&uyue. £emuisss
London /tftiSbo faafe&K&ed —/coo/?
jtfad&e/cc&s’ t a & & o o t*ea£
A British band’s world 35 after die tedinical side of tilings. C6KC& & ?*A/o—
‘tour’ by telephone could Film, computer graphics and
animation are being put together
mean the end of live
to create perfect sound and 3D
concerts as we know
visuals so audiences around the Vocabulary
5 them.
40 worid will be able to go to virtual
Future Sound of London is the
reality concerts. They can then 9 Read the article again. Find
first group in the worici to play all
take part by using computer
its ‘live’ shows down the words for the clues.
telephone. They have ‘toured’ workstations.
Will this new tedinology bring 1 The place where the band
10 Europe and America without
45 about an entertainment actually play their music: their
leaving their studio in London and
revolution? ‘Jumping around on
only tallc to their Ians through the O
stage is old hat and on its way out,'
Internet global computer 2 The name of the international
says Dougans. His partner agrees.
| network. ‘Right here in this room we’re computer network:
is Last month, die electronic duo 50 doing everything: we're doing art, _ N ________
performed to 500 people in New
television, music, games, CD- 3 The pictures the audience
York while still in their old studio
ROMs, and they're all coming watched at the concert in. New
| in London. The audience watched togedier in a glorious kind of
\ complex, three-dimensional York were lifelike o r _______ -
entertainment,’ says Cobain.
I 20 images sent via the Internet. The
55 ‘That’s not the future, that’s _______________L
|i music they heard was as dear as if 4 Pictures created oh a computer
happening notv'.
f it had been live. It was played Those who look on tedinology are called computer
k in London and converted into
as an essential part of their lives _ R _____________
% digital pulses at the band’s mixing
but are getting bored with living 5 In order to take*par£ in concerts,
I 25 desk. The pulses were carried 60 on a diet of computer games will
across die Atlantic by a digital fans will access information via
jump at the diance to be part of
| telephone line. As soon
Oils exdting new development
com puter K ___________
| as the computer workstations
If you are looking for the
"% were switdied on in The Kitchen ultimate rode experience, contact
f 30 art gallery the pulses were re- 65 Future Sound of London via the
1 0 Make a list of seven phrasal
| converted into sounds. Internet on FSOL<@fsol.
T Future Sound of London - verbs in the article.
-J4' demon, co.ulo today. Don’t put it
T Brian Dougans and Gary Cobain -
offtill later!
| have a team of people who look
G ra m m a r
;^ h ra & h y ^ q s L 7
1 Phrasal verb + object - separable
They sw itched on the computer workstation.
But:
They switched ihe-compa tcr weriatati&n in the
>fc\yYei-leflrt-gfd l e i y ^ r-X
Other separable verbs: bring about, put off
2 Phrasal verb + obj ect - inseparable
their lives.
Other inseparable verbs: lqok for, look after, live ,•
Vision of Danger
l^ E P fS O D E FOUR
20
1 In Episode Three, what sort o f
f e e lin g d id A n ya g e t in th e
park? What exactly did sh e and
Stefan hear? 25
2 Read Episode Four and answer
these questions.
1 What did Stefan find out at the
record shop?
2 Why do Anya and Stefan think 30
they are hearing the song?
3 Who was Orpheus? Why was he
special?
4 Why do Stefan and Anya think
that Stone is in danger? 35
T he next few days went quickly.
Stefan and Anya met as often as
they could. Anya shared her secret
places in L ondon with her new - 40
5 found friend and the days were long
and warm. Their happiness was only
occasionally spoiled by a sense of
doom which neither of them could
explain. They attributed it to the 45
10 thought of Stefan's return home at
the end of the summer.
One m orning, Stefan arrived at
Anya'a house somewhat agitated,
'Y o u 're la te ,’ Anya said. ‘Is 50
15 any tiling die matter?’
I I Fill in the blanks with the correct form of the
phrasal verbs in the article.
#11
1 ‘I’m lookingfor my new Walkman. I don’t know
where I left it. Have you seen it?
2 Let’s send this message by e-mail. Just let me
the computer.
3 I can’t go out tonight. I have to my little
brother.
4 Computers have a revolution in communi­
cations.
5 I love sweet food: I could chocolate!
6 They had t o the game because of the rain.
7 I schoolwork as something I have to do. I t’s
not always fun!
Which sentences have a separable phrasal verb?
Rewrite them using a pronoun instead of the object.
Listening
12 M Listen to two people talk about pop
concerts. W hat four phrases do they use to talk
‘I w e n t to about their preferences?
Tower Records
on my w ay
here, I wanted G e t talking
to surprise you
with that song 13 Work in groups of 4-5. You have been offered
we k e ep
half price tickets to either a traditional or a virtual
hearing all the
tim e ,' It w as reality concert, provided the whole group attends
tru e, e v e ry ­ the same concert. Can you agree on which to go to
w h e re they or would you prefer to do your own thing and pay
w ent they the full price?
h eard the
stran g e so n g
from the park,
‘But you won’t ‘Listen to-this,’ Anya said after a
believe this,’ Stefan continued. ‘That while. “‘Orpheus. In mythology he
record doesn’t exist!’ was a wonderful musician. Even wild
‘But we hear it everywhere!' Anya 55 anim als and birds w ould stay to
exclaimed. listen to him." Then it says how he
‘Well, I asked for it in several lost his wife for ever in Hades, the
shops and they looked at me as if I land of die dead.’
was mad. They said Stone had never ‘OK, blit what does all that mean?'
reco rd ed a song about O rpheus,' 60 said Stefan.
Stefan explained. Suddenly, they both exclaimed:
'Well, we didn’t imagine it!’ Anya ‘Stone! He's a wonderful musician.
said. ‘Or did we?' He must be in danger. We have to
'No, we didn’t, but what if we are warn him!’
the o n ly o n es w ho can hear it?’
Stefan said. 3 What must Stefan and Anya do
‘Yes, that’s it! Maybe the words are n ow ? H o w w ill th e y fin d
trying to tell us som ething,' said Stone? Do you think it w ill be
Anya. easy? Why (not)?
They went into her father’s over-
stuffed library and looked through
some books about mythology.
49
 Revision

Reading

S -o ft. « , * „ TOr ^ ^

reporters,
tomorrow's
newshounds
Z u m o n C h o w d h u ry ,
th irteen , talks w ith
a confidence w h ich
w ould have been impossible
I 5 n i n e m o n t h s a g o . 'I
in te rv ie w ed the chief
w ritin g them up for joined Children's Express in
executive of F ootball
35 p u b lic a tio n . C ath ry n o rd e r to get experience in
Association, Graham Kelly/ he
Atkinson, who is die London journalism / the career sh e's
says. Zum on and his fellow
. bureau director, briefs 65 in terested in. She h ad been
10 reporters w anted to do _L—_
children, e d its th e ir w ork looking for a w ay to get
article on him . 'We d id th e '
and attempts to have it placed experience w hen a friend of
research in a ‘ g ro u p and
40 in local an d n a tio n a l h ers to ld h er ab o u t
th o u g h t of the q u e stio n s
new sp ap ers. C h ild re n 's Express. She a p p lie d
together. Then we w rote up
Express, w hich was founded 70 immediately. 'I've learnt a lot
15 : . article.' Before joining,
in the US in 1975, now has about how the press works,
Z um on h a d b e en g e ttin g
w o rk p u b lish e d across the how to ask questions and to
average marks in English. 'My
45 country. conduct myself/ she says. 'So
English in school has really
F ifteen -y ear-o ld C lency far I've worked on story
im p ro v ed and so h a s m y
Lebrasse joined because one of 75 exploring whether under-age
I 20 reading. .Each time I do
his teachers suggested it. T people can buy lottery
I interview I become more sure
spent a lot of time hanging out tickets/
I ; of myself.'
50 before I jo in ed / he explains. 'Children's Express is doing
|L Zumon is one of the forty-
These days he spends as much so m eth in g very im p o rta n t
five British children aged 8-18
tim e as he can fit aro u n d 80 in giving children a chance
1 25 w ho w ork for C h ild re n 's
hom ew ork a t th e bureau. 'I to give th e ir p e rsp ec tiv e
I Express, only new s
like doing sports stories most on d a ily ev en ts or
I agency ru n by children and
55 - I feel p a ssio n a te ly about to w rite on issues that they^
% designed to reflect their view
how foo tb all co rru p tio n are co n cern ed a b o u t/ says
Jj of the society they live in.
affects k id s an d the 85 C ath ry n A tkinson. ' I
U 30 Children's Express volunteers
pro b lem s th e y en co u n ter agency is also h e lp in g thj
■f train as reporters and editors;
w hen sta rtin g a football children to feel they have
I they go o u t in te rv ie w in g ,
60 career/ voice w hich deserves to b!
| h u n tin g d o w n sto rie s a n d
Rachel Bulford, fourteen, heard/
2 Run your eyes over the text and find which
paragraph (1 -5 ) is about:
1 what Children’s Express is/does.
2 a girl who joined the agency with the purpose of
learning about journalism,
3 why die agency is important.
4- a boy who has acquired a lot of self-confidence.
5 a boy whose habits have been changed by die
agency.
EXAMPLE; 1 paragraph 2
3 Read the article. Find th e topic sen ten ce of each
paragraph.
EXAMPLE: paragraph 2: (Children ’s Express Is the) only
news agency run by children and designed to reflect their
view of the society they live in.
4 Read th e article again. Fill in th e blanks with the, a
or an where necessary.
EXAMPLE:. . . o(the Football Association.
5 W h at do you call:
1 corruption in football?
2 stories about sports?
3 a career in football?
4 an agency which deals widi news?
5 schoolwork tiiat you do at home (one word)?
6 die association of football clubs, players and
others?
EXAMPLE: 1 j Football corruption
Check your answers by finding th e words in th e text.
7 You would like to be a foreign correspondent at
Children’s Express. Write a formal letter to the
agency asking if it would be possible and what you
would need to do next.
Listening
8 S Listen to Amanda, a Children's Express
reporter, doing interviews for an article for the local
newspaper.
a) W hat is die general topic?
b) Listen again. Tick {%/) the aspects of the topic die
speakers mention.
• flower beds • overgrown grass
■ broken glass • ice cream shop
• benches • drinking fountains
• trees • play equipment
c) Listen again. Which speaker (older man, teenage
girl, litde girl, little boy) thin Its:
1 people like her have a greater need for a park?
2 children don’t look after die park?
3 there needs to be more play equipment?
4 there should be a youth club in die park?
5 there should be an ice cream shop?
9 Look at the picture of the park. W hat needs
doing/needs to be done? W hat does the local council
need to do?
EXAMPLE: The grass needs cutting.

6 Rewrite th ese sentences using th e phrases in

brackets. T he m eaning m ust remain th e sam e,
1 Journalism is die career she’s interested in', (in
which)
2 One of his teachers suggested he join die agency,
(teacher of)
3 The reporters can write on issues that they are
concerned about, (about which)
4 Zumon Chowdhury has been working for die
agency for nine months. H e feels a lot better
about his English, (who has)
5 Rachel Bulford joined die agency in order to get
experience in journalism, (so diat)

51
T h e w id er world
1 0 In Britain, local councils provide communities
with public amenities such as paries, sports centres
and youth clubs. W hat about your country?
1 W ho provides local amenities?
2 W hat amenities are there for the different age
groups in your community?
3 Do you think there are enough amenities? W hat
else would you like to see?
Pro ject
I I In groups, devise a plan to renovate a local park
or strip of land.
a) Identify a park or strip of land in your area which
you feel is run-down or under-used,
b) Each of die members of the group briefly
interviews five people to find out what they would .
like to see on the land if there was money
available. Make sure you include different age
groups (children, teenagers, adults).
c) Share die information with die rest of the group
and consider the suggestions. Produce a report
with recommendations that would make at least
two of the age groups happy.
G ra m m a r practice
I Rewrite the sentences using a more informal
register. (Unit 7)
EXAMPLE: 1 Buffalo Bill was the cowboy Annie most liked
working with.
1 Buffalo Bill was the cowboy with whom Annie
most liked working.
2 Arthur found the stone into which Merlin had
stuck the magic sword.
3 T he egg-shaped aircraft was the invention with
which Monsieur Sauvant was most happy.
4 In the caitips there are trained leaders to whom
you can talk.
5 U2 are the group with whom I would most like to
play in a virtual reality concert.
6 Basia is the Polish girl from whom the
International Conservation Scouts got a letter.
52
2 Rewrite the pairs of sentences as one single
sentence. (Unit 7)
EXAMPLE: 1 Odysseus, who was a brave and skilful
waiiior, blinded the Cyclops to save bis men.
1 Odysseus blinded die Cyclops to save his men.
Odysseus was a brave and skilful warrior.
2 His adventures are the central theme of the
Odyssey. The Odyssey begins some years after
the fall of Troy.
3 Orpheus went down to the Underworld and sang,
to Hades. Orpheus had die gift of music and
song.
4 T hor was die greatest enemy of die giants. The
giants were also hated and feared by humans.
5 Among T hor’s chief enemies was the serpent
Jormungand. Jormungand was die symbol of evil.
3 Put the verbs in brackets in the correct tense,
Past Perfect Continuous or Past Simple. (Unit 8)
1 T hat evening, I had been ringing (ring) him every
ten minutes widiout success. I finally decided
(decide) to give up and go to bed.
2 M ira_____(be) very tired when she arrived for
dinner because sh e (play) tennis all day.
3 Poor David! H e _____ (study) History for five
hours when h e _____ (realise) that next day’s
exam was Science.
4 Annie Oakley (work) in Wild West shows
for some time when Buffalo Bill (ask) her
to join his show.
5 Jason____ (buy) video games for a long time
before h e (get) fed up with computers.
4 Police officer Notu Bright has been given a
robber’s exact description by the many witnesses. He
has several suspects. Help him identify the robber.
(Unit 10)
Witnesses’ details: Male, aged about 35,
approximately 1.80 metres tall, very thin, can’t weigh
more than 70 kg
EXAMPLE: It can’t be suspect 1. He’s not tall enough.
Suspect 1: Male, aged 35, 1.61 metres tall, 70 kg
Suspect 2: Male, 55 years old, 1.88 metres tall, 75 leg
Suspect 3: Male, 27, 1,85 metres tall, 90 kg
Suspect 4: Male, 35 years of age, 1.82 metres tall,
69.5 kg
 7-E2 WU'HAVE

5 Someone has just left a large amount of money to G ra m m a r

four school. The money will be used to improve the
building and amenities and the school authorities
bave asked for your suggestions on things which need
to be done.
i) Make notes about the modifications and the
purpose of each.
EXAMPLE:
Modification Purpose \
- build commonroom - students can chat to
friends after class
- paint classrooms - provide more pleasant
learning atmosphere
b) W rite four sentences explaining who needs to
make die modifications and four where die agent
is not important. Explain die purpose of die
improvement. (Units 10 and 11)
EXAMPLE: The school authorities need to build a
commonroom so that students can go and chat to their
friends after class. The classrooms need painting in
order to provide a more pleasant learning atmosphere.
S Fill in the spaces with the correct form of the
shrasal verbs in the box. (Unit 11)
1 use
give important information. (Unit 7)
2 use non-defining relative clauses to add extra ■;
;infonnation.- ;;;
3 fallc about actions which lasted or were repeated
before a point in the past by using the Past -//:
Perfect Continuous. (Unit 8) 7 - /7 7 //'
7 4 talk about tilings that belong to people, animals 777/
or other tilings by using a possessive form. . •
■ 5 use or omit the articles f/je and/ 7//77Z. (Unit 9) .
6 express purpose using (in order) to, in order not to}
so as not to and ro (that). (Unit 10)
7 use too and enough to talk about whether a quality
is sufficient or not. (Unit 10) 7/77-''777777i
8 talk about tilings which it is necessary to do using 17/7 7 '
need. .7 (Unit 11) ft-;7:f 7777;;' 77 777//:7Z77T777
9 use separable and inseparable phrasal verbs.
(Unit 11) />/;■ r ■I'-a
• concentrate on important information first
■:7777;7Li
• identify topic sentences. (Unit 8)
• find specific information quickly. (Unit 10) . / T ;f

look on put off bring about switch on flv p irir^

look for 7 • write a formal letter. (Unit 9)
:, • write biographies. (Unit 10) ;
1 Rachel Bulford Children's Express as a :lf
valuable way of building towards a career in . LISTENING 7777777
journalism. j • concentrate on key words first. (Unit ?) ?
I Working for Children's Express has many ' • listen to conversations in an intelligent way. 7 7 h /T :r:''^7’;'v"
changes for the young reporters. ti iis
, £V-:--yJ
i The young reporter the computer as soon
as she arrived at the Children's Express office. SPEAKING iigiil
1 H ugh doing his homework, but he’s always
ready to write articles.
• narrate myths and legends. (Unit 10)
7 /i express your preferences. (Unit 11)
77I7II
lll§llf

) Before he joined Children’s Express, Clency

Lebrasse had been something to do after
school.
Change the word order of the sentences which
rontain a separable transitive verb. 7^7 7 777777777777771 7 7

77//y /y /-
777|

ft Ait \

1 Could you manage without
television? Why (not)? Which
television programme would you
miss the most? Which programme
would you not miss at all? Tell your
partner. Are your opinions similar?
Reading
2 Read the text opposite to find
this information:
1 Keanu Reeves’s former
occupation in the film Speed.
2 the date when Mickey Mous e
was ‘bom ’.
3 what The Private Life of Plants is
about this week.
4 where the new teacher works in
Hearts and Minds.
5 what time Neighbours is on.
6 why Gladiators is special this
week. •
fA review tells you what a critic
r ^thinks about a play, a film, a
book or a television programme,
When you read a'review look for
words and phrases that tell you
the authors attitude.
3 Answer the questions about the
television guide.
1 W hat is the film Speed like? How
do we know?
2 Is Neighbour's worth watching?
How do we know?
3 Does the critic like Homage to
Mickey} How do we know?
4 W hat does the reviewer think
Hearts and Minds is going to be
like? How do we know?
5 Are the groups and singers in
Top of the Pops important? How
do we know?
6 Does the critic think Gladiators
is going to be good? How do we
know?
54
St
Staying in:
Pick of the
day
CHANNEL 1
5 Top of the Pops
Seventies special: Abba, Queen,
The Doors, Jimmy Hendrix and
many other rock classics.
7,00-7.45
40 The Gladiators give members of
45 ever popular show. 7.15-8.00
io The Private Life of Plants
Last in this excellent series. How
so results in all-girls schools? Join
do plants survive? Tonight, we
travel the world to find out. Great
photography. 9.00-10.00
15 CHANNEL 2
55
Neighbours Omnibus
For those who have missed life
with the Neighbours this week, a
chance to watch all tive episodes.
20 Annalise reveals some dark
secrets and we finally discover
what’s bothering her. All in all an
eventful week for the residents of
Ramsey Street. 6.00-7.15
25 Hearts and Minds
1/4. Promising start to this
schoolroom saga. An idealistic
new teacher arrives at an inner city
school and tries to make poetry
3D interesting for his unruly students.
9.30-10.30
CHANNEL 3
Homage to IVlickey
A rare opportunity to see the best
35 of IVlickey Mouse animation from
his creation in 1928 to the present
day. Good old-fashioned fun.
5.00-6.00
Gladiators
the public a good run for their
money in more exciting competitions
of strength and speed. Don't miss the
final of this year's series of the
CHANNEL 4
Panorama
Are girls better language learners
than boys? Do girls get better
the team of investigative reporters
and find out. Interesting - and
surprising - findings. 7.00-7.50
Moviedrome: Speed
Keanu Reeves stars as an ex-cop
trying to stop a bomb from going
off on a bus. Nail-biting action
guaranteed to keep you on the
edge of your seat 8.00-10.00
G ra m m a r
Present Simple as future
: Definite future plans and arrange!nents
Anna leaves for Paris tonight at £LOO.
She doesn’t do this every night. She s definitely
: Sping to do it tonigh t.
LOOK!
I ’m staying up late tonight to wiitch a film on
television.
I have decided to do it: ifs a definite Personalfuture
plan.
A new drama starts tonight. It sclunds
promising.
Ifs not the reviewer’s plan. It has betm programmed
timetable of
programmes.
4 Read the sentences. Do they refer to general time
or to the future? Mark the sentences G (general
time) or F (future).
1 W hat time does your train leave this afternoon? F
2 W hat time do you usually leave for school?
3 The news usually starts at 9.00 but tonight it
starts at 9.15 because there is a special
programme on before.
4 Tonight flight 302 from Athens arrives at 6.05.
W e’d better hurry: it’s already 5.55!
5 W hat time does the film end this evening? My
Dad wants to pick us up afterwards.
6 Banks open at 9.00 and close at 3.30.
5 Complete the sentences with the correct form,
Present Simple or Present Continuous, of the verbs
in brackets.
1 W hat (happen) in next week’s Hearts and
Minds? The teacher (leave) the school but v
the students learn to like poetry!
2 W hat tim e the m atch (start) tonight? I
(watch) it with John. Do you want to watch
it with us?
3 The new video shop (open) todav. I ____
(meet) my friend there tins afternoon.
4 What rime— _ this plane (land)? I can
hardly wait to get off.
Listening
O ^ Listen to the conversation. Answer the
questions.
1 W hich programmes in the television guide are
mentioned in the conversation?
2 W hat do the speakers each want to watch?
/ ^ Listen to the conversation again. Complete
the sentences.
1 Nicola wants to watch Top of the Pops
because ...........
2 Claire doesn’t want to watch Gladiators:
s h e ...........
3 Eddy then agrees w ith ..........
4 Eddy diinks Gladiators is going to be exciting
because ...........
5 Nicola is not happy. She thinks th ey ..........
6 Their modier doesn’t want them t o ..........
How do they solve their disagreement?
G e t talking
8 Get ready to solve a problem.
a) Listen to the conversation in Exercise 6 again.
W rite down
1 one way of asking for a suggestion.
2 three ways of malting suggestions.
3 three ways of rejecting suggestions.
4 one way of compromising.
EXAMPLE: 1 JVbat shall we watch?
b ) Read die television guide again. Circle the
programmes yon would like to watch.
c) Make groups of four. Togedier, decide what
programmes you are going to watch. Yon only
have one television!
Use die expressions in a) to find die best solution
for everyone.
55
9 Read the titles of these reviews of
Gladiators. Which reviewer do you
think likes the programme? Which
doesn’t?
Read the reviews to check your
answers.
1 0 Answer these questions about
the reviews.
1 W hat do you have to do to win
these games: Pursuit, H it and
Pun and Pole-Axe?
2 W hat skills do you (think you)
need to have to play die games in
question 1?
3 W hat do these expressions mean?
Are they favourable or
unfavourable?
‘You’ve seen it all before.’
‘The programme has been
getting bigger and better/
‘Watch Gladiators, if you m ust.. /
‘T he Gladiators are back for more
ooff the
die sam e/
same/
Contenders, ready? Gladiators, ready?
Viewers, ready for more of the sam e?
T he Gladiators are back for
more of the same: grown­
ups in silly super-hero style
costumes running, climbing,
jumping and punching each
other like over-excited children
in a high tech playground.
To be fair, there are a few
additions to the show .
io 'Pursuit' is a new obstacle
course. Contestants are given
a head start on the Gladiators:
they leap over obstacles, vault
over high bars and generally
is run around w ith tw o
Gladiators dose behind them.
The first contestant to sprint
to the finishing line without
being caught wins the event
20 and gets ten points. In 'Hit
m
and Run', the contestants try
to cross a suspension bridge
without being knocked off by
a big, heavy ball which the
25 Gladiators control. If all this
sounds fam iliar it’s because
you've seen it ail b efore,
under a different name.
I, personally, d on't
30 understand the popularity of
the programme but 15 million
fans up and down the country
love it. If you happen to be
one of them, the return of the
35 series will have you somer­
saulting with joy.
W atch G ladiato rs, if you
must, on Saturdays at 7.15 on
Channel 3.

The Gladiators are back!

family. I t is in g e n io u s,
E ver since the first series of Gladiator and contender race exciting
fam ily. Ian
t disalwinays
g e nfun.
io u I t
Gladiators burst onto our up individual 10 metre poles exciting and alw ays fun.o f its
belongs in a category
screens three years ago, the w hich have pegs sticking out own.
' — a category o f
You can w atch Gladiators
programme has been getting of them. The first to climb to e v e ry S aturday a t 7.1 5 o n
bigger and b etter w ith more 25 th e to p slam s th e ir h a n d Channel 3.
bigger ana - e v e n m o re d o w n o n a b u tto n w h ic h
G lad iato rs a n d e v e n m o re p u lls in th e p e g s o f th e
sensational events to test the o p p o n e n t ’s
s tre n g th s an d sk ills o f p o le . S - p e~e~da ,
c o n te n d e rs an d G ladiators 30 balance and a
good head for
o alike.
Last y e a r’s s e rie s w as a h e ig h ts a re
great success but the makers e s s e n tia l f o r
o f th e p ro g ra m m e w e re this event.
d e te rm in e d n o t to re s t on 35 Gladiators
15 their laurels, so they set out provides
to add new, exciting games. g o o d ,
T he n ew events are hair- w h o le s o m e
ra isin g a n d w ill h av e you entertainm ent
cheering in your sitting room, 40 fo r a ll th e
0 In ‘Pole-Axe \ fo r exam ple,

56
G ra m m a r
continuous form
{Also: appreciate, hate, like, mind, want, wish)
2 Perception
Perccutioii
All this sounds familiar.
(Also-, feel, hear, notice, observe, see, smell)
3 M ental activity
T /-Viinlr rZhi/ltrt tnre ip <1 Ilir rrnnrl n rn rrr'im m
remember, think (=believc), understand.)
4 Possession
Gladiators belongs in a category of its own.
I’m thinking of going to watch the Gladiators
live. {Pin planning.)
W hat are you thinking about? (No opinion is
I’m having a good time. (Tm enjoying myself)
1 What do Anya and Stefan think
th e s o n g a b o u t O r p h e u s
means?
Vision of Danger
2 Read Episode Five and answ er
these questions.
1 How do Stefan and Anya manage
to find Stone's address?
2 Why couldn't they speak to him?
3 Why dicl Anya fall o u t of the
20 said to one of the men.
tree?
I t was proving im possible to get
Stone's address. Then Stefan had a
brilliant idea: posing as a reporter for
25 ‘We have to talk to him. This is really
a teenage magazine, he managed to
5 set up an appointment with Stone's
agent. Once Stefan was at her office,
Anya phoned and got the agent to
leave the room for a few minutes.
30 Anya’s face flushed with anger.
That gave Stefan enough time to find
10 Stone's address from his agent’s files.
Stone's place was in the middle of
the country and it w as alm o st
invisible from th e ro ad . It was
35 a tail oak tree. If they could just
surrounded by thick, high walls. The
15 gate was guarded by two security
men with large, fierce dogs and
EI Complete these sentences with the Present
Continuous or the Present Simple of the verbs in
brackets.
1 This film is very confusing. y o u____
(understand) what’s going on?
2 'What do you think of die party? y o u____
(have) a good time?
3 I t _______ (feel) very strange to be at school on a
Sunday.
4 I (think) they (have) lunch. I t _
(smell) veiy good!
5 Sarah’s telling everyone she’s going to be on T V
you (believe) her?
IIWMSIIESIMw 6 Let’s change channels. I ____(think) this
programme is really boring.
1 2 Prepare to enter a ‘Pick of the day1
com petition.
a) In pairs, make up an evening of television
programmes diatyou would really like to watch.
W rite a Tick of die day’ like that on page 54.
b ) Pair A: Turn to page 103.
Pair B: Turn to page 105,
gripped Stefan’s ankle. It was one of
40 the security guards. Stefan cam e
down with a crash. He could see the
iS ) EPISODE FIVE
d o g s’ sh arp w hite teeth as they
barked and growled at him. Anya
was startled and lost her footing,
small cam eras w ere filming
45 following Stefan down,
everything.
Tve just about bad enough of you
‘We’ve come to see Stone,' Stefan
two. Now clear off or I'll set the dogs
on you!' shouted the security guard.
‘You and everybody else! Just go
Terrified, Anya and Stefan leapt up
to his concert,' the man said unpleas­
antly.
50 and started to am. They didn’t stop
until the sound of the fierce, angry
'You don't understand,’ said Anya.
dogs had died away. But the words
of the song were still ringing loudly
Important.'
and insistently in their ears.
‘Yes, yes. That’s what they all say.
Now be a good girl and go away,’
3 Why do you think the words
the second man said.
o f the song rang loudly and
insistently in Anya and
She and Stefan were now even more
Stefan's ears? What do you
determined to see the star.
think they w ill do next? What
They w alked ro u n d the walls
would you do?
surrounding Stone’s house and found
climb up the tree w ith o u t being
detected by the security system . . ..
As they started to climb, a firm hand
57
 ! Which of these jobs would you
like to do the most? Number them
in order of preference.
8 dentist
• teacher
• new sreader
• photo g rap h er
• archeologist
• artist

Compare your answers with your

partner. Explain your choices.

Listening
When you have missed the
beginning o f a conversation, you
can still guess what the speakers
are talking about To do this:
1 Try to pick out key words in
order to guess die topic o f
conversation.
2 Try to make deductions about
what was said before.
2 Listen. Match the
conversations with the jobs in
Exercise I.
EXAMPLE; 1 -newsi-eader
3 SIS Listen again. How do you
think the conversations started? For
each one, write one or two
questions that the people were
probably asked first.
A short while ago, Nick Moss was a charismatic fifteen-year-old
an ordinary schoolboy. Now he's a with looks to die for. But her
well-paid model who gets 35 perfect face has never adorned
constant offers of work. the pages of fashion magazines.
5 His' is the kind of success story 'You have to have a good photo
which fuels the imagination of portfolio and also belong to a
thousands of young people really good, professional agency,'
round.the w orld. Nick hadn't 40 she says. You also have to be
really considered becoming a resilient: Tracy has applied for
10 model. It all started quite by over a dozen jobs and has been
chance when he was spotted by rejected as many times. But she
his sister Kate's modelling agency. hasn't let this get her down too
Kate Moss is one of the best-paid 45 much: 'I'm giving myself another
models in the world. The agency year,’ says Tracy. 'Unless I get
15 took some photographs of Nick something soon, i'll give up on-.J
and 'things just took off straight the idea of modelling.'
away,' he says, still sounding So would things have been as
surprised. 50 easy for Nick if his sister hadn't
But success stories like Nick's are been a famous model herself?
20 rare. If you think a modelling Who knows? If she hadn't been a
career depends on looks alone, fam ous model, perhaps he
you're in for a disappointment. wouldn't have been spotted.
'I wasn't a handsome kid and I 55 Nick Moss hasn't let sudden fame
don't think I've got much better go to his head and is realistic
25 with age/ says Nick modestly. about the lim itations of a
'I've just got the 'in' look.' modelling career. 'Modelling's
However, it's not just looks. But fun but it doesn't last forever,’
providing you have personality as 60 says Nick. So you won't be
well, things could turn out the disappointed as long as you
30 same way for you. realise it could all end as
Looks and personality: is that the suddenly as it started.
full story, then? Meet Tracy. She's

58
Reading / Rewrite these sentences using
provided/providing (that), unless or as
4 W hat is it like to be a model, do you think? W rite notes in the long as.
chart.
1 I’ll help you with your maths
Moc el ling only if you help me with my
physical requirem ents: English.
o th e r requirem ents: 2 If you don't have a good
portfolio you won’t get a
negative aspects of the job: modelling job.
3 You can still apply for die job
Read the article on the opposite page. Check and add to your answers. but only if you send your
appli cation form in today.
4 If you don’t like working witii
5 Read this summary of the text. There are six pieces of information children, don’t become a teacher.
which are wrong. Underline the mistakes and rewrite the summary 5 This camera’s very simple. Your
ising the correct information. photos will be pretty good - but
This text is about modelling. Several young models talk about their only if you don’t point die
modelling careers. The single most important thing in modelling is camera at die sun.
:o have good looks. I t is also important to have a good agent, a good 6 I w ould only agree to share a
Dortfolio and to have a model in the family. Nick Moss explains that room w ith m y sister if she
lis sister became a famous model when his agency spotted her. N ot prom ised n o t to take m y tilings.
ill models are as lucky as Nick and some have to wait for a long time
:o get a job: Tracy was once on the cover of a fashion magazine but
;he hasn’t worked since. Modelling is a disappointing occupation. 8 Read the questions. They are all
about things which would not be a
good idea in normal circumstances.
5 In pairs, think of a title for the article. a) Answer die questions using
conditional sentences.
EXAMPLE: I wouldjump out of a ,
jr a m m a r window i f the room was onfire and
provided that the window was on
Conditional sentences without if. the gi'oundfloor!
'U nless I get something soon, I’ll give up on the idea of In what circumstances would
modelling. y.:-4 T you...
1 . . . jump out of a window?
2 . . . pretend to be someone
else?
Provided/providing (that) yon have personality as weh,'tlnngs 3 . . . lie to your best friend?
could turn out the same way
J for yon.
* 4 . . . kill an animal?
5 . . . disobey yo u r parents?
6 . . . go out with the boy/girl
M y parents would let me become a model as long aisT your friend likes?
my studies too.
js r ..... 1 b ) Make groups of four. Read out
your answers from a). For each
question, decide whose answer is
the most logical or sensible.

59
9 You are a detective. Look at the
picture of the tomb carefully. W hat
can you guess about the person’s
life?

Reading
10 Read the text and check your
guesses in Exercise 9.

Words /ike this, it or he

connect different parts
o f a text. They may refer to a
word, a phrase, a sentence, or
several sentences in another part
of the text Understanding what
these words refer to will help you
understand the text better.

I I Find out what these words

refer to.
1 it (1.2) the picture Look at this picture. To you
2 he (1.16) and me, it is just a rather
3 he .(1*18)
scary scene which doesn’t
tell us much about the person
4 that (1.23)
5 buried here. But the expert
their (1.33)
eye of an archeologist can
that (1*52) find enough clues to tell us a
this (1.70) * lot about this person.
8 it 0.87) Matthew is an expert on
10 Amerindian cultures. He
looks at the tomb carefully for
Vocabulary a couple of minutes and then
says: T h is is the tomb of a
1 2 Look at the picture in the text. man, probably a rich,
15 important warrior. And I’m
Label the numbered parts with
almost sure that he didn't die
words from the text. Why are these
of natural causes .1
things important for the How can he tell? 'E a sy /
archeologist? Matthew explains, lDo you
EXAMPLE: 1 - skeleton; the position 20 see that line on the side of
?my tell us something about the the skull? That’s where the
skull w as broken by
culture's beliefs something very heavy. That’s
probably what killed him. If
I3 Read the text again. In your 25 this man had died of natural
own words, write a short paragraph cau se s, the skull wouldn't
about the person in the tomb. have that fracture.’
The contents of the tomb
help Matthew determine the
30 occupation and even the rank
of the person. In some
cultures, people used to bury
the dead with some of their
belongings and sometimes
35 even with d ishes of their
favourite foods. 'If the man
hadn’t been rich and
important, he wouldn't have
owned those fantastic
40 jewels,' says Matthew. 'The
targe piece of gold jewellery
is in fact something warriors
wore over their ch ests for
protection in battle.’
45 Like a detective, Matthew
analyses the remains and
finally com es up with a
complete picture of the
culture to which the man
50 belonged.
T h e position of the
skeleton is like that of a baby
in his mother,’ Matthew points
out. ’From this we can
55 deduce that in this m an’s
culture death was seen as a
new birth, the beginning of a
new life.’ From looking at the
pelvis, he knows ifs a man: if
60 it had been a woman, the
cavity would be larger. And
from the wear on his teeth
Matthew can guess that he
was around thirty when he

60

65 died and that his diet
probably consisted of meat
and hard vegetables: if he
had eaten just vegetables his
teeth wouldn't be so worn.
70 All this is amazing but it is
only the beginning. Once the
archeologists have all the
information they can get, they
p ass it on to computer
75 engineers. Using software
originally designed for
nuclear power stations, the
engineers feed the
information into a computer,
BO like pieces of a gigantic
puzzle.
Then if you press the
correct keys on the keyboard,
the screen lights up and the
B5 old pyramids, the people and
their towns and villag es
appear before your eyes. 'Ifs
certainly a very exciting new
development,' says Matthew.
90 ‘It’s the final step towards
really bringing the past back
to life!’
14 Write conditional sentences with the pairs of sentences.
EXAMPLE: 1 I f he hadn't dug up his garden, he wouldn't have found
treasure.
1 He dug up his garden. H e found treasure buried there.
2 H e reported his discovery to the police. He didn’t get to keep the
treasure.
3 Mark did badly at school. Now he has to have private lessons.
4 Chris didn’t go to die museum with his school because he was ill.
Now he doesn’t have die information he needs for his project.
5 Lucia went to Egypt. She had a chance to see the Pyramids.
6 Cousteau invented a small submersible. Now it is possible for
archeologists to look for sites at the bottom of die sea.
7 Carla’s father was very keen on history. H e often told her stories
about ancient civilisations. Now Carla is a historian.
15 Think of past events in your life which you remember well. W hat
consequences did they have? W rite notes under the headings.
Memorable events in my life T heir consequences
7years old: pulled dog's tail —► dog bit me. Had to have stitches
had argument with friend —► now not fiends any more
Use your notes to write conditional sentences.
EXAMPLE: I f I hadn't pulled the dog's tail, it wouldn't have bitten we and I
wouldn't have had to have stitches.
G e t talking
16 Have you found a wonderful piece of treasure?
Student A: Turn to page 103,
Student B: Turn to page 105.
61
 1 Think of people you m et in your childhood whom
you remember well, for example a kind friend, a
horrible neighbour or a funny relative. Why do you
remember them so well? Tell your partner.
W ord w atch
Some words which we use for descriptions have
similar meanings so they are sometimes confused.
Reading
4 Look at the picture carefully.
a) In diree minutes, write as many words as you can
to describe as many of die people as you can.
Compare your words with your partner. Who
wrote die most words? W ho described ,the most
people?

2 W rite these words under the correct heading.

thin (person) fat slim (person) skinny wide

plump overweight high tall big litde small
large low short narrow heavy

weight height width overall size

skinny

3 Use some of the words in Exercise 2 to complete

these sentences. Look the words up in your
dictionary if you are not sure.
1 A: Td like to lose some weight.
B: Why? You’re n o t____ (a).
A: D on’t be so polite. The word is fat.
B: I think you’r e ------ (b), - you haven’t got a
weight problem at all. You. don’t want to be
(c) like diose models in magazines, do
you? They’re so diin they look ill.
A:They do not! They’re just lovely a n d (d). b) Read the text on page 63. Which of the people in
2 A: H o w (a) are you? the picture are described? Did you use similar
B:Why? words to describe them?
A: Can you get my cat down from the top o f die
kitchen cupboard?
B: Well, how __ _ (b) is die cupboard? 3 Read the text again. Mark each sentence True or
A: About 3 metres. False.
B: Then I’m to o ____ (c) to reach it. And I don’t
1 The children in the story were scared of Nieves
like standing on ladders. because he was a very odd stranger.
A: Silly cat! W hy couldn’t it have gone on the 2 The madman, die ballet teacher and the twins
bookshelf? At least diat’s (d) and I can scared diem too.
reach it easily. 3 Nieves chased the author one evening.
4 The author’s parents were amongst the first to
trust Nieves,
5 The audior’s neighbour didn’t trust Nieves.
6 She was right not to trust him.
7 In die end Nieves became like everybody else.

62
 1-Ie walked heavily down the road in the quiet of the
early afternoon. In the blazing sun he roamed the
narrow twisting streets of the town. He was laughing
and holding a conversation with an invisible person.
ill 5 ‘H ere he com es! Here he com es!’ w e children
jt«. ' whispered so we wouldn't wake the adults from their
if! afte rn o o n n ap . T h ro u g h h a lf o p e n sh u tte rs w e
watched him go by, shuddering with excitement and
Fear.
10
ill The object of our curiosity was Nieves, a mysterious
plum p m iddle-aged man. His skin was rough and
tanned and his eyes were like pieces of coal in pools
of snow . When he spoke, his white teeth gleamed
through fleshy red lips.
As in m ost places, th e re w as in o u r tow n a
collection of funny characters: the cheerful chubby
madman who was nearly bald and drove an imaginary
car down the street,* the eccentric old bullet teacher
w ho danced in her garden in long bright flowing
dresses; and the strange twins, pale and skinny, in
th e ir w h ite d re sse s. T hey sto o d stiffly on th eir
verandah and watched us other kids play through their
sad dark eyes.
But Nieves was different: he was new to our town.
25 None oF us knew where he had come from or where
exactly he lived now. And he was clearly mad!
■He m ust be from a n o th e r p la n e t,’ my cousin
suggested breathlessly.
6 Answer these questions about the text.
1 W hy do you think the twii^s watched the other
chiJdren play 'through their sad dark eyes’?
2 W hy was the author upset the evening she saw
Nieves walking behind her?
3 How do you think the author’s mother felt when
she realised why her child was upset?
4 How do you think Nieves eventually became
accepted in die town?
G ra m m a r
Descriptions; sequence of adjectives
' 3 4 5
quality/opinion size age shape colour
■>'-i 7 4 - ' A®
oaraed the narrow twisting streets of die
town- (4 + 6)
lanced in dip crnrrUn in I—■ C.
‘D o n ’t be silly! There are no p e o p le on o ther
30 planets. I think his boat .was shipw recked and he
managed to swim to the beach. All his family died and
he's gone mad from the pain .1
One evening, as 1 walked home from running an
errand, I heard heavy steps behind me. Gathering all
my courage, I looked round to see Nie\res a short
distance away, smiling his big white smile. I ran home
as fast as I could, occasionally turning to see if he was
still diere. He followed me all the way home but I
managed to get in just before he was able to reach
me. I slammed the door in his face and wailed as I
pointed to the door. Alarmed, my mother opened the
door.
'This is Mr Luna,' she said. ‘He's going to work with
y o u r fa th e r at th e .b o a ty a rd . P lease excuse my
daughter’s behaviour,’ she added turning to him. ‘She
tiife hasNieves
a vivid imagination.'
Luna soon became part of the family. At first,
people criticised my parents for taking him into our
home. ‘The man is obviously a lunatic , 1 said the nosy
woman next door. ‘It'll come to no good. I wouldn't
let my children spend so m uch time with a mad
stranger.’ But Nieves was a kind friendly man who was
very fond of children. He never lost the habit o f
talking to imaginary listeners but in time he was
I {55 accepted by the people in our town.
7 Read the sentences and the adjectives. What type
of information do the adjectives give?
1 W hen I was a child I used to play witii a boy,
(small (size), Argentinian (origin))
2 Shes a beautiful girl. She could be a model, (tall
dark-haired) *
There used to be a tree in our garden, (huge,
wonderful, green) ’
We lived in a house, (stone, old, lovely)
My grandmodier was a lady, (funny, Scottish)
She had a land face, (round)
We were all excited when my father bought a car
(red. beautiful, American)
8 Rewrite the sentences using the adjectives with
the nouns underlined. Be carefui! Some of the
sentences already have an adjective.
EXAMPLE: When I was a child I used to play with a small
Argentinian boy.
63
Writing Vocabulary
When you write a description o f som eone, write I I Match the pictures with the words in the box.
about the person's general appearonce, give some
details o f physical characteristics which you think are mites convict garlic freezer
im portant and include som e information about the
person's character

7 Read the excerpt from the story on page 63.

Answer these questions.
1 How many sentences does die audior use to
describe Nieves?
2 In what order does she write about:
- Nieves’s character?
- his general appearance?
- details of some of his physical characteristics?

, T h e o b jeel of o u r cu rio sity w as N ieves, a ..;

mysterious plump middle-aged man. His skin was
; rough and tanned and his eyes were like pieces of
'■ coal in pools o f snow. W hen: h e s p o k e ,>his w h ite, ■ f
.: te e th gleam ed thro u g h fleshy red lips He ■'■■■
w as a kind friendly man w ho w as very fond of ' }
children. T T h fr r T S ^ ' L U ;:' U L .

IU Choose one of the people you told your partner

about in Exercise I.
a) Write notes under the headings.

general physical details character

appearance Reading
tall curly hair fanny
1 2 Read the texts opposite. Match these titles withj
the texts.
• Polar bear
b) Tick ( / ) die adjectives which are most important, • Prize jigsaw
in your opinion. Use these in c). • Baldman o f Doncatraz
c) Write a description of your person following die • Keep away, Lassie!
order of die description of Nieves.
EXAMPLE: The person I remember mostfrom my
childhood is my grandmother. She was. . . 13 Read the texts again. Answer these questions.
1 How do you drink the dustmen feel about
keeping the money?
2 Do you think children will enjoy going to bed
with dieir teddies if they follow the advice of the
researchers? W hy (not)?
3 W hy is it a good idea for some dogs to eat mints?
4 W hy is the story about the prisoner absurd?

64
 Gram m ar
I t 's jr f u n n y o ld w o r ld !

1 ......
Two dustmen who found £3,500 thrown away as
rubbish have been told that they can keep i t All they
have to do now is to work out how to put the notes
back together again: they are in 8,000 pieces and
have to be reassembled.

M ites live in the fu r of teddy bears. A sthm atic

children who breathe them in often get asthma
attacks. But they don't have to give up their teddy
bears any m ore. Researchers at Southam pton
University are advising them to put their teddies in
the freezer before taking them to bed. The mites are
killed bythecold.

14 Complete the sentences with phrasal verbs

Good news for dog owners: you don't have to keep
your beloved pet away from you because of its bad
breath. A company has just put canine mints on the
market. The manufacturers expect sales of the sweets
IQ to take off quickly because they discovered that many
dogs have an ailment which makes their breath smell
of garlic.
.........
A prisoner in Doncaster jail who was unhappy about
his prison haircut was given £100 compensation. He
complained that they had taken off too much hair
and th at his new haircut made him look like a
convict. ^ without any help.
from the text.
1 Look at you! You’re all muddy and w et.____
your shoes before you come in.
2 Just as the plane was about t o I realised I
had lost my bag.
3 —I can’t _____the solution to this problem.
—Don’t _____ . You can do it if you try harder.
4 If you really want to lose weight, you’ll have to
sugary foods.
5 Wear a mask when you paint that wall. It’s
dangerous t o the fumes.
I 5 Find people in your class who have done these
activities. Ask them to tell you more about them
(when and why, for example),
1 made up an excuse for not doing their
homework.
2 given up somedung they really like.
3 worked out in order to develop muscles.
4 worked out the solution to a difficult problem
5 had a quarrel with a friend and have never made
up since.

65
 © re a o s n s aotifa] w @ g to ®s

I Which of these are you most worried about! Number them from I
(most worried about) to 10 (least worried about).
• your appearance money
• school boy/girl friendships
• the environment your future
• your relationship with your your safety when you go out
family (parents, brothers and unemployment
sisters) world poverty

Carry out a class survey to find out what worries people in your class
the most. Use the above items.

2 Read the diary entries. Match the entries with the pictures. Ariadne Matthews

2 6 March
Pear (diary,
We went to see the film George Harrison
(my favourite Beatlei) made to raise funds
5 for the people in Bangladesh who are
starving. The music was great but the
pictures o f all those skinny kids really
breaks your heart, I wish we could do more
' to help them. The world can really be a
10 rotten place sometimes. I wish everybody
had food to eat and money to spend, i wish
there weren't any wars - everI
And i wish my.parents would let me go
I to the concert in the park. AH m y friends
| 15 are going and besides; it's for a good
j cause. But mum and dad think it’s
I dangerous. They worry too muchl Trying to
| talk to your parents can be really
J frustrating sometimes!
;l 20 ' And while I’m a t it, I also wish my
t brother wouldn't take my things without
1 3 M ag'
M um an d dad a re reaSSg' w orried. TSeg
d in k we c a n f fed? 6 u fd ie afm odphere id'
40- fende gon cm fd o a f if w id a knife,
5 Appatm tSgi d ad d>cm ipang- a re Saging
o-fpeopSe o -ff Secaude d ere m ’f
enough work. CouSd d a d Se made
redm danfto o ? I f SeSoded'Sid'/oS, we
can 4ag'goodSge f& S& Sidagf an d
10 S ird d a g 'fre a fk I widh Ik n e w w Sa f
fwd'g& ingon:
G f f m g-progeefon d e enw rm m enf
Sack a n d d e teacher reaSSg'Siked i f I
widh I c&tt&f4ag'd e 4ame a So u f Mg'
15 friendd' T/ieg'd in k I m ’ exaggerating
a n d i f waked' me do- m ad. I widh deg-
reaSided how Sa d d e donation id? we
w enffo- d e deadide fo r d e Sank SoSidag'
weekend an d d ere wad>a d d id 'fifd g '
20 ruSSidh on d e Seach. A SS deg- w orrg*

| ■ asking! I can’t find my Simon and Garfunkei a S m f id' Sogdi TSough Ia d m it d e g le a

| tape, i’m sure he’s pinched it again. S it o f a proSSem too? & h a dn 'tcaSSedf
I Honestly, i’ve told him not to take my A . ........
4 25 things but he couldn’t care less. Rati
 5 What do Aurora and Ariadne mean by the following expressions?
1 . . . you could cut the atmosphere with a knife.
2 . . . while I ’m at i t . . .
3 . . . he couldn’t care less.
4 I’m sure he’s pinched it again.
5 . . . we can say goodbye to holidays . ..

G ra m m a r

I Complaining about or regretting present situations:

ivfshl(tfiat)-;h past tense

you can't do much to change the situation.

1 w ish/If only I could do more to help.

But l ean ’f.

urora Davies 2 Complaining about what other people do: wish (that) +
wou/d + infinitive

pi _ - .r ! i. .i ii , i ,i .
Which of the things in Exercise I
■e Aurora and Ariadne worried
jout?
0 Write sentences complaining about or regretting the thingis in
Exercise I.
Make true sentences about EXAMPLE: I wish I was taller.
riadne and Aurora. Use words 1 wish people wouldn't pollute the environment.
am each column and complete the
ntences with information from
e text. Who can write the most 7 Write wishes using wish +past tense or wish + would.
ntences?
1 You’re in an exam. You don’t know any of the answers.
xiadne angry and 2 Your teacher always asks you questions in class. You’d like her to
.urora frustrated because ask someone else for a change.
impatient so 3 Your mum’s always telling yon off for watching television. You’d
worried like her to stop.
but
depressed 4 You have to get up very early every day. You want to sleep late but
you can’t.
5 You see some clothes you really like but you can’t afford them.
6 T here’s a film you want to see but you’re not old enough.
AMPLE: Ariadne is worried because
' dad may lose hisjob.
8 Look at your class survey in Exerdse i. How many people were
worried about their relationship with their family? What kind of
problems do they have? What was the most common problem?
9 Look at the photograph of a scene from the play,
, A-----------
Change of Heart.
T _T_— i ■
* - -
a) How are the people feeling, do you think? W hat are they talking
about?
b) Now read this scene from the play and check your answers. Does
anyone in the class have the same problem?

Act 1, Scene 2
an autumn evening in the Baileys' kitchen
MR BAILEY (to Andy) We had a nice chat to your teachers at the
parents' meeting this evening.
ANDY Actually, dad, I've been meaning to talk to you
about that.
MR BAILEY Were you worried? Well, you needn't have been.
Your teachers are very happy with your work. In 1 0 Mark these sentences True or
fact, we didn't have to stay at the meeting very False. Which lines in the text
long. They all had only one thing tb say: you're helped you decide?
doing brilliantly.
MRS BAILEY We're both so proud of you! (She's enjoying her meal.) 10 Andy was worried about his
ANDY Thanks mum. Actually, I tihis a bit worried but not school results.
about my grades, (playing zoith his food) I ... He is a good student.
MR BAILEY You'd better start thinking about what university Mr and Mrs Bailey knew their
you want to go to. With your expected grades, son wanted to become a football
you'll have a choice! 15 player.
ANDY Well, that's what 1want to talk to you about. I don't Andy’s parents react to his news
want to go to university. in the same way.
MRS BAILEY You what? (putting down her knife and fork quickly)
Oh, of course, it's the money. You're worried about Mr Bailey hopes Andy will
the money, aren't you? Well, let us worry about 20 change his mind.
that. You needn't give it a second thought Just Andy thinks he’s very good at
concentrate on your studies and , . . football.
ANDY Mum! You're not listening to me. I'm not going to Andy needs more time to think
university. I've got other plans. about his future.
MR BAILEY What are you saying, Andy? 25
ANDY I've thought about it veiy carefully and I've
decided to leave school at the end of the year and
Compare your answers with your
become a football player.
partner.
MR BAILEY (standing up suddenly) A football player! A bright
lad like you! 30
MRS BAILEY Oh, Andy! How can you do this to us? We've W riting
worked hard to give you a good education. You've
got a brilliant future ahead of you. And now you A summary is a short account
tell us you want to be a football player! ^giving the main points. When
ANDY I'm sorry if you're disappointed. But, look, you 35 you write a summary:
needn't worry about me. I do have a brilliant future 1 Read carefully through the text
- as a football player. and mark the important
MR BAILEY You're right, Andy, we are disappointed. We don't
need to tell you that. But listen. You've still got points, leaving out the details.
plenty of time. You don't have to make any 40 2 Make notes about the
decisions now. Why don't you think things over for information you have marked,
a few days? 3 Write short sentences using
ANDY OK, dad. But my mind's already made up. your notes and link them with
words like in addition,
however, although and
because.
I I Get ready to write a summary.
a) Read through the scene of the play. Mark the
important points.
b) Make notes about the points you marked in a).
c) Expand your notes into sentences.
EXAMPLE: Andy Bailey is a good student and both
his teachers and his parents are happy with his work.
d) Compare summaries with your partner.
G ra m m a r
Absence of obligation
a) Speaker’s authority or advice
Andy k mum deem 3t think it's necessaryfor Andy to
worry about the money to payfor his studies;
! Mrs Bailey: You needn’t give it a second
mind. I t isn't necessaryfor him to decide now.
T r ... J - I ,. T ill V f i . ________ , ___________
a) I t wasn't necessmy to worry because everything
wasfine —but Andy worried anyway.
M r Bailey: You needn’t have been worried.
ja t
the meeting very long, so they didn't.
M r Bailey: We didn’t ^ e to stay very long
I 2 Read these sentences. Match them with the
different points in the grammar box (I a-2b).
1 (Teacher to student) ‘It isn’t necessary to write two
pages. One is enough.’
2 (One student to anothe?) ‘It isn’t necessary to pay at
the disco. It’s free for students.’
3 (Child to parent) ‘It wasn’t necessary to get the bus
today. Petra’s mother drove us home.’
(Parent to child) ‘I don’t think it’s necessary for you
to work all day, A couple of hours is enough.’
5 (Coach to player) I t wasn’t necessary to get here an
hour early. Two minutes would have been enough.’
5 (Brother to sister) ‘L et’s ask mum if we can watch
, the film tonight. Tomorrow’s Saturday so it isn’t
necessary to get up early.’
1 3 Rewrite the sentences in Exercise 12 using
needn’t, don’t need to, don’t have to, didn’t have to,
didn’t need to or needn’t have.
EXAMPLE: 1 You needn't write two pages. One is enough.
Pronunciation
1 4 Get ready to be an actorl
a) Make groups of three. How do you feel? Make a
short list of words which describeyour feelings:
Student A: You are Andy Bailey. Your parents are
very proud of you and want you to go to
university. You are going to disappoint them.
Student B: You are M r Bailey. You are very
- proud of your son and yon want the best for him.
Now he tells you he wants to be a football player.
Student C: You are Mrs Bailey. You want the
best for your son and have made sacrifices to give
him a good education* Now your clever son tells
■ you your dreams for him won’t come true.
b ) IP! Read die scene as you listen to a recording of
it. Mark the words which your character
emphasises,
c) Practise reading your part emphasising the words
you marked in b). Remember how you are
feeling!
d) In your groups, read out the scene.
I5 Get ready to discuss the scene from the play.
a) Choose the alternatives you agree with.
1 Andy should go to university and forget about
football.
2 Andy should do what he wants: it’s his life.
3 Andy should go to university and play football
after university if he wants.
4 Air and Mrs Bailey should make Andy give up
football.
5 Andy should go to university and play football
in his spare time.
6 M r and Mrs Bailey should make Andy stay on
at school and talk about his football career
when he has taken his final exams.
b) Compare your answers in a) in groups. You must
all agree.
W ritin g
1 6 In your groups, write the next scene of the piay.
Use your ideas from Exercise 15,
69
 I Label the pictures with words
from the box.
dream insomnia sleep walk
have a nightmare snore
Do you ever dream, sleep walk, have
nightmares, snore or suffer from
insomnia? Ask your partner.
70
Reading
2 Mark these sentences True or False before reading the text.
1 We sleep only in order to rest from physical activity.
When we sleep, our brain is inactive.
3 Sleep helps as memorise tilings we have learnt during the day
4 We can dream all night.
5 Animals dream too.
Read the text and check your answers. Were you right?
Sleeping like a baby
We do it Animals do it Even plants do it Night after night we
close our eyes and are ‘dead to the world’ for hours. Have you ever
wondered why we sleep, and what happens to your body and your
brain once you have shut your eyes? Thanks to research carried out
5 in sleep laboratories it is now possible to find out
The sleep cycle has three different phases which are repeated
through the night
It is ten o’clock at night Three-month-old Ian has just gone to
sleep. Doctors have attached wires from his face and head to a
10 special machine in order to Despite Ian’s body can
react to his environment If you touched his face gently, his hand
would push yours away. Ian has entered a phase of his sleep cycle
called light sleep.
It is now 10.30. Whereas a few minutes ago he would have
15 responded to gentle touching Ian now doesn’t react to noise or any
other minor disturbance. He has entered a new phase of sleep, deep
sleep. Scientists used to think that the purpose of this phase was for
the body to recover from physical activity. However, We
now know that the main purpose of deep sleep is to give the brain a
20 rest from mental activity. For this reason, In addition,----
... This makes deep sleep all the more important.
At 11.30, after another period of light sleep, Ian enters the final
phase of the sleep cycle: paradoxical sleep. It is called
‘paradoxical’ because, on the one hand, our muscles are inactive
25 but, on the other hand, our brain is even more active than when we
are awake. The rapid movements of our eyes show this intense
mental activity. During this phase our brains memorise what we
learnt when we were awake. So when you’re revising for an exam,
 A^Words and phrases like for exam ple, however or
" ^ c o n se q u e n tly show the logical relationship between two sentences
or two parts of a sentence. These connectors can help you predict what
follows.
3 Can you guess what comes after the connectors in the text?
Complete the sentences in the text with these phrases.
. . . this has been proved wrong.
. .. from the age of twelve we spend only 20 per cent of our sleep
time in this phase.
. . . record the activity of his brain during die night.
. .. die substance which makes us grow is made during these
periods of deep sleep.
. .. deep sleep is essential for our good health and happiness.
. . . the fact diat he looks completely still,. . .
. . . diey spend 60 per cent of their nights in paradoxical sleep.
remember to get plenty of
30 sleep. Otherwise you’ll
forget what you learnt!
Babies have a lot to learn
and memorise. Consequently,
whereas...........
35 Ian’s face is showing lots
of different emotions. The
amazing thing is that at his
age he still can’t show these
emotions when he is awake.
40 What is happening? Ian is
dreaming. Some people
believe that the real
meaning of a dream is
locked away in the back of
happy 45 the dreamer’s mind. In
people as well as in animals
dreaming occurs during
paradoxical sleep.
If you are unlucky
50 enough to have insomnia
one night, watch other
members of your family
sleeping. Perhaps you can
guess what phase they are
55 in and from the expressions
on their faces you may even
guess what they are
dreaming!
.. . and tranquil
4 Underline the connectors in the
text and complete the sentences.
In order to introduces a purpose.
introduces a reason.
an d introduce a result
A nd, an d introduce a
similar idea.
. introduces a
comparison.
and introduce a
contrasting idea.
5 Match the sentences, then fink
them using for this reason, in
addition, on the other hand, because
and whereas.
1 If we don’t sleep well at night,
we feel tired the next morning.
2 Sometimes we can’t remember .
our dreams.
3 Plants have to rest during the
night.
4 Dolphins stay awake all the time,
5 On the one hand, a nap can
make us feel fresh and alert.
a) They are thought to be one of
die few mammals who don’t
dream.
b) We could have trouble
remembering what we have
learnt.
c) A long nap can stop us from .
sleeping well at night.
d) At other times we remember
them very clearly.
e) They need sunlight for their
chemical processes to happen.
Listening
Jw When you want to make notes
TYtabout information you hear,
listen for the main points and then
write down a few important words
under each main point Don’t try
to write whole sentences! Your
notes will help you reconstruct the
important information later.
71
6 ^ YouVe going to listen to a conversation. 8 W rite a list of things you did recently and which
a) W hat is it about? you are now sorry about. W rite sentences using wish
b) Listen again. Tick ( / ) the things which are + Past Perfect, if only and regret
mentioned in the conversation and number them EXAMPLE: My fiends persuaded me to have my hair cut.
in the order they are first mentioned. I wish I hadn't listened to them. I don't like it short.
• balls of fire * water • sun • river
• what dreams tell us • flowers • walking
c) Listen again. Make notes about what the speakers
say about the things you ticked in b). T hen make
sentences to give an idea of what the speakers
) }
said.
EXAMPLE: water: warm then cold, deep . ..
The water in the river was warm hut then it got cold
and deep . . .

G ra m m a r
Expressing regret about the past
She told herfriend about her dream and now she is
W o rd watch
Some verbs in English can be followed by -mg or
by to + infinitive. The choice o f -ing or to +
infinitive changes the meaning of the verb:
I remembered to shut the door. (I remembered
first, then I shut the door.)
I remember shutting the door. (Shutting is the
first action and remember is the second)

Mfrer dream she ds sorry that she brought the balk of

fire with her. 9 Match the sentences on the left with the
meanings on the right.
1 *1 remember going a) I’m sorry I did that.
into my parents’ bed
when I was little.’
In her dream she is sorry that she got into the river. 2 ‘I remembered to b) I ’m sorry I now have
riven turn off the lights to do this.
before going to bed.’
3 ‘I regret watching c) I remembered and
that film last night. It then I did it.
7 Rewrite the sentences to express regret.
gave me nightmares!’
EXAMPLE: 1 He wishes he hadn 't missed the horrorfilm . 4 ‘I regret to tell you d) I have a memory of
1 M y brother is really sorry he missed the horror that you have failed this past action.
film last night. He wishes . . . your exam.’
2 I stayed up late last night, I regret it now.
If o n ly . . .
3 It was a bad idea to sleep on the floor! My back is 1 0 Using remember or regret, write a sentence
really hurting! I re g re t. . . about something you:
4 Margaret left the window open and her desk got 1 have a memory of from childhood.
wet. It was silly of her! She wishes . . . 2 often forget to do but which you didn’t forget to
5 W hy didn’t you tell me about die exam? I didn’t do recently.
study for it. If only, .. 3 . are sorry you did to a friend or a member of your
6 Jim ’s parents bought him an electric guitar. They family. .
regret it now! They reg ret. . .
Try to find someone who has at least two answers
similar to yours.

72
G e t talking
I I You are going to analyse some dreams.
a) Mark these expressions CA (complete
agreement), PA (partial agreement) or CD
(complete disagreement).
• ‘Rubbish!*
• ‘I don’t agree at all.’
• Yes, but on the other hand .. .*
• ‘Yes, I see what you mean b u t.. .*
• ‘Jose has a point there.’
• ‘That’s right.’
b) Pair A: Turn to page 103.
Pair B: Turn to page 106.
c) Pair A and B work together. Use your notes and
interpret bodi dreams. Answer these questions
and use the expressions in a).
1 Julius Caesar dreamt he was flying. W hat do
you think this meant?
2 In Calpurnia’s dream, what do you think the
house collapsing meant?
3 W hat do you diink die black cat symbolised
in Napoleon’s dream?
4 Do you think the dreams were premonitions
or simply coincidence?
d) Tell the rest of the class your interpretation.
1 Wliat happened in Episode Five?
2 Read E pisode S ix an d answ er
these questions.
1 Why do Anya and Stefan think
the police think they are weird?
2 What do Orpheus and die
dragon represent?
3 What present does Anya's
father give her anci Stefan?
H oe t tears of fru stra tio n and
1humiliation stung Anya's eyes.
They didn’t believe us, mum. Even
! the p o lice th in k w e 're ju st tw o
1 5 hysterical fans,' she sobbed.
‘What happened?' her father asked
Stefan.
‘We went to the police to explain
our suspicions,’ said Stefan. 'They
10 just laughed at our story and said we
were talking rubbish. Anya's right,
they diink we’re just weird ,1 he said
angrily.
'Well I believe you,’ said Anya’s
15 father. 'I know how special you both
are. You know that song you told me
about? I think I may be able to help
explain the words.’ "
‘Later, E d w ard ,’ w arn ed Anya's
20 mother, 'They need to rest now.’
The follow ing m orning, Anya's
Pronunciation
1 2 Read the poem.
a) W hat makes the noises, do you think?
Bully night
I do not like
the noises that you make
The creaking and the shrieking
that keep me
fast awake.
from Bully Night by Roger McGough
b) Find one word which rhymes vrith fright and two
which rhyme with take.
c) ^0 Mark die pauses at die end of each group of
words which you would read continuously (tone
groups). Listen and check your answers.
d) Practise reading the poem.
But w e ’d still like to go to the
Vision of Danger concert tomorrow night.’
'And you w ill. H ere are the
50 tic k e ts,’ said h er father. 'Enjoy
H I EPISODE SIX
yourselves!'
father showed Stefan and Anya the 3 Th in k about the w ords o f the
notes he'd been making, s o n g A n ya and S tefa n k ee p
‘O rp h e u s w as a w o n derful hearing. What do you think the
m usician. His singing w as so danger to Stone is?
amazing diat rivers flowed upwards 4 Do you think Anya and Stefan
to hear him sing. But Orpheus is also w ill e n jo y th e concert? W hy
a powerful symbol. In simple terms, (not)?
he represents goodness and die
30 pow er o f the spirit to solve
conflicts.’
‘W hat a b o u t the dragon?’
Anya asked anxiously, ‘What *
does diat mean?’
35 'It p ro b a b ly rep resen ts an
obstacle. Or evil, a threat,’ he
explained.
‘So, what's the connection widi
Stone?' asked Stefan, ‘We know
40 he's a wonderful musician but - ’
‘M aybe th e re isn 't a
connection at all. You can't be
sure your feelings have anything
to do with this singer.'
45 Anya sig h ed w ith relief.
'Thanks dad. I feel better already.
73
 Revisio
Reading
I Read the extracts from the

J
reviews of a book. Answer the
questions. ‘A sympathetically written and extraordinarily interesting
account of one of the strangest and most disturbing
1 W hich phrases tell you the experiences
Peter a modern woman ever lived through.’
Quennell
critics’ attitude?
2 W here did the reviews first ‘A story brilliantly told.’ Observer
appear?
3 W hat ‘strangest’ and ‘most ‘What a wonderful book! Now that I have finished it, I
disturbing experience’ is the want to read it again.’ John Betjeman, Daily Herald
book about, do you think?
Read the review below and check
your answer to Question 3.

'I can't understand w h at they're talking about!'

by Patricia Fontanel 1
Monica Baldwin: I LEAP OVER THE WALL people listened to the ‘radio’ - it took her some time
Hamish Hamilton £4.95 to work out they were using the American word for
what to her was a ‘wireless’. When friends talked
Monica sat without moving, her tongue sticking to excitedly about ‘jazz’, she could only say that she
the roof of her mouth, her eyes popping out of her 35 had never heard of this ‘new’ form of music. In
head. She was overwhelmed by shock. She had addition, (4). What did people mean when
never imagined 'such lurid colours, undreamed-of they said ‘Believe it or not’?
5 situations, or amazing technique’. On the screen, Monica enjoyed going to the new ‘cafeterias’ and
Donald Duck ran around, telling his nephews off. restaurants, provided somebody explained the menu
Everybody in the cinema was laughing, they were 40 to her. Otherwise she just couldn’t make sense of the
obviously enjoying the cartoon. Monica had never list of dishes. She tried reading newspapers in 'order
seen a Disney film before, or a talking film, for that to (5), but they only made her feel stupid.
to matter. They talked about ‘Hollywood’ and ‘robots’, which
In 1914, twenty-eight years before, she had gone she wasn’t familiar with. She probably wished she
into a small isolated religious community. She had 45 hadn’t ever left the community.
only recently left. At first she was very excited Despite the difficulties, (6) and in 1949
because o f (1), but soon she started having ‘ she published I Leap Over the Wall, a moving and
15 difficulties. Everyday life as she had known it had amusing account of her arrival in a new and puzzling
been radically changed by technological world, which spoke a different language. Her story
developments. 50 is a dramatic illustration of the fact that language is
She found World War II London to be a not static. Written in a
bewildering world where the car had replaced the simple but lively prose,
20 horse and carriage. Women wore short skirts and the book helps us
makeup, and a lot of them worked because the men understand how language
were away fighting. It was all a bit of a shock for 55 is constantly changing to
Monica. Her sister promptly gave her a pair of reflect an ever-changing
stockings - she needn’t have done. ‘I can’t possibly world. These days, if
25 go out in these!’ she exclaimed in horror. ‘They somebody had spent thirty
make my legs look naked.’ W hereas (2), her years on a desert island,
- sister had given her a pair of the new skin-coloured 60 how many words and
transparent ones. expressions would be new
However,. . . . . . (3), it was the fact that the to them?
30 English language had changed so much! Some
2 Read the review again. Choose the correct
alternative to complete each sentence.
1 her happiness/her return to die outside world
2 she liked the modern transparent silk
stockings/she was used to old-fashioned diick
stockings
3 clothes puzzled Monica die most/it was not what
Monica saw diat puzzled her the most
4 diere were many new expressions/many
expressions had not changed
5 catch np with the world/try reading books
6 she went back/she didn’t go back
3 Find out what these words refer to.
1 they (1.07)
2 it (1.15)
3 It (1.22)
4 diese(1.25)
5 they (1.37)
6 diey (1.42)
7 diem (1.62) (used to avoid the longer him/her)
4 Answer the questions.
1 W hy was Monica so shocked when she saw die
Donald Duck cartoon?
2 W hat surprised her about the appearance and
activities of women? Why?
3 W hy do you diink die terms ‘Hollywood1and
‘robots’ were new to Monica?
4 How does Patricia Fontanell feel about die book?
W hich phrases tell you?
5 Monica was forty-nine when she returned to the
outside world. Do you think she did the right
tiling? W hy (not)?
5 In pairs, write a paragraph describing Monica.
a) W rite about what you imagine her general
appearance and character are like.
b) Compare your paragraph widi another pair’s.
6 If you had been on a desert island for the past
eight years, what things, customs and words would
most surprise you when you returned home? Discuss
this with your partner and then write six sentences.
EXAMPLE: I f I bad been on a desen bland for eight years,
I wouldfind the Internet amazing.
T h e w id er world
7 New words and expressions are constantly
appearing in the English language. As more people
start using them they are put into dictionaries and
become part of the language.
a) Can you think of three words in your language •
which didn’t exist when you were eight years old?
b ) Are they in the dictionary?
Listening
8 Listen to extracts from three conversations.
Answer the questions.
a) W hat is die topic in each case?
b ) How do you think each conversation started?
Write one or two questions die first speaker was
probably asked before you started listening.
Pro ject
9 In groups, find out how much your language has
changed.
a) Each member of the group talks to tiiree older
people, your grandmodier for example, in your
own language. Ask diem:
1 if diey can think of three words or expressions
diat were not used when they were young.
2 if they know of any words diat have changed
dieir meaning.
3 what diey think about changes in the language.
b ) In English (except for the actual words, of
course!) make notes about what you are going to
report to die rest of the group.
c) Exchange information in your group. Can you
explain your findings?
d) Prepare a poster about the way your language has
changed.
1 Decide which of the new words/meanings to
include.
2 Decide which of the opinions to include. Aim
for a balance of positive and negative. Include
the group’s opinions as well.
75
 18 Revision

G ram m ar practice 3 W rite conditional sentences using the words in

brackets. (Unit 14)
1 it’s almost the beginning of the new academic
year. Loolc at the school calendar and complete the 1 Modelling can be a good career but don’t expect
sentences in the dialogue with the Present Simple or it to last forever, (as long as)
Present Continuous of the verbs in brackets. 2 You won’t still be a successful model at thirty if
(Unit 13) you’re not extremely good looking, (unless)
3 It is easy to reconstruct pre-Colombian towns,
Autumn term: 4 Sept-9 Dec
but only if you have a computer, (provided that)
Half term: 16-20 Oct
4 You can become a TV addict if you don’t limit
Exams: 2 8 Nov-2 Dec
your viewing time to a few programmes a day.,
(unless)
5 In die T V programme, the Gladiators’
LUCY: Look, die school calendar arrived today. contenders can win, but they have to be very fit
MEG: Oh, yes? W h e n (1 classes, start)? and very, very fast, (as long as)
LUCY: On September 4th. T hat’s early! 6 T he beaches will continue to be clean but only if
MEG: A lot earlier than I thought! W e ____ people always put tiieir rubbish in the bins,
(2 not come back) from holiday till die 6th! (providing)
LUCY: Lucky you. You’ll miss a couple o f days.
MEG: And w hen (3 term, end)?
LUCY: O n December 9di. The end of term exams 4 W rite conditional sentences about Peru’s Nazca.
(4 be) from 28th November to 2nd mystery. (Unit 14)
December. EXAMPLE: 1 I f the pilots flying over Pern's Nazca desert
MEG: Oh, so term (5 finish) early! Good, we hadn't observed strange patterns on the gi'onnd, the world
(6 visit) my gran in Australia then. wouldn't know about the Nazca figures.
LUCY: Yon’re always going away to exciting places! 1 Pilots flying over soutiiem Peru’s Nazca desert
The only place I (7 go) to this year is observed strange patterns on the ground. T hat :.s
Devon - camping in October. how the world knows about the Nazca figures.
MEG: T hat sounds good, don’t complain. And 2 The Nazcans weren’t able to fly. T hat is why the
you’ll miss school! gigantic figures drawn on the earth are so
LUCY: N o such luck. W e (8 go) on the 16th, amazing.
when w e (9 be) on half term holiday. 3 Archeologist Maria Reiche worked tirelessly, she
never gave up. As a result, we have got many
photographs and detailed maps of the figures.
2 Complete the sentences with the Present Simple 4 She wrote Mystery on the Desert. That is how we
or Present Continuous of the verbs in the box. know about her work.
Careful: one verb is used twice. (Unit 13) 5 The Nazcans had a knowledge of arithmetic.
That is why the lines are so precise.
love have g o t sm ell have wish n o t m ind think 6 W hole generations of Nazcans worked on the
desert markings, so the figures are complex and
mysterious.
I Pear Natalie, ^
| .[ a great time a t my cousins’. They _ _ a
I small boat and vve go fishing evei^ evening. The 5 Unscramble the sentences. (Unit 15)
1 sea is beautiful - 1_ _ ttl Tonight we caught a 1 had/Bob/shirt/old/put/scruffy/a/on
| bucket full of fish. A s I sit here writing to you 2 wearing/Nancy/long/dress/beau tiful/silk/a/was
I the whole house _ — of iti Burt I _ a t alt. In 3 together/walldng/street/twisting/along/narrow/
1 fact, I cLuite like it. We of going up Into the
they/were/the
I mountains tomorrow. Mario there’s a
4 met/old/they/mysterious/man/a
5 afraid/him/of/were/they
| ruined castle up there, so we’re going to look for
6 thought/dangerous/a/they/he/lunatic/was
1 - it. 7 them/was/he/afraid/of
I you were here. Love, . 8 thought/were/tiiey/he/punks !/violent/nasty
| Sophie

76
6 Match the phrasal verbs with the correct
definitions. Fill in the blanks in the example
sentences with the correct form of the verb.
(Unit 15)
take off make up give up
1 v. to invent a stoiy or piece of'infonnatian to deceive
people. They later discovered it wasn’t true, she
the whole thing.
2 v. to admit you cannot do something and stop trying.
I’m determined to solve the puzzle. I don’t want
to just . 6
3 v. to iise into the air. The plane on time.
4 v. to becomefriends again after a quarrel. We have
many quarrels, but we soon afterwards.
5 v. to stop having or doing something. Selma hated,
her job, so she it . i; 8 ; talk about absence of obligation using needn V,
6 v. to remove. Alice came in and her jacket.
G ram m ar
?r,rv
the Present Simple. (Unit 13)
2 use vc
and possession in die correct form. (Unit 13)
T 3 express conditions using unless, provided/providing
(that) and as long as. (Unit 14)
V 4 talk about imagined conditions in the past and
Mixed Conditionals). (Unit 14)
5 use adjectives in die correct order. (Unit 15)
use phrasal verbs which function with and
; without an object. (Unit 15)
7 express unhappiness about situations and people’s
behaviour using + wotdd/Pzst Simple.
(Unit 16)
' -5: ■ don’t/didn7t have to/need to and needn’t have.

9 express regret about the past using wish (that) +

7 Express regret about these situations and Past Perfect, if only + Past Perfect and regret +
examples of people’s behaviour. Use I wish , if only or verb-zwg. (Unit 17) W Ty
I regret (Units 16 and 17)
1 You are in the middle of your final exams and the
next door neighbour insists on playing the stereo
at top volume. READING T
2 You were very rude to your mother. • identify the audior’s opinion in a review.
3 More people become homeless every day,
4 Some of your friends drop rubbish in the street. ;;'*yunderstand a text better by identifying words
5 Your parents worry too much about your future. which avoid repetition. (Unit 14)
6 You agreed to take Sam (the next door
neighbour’s dog) for a walk every day. (Unit 17) Wvy;-:
7 It is dangerous to walk in some areas of big cities.
8 Your English teacher has asked you to read die WRITING
whole of Jane Eyre for next Monday. • describe people’s general appearance and
character. (Unit 15)
• write summaries. (Unit 16)
8 What would you say in these situations? Use need. till
LISTENING
(Unit 16)
1 You don’t think it’s necessary for your mother to
make your breakfast every day. (Unit 14) 'ifrfryh
2 It wasn’t necessary for you to finish reading die w take notes efficiently. (Unit 17)
book for today, so you watched television instead,
3 It wasn't necessary for Gaby to wash the jumper SPEAKING
you’d lent her, but she did anyway. • ask for, make and react to suggestions. (Unit 13)
4 It isn’t necessary to wear a uniform at your f r f express degrees of (disagreement. (Unit 17)
school.
5 It was not necessary of Mrs Tibbit to bring yon a
present. It was very kind of her to do so.
6 It isn’t necessary for your fadier to get up early to
take you to school. There are no classes
tomorrow.
 Mown was It

MUS|C °n the m °ve

A keen golfer and lover of music, Sony chief
executive Akio Morita wanted a lightweight
machine that would play cassettes and could
be taken everywhere. It had to have stereo
5 sound, and the hi-fi components had to be
made small and light enough for it to be
carried around easily.
The electronics engineering team at Sony
redesigned a.small portable tape recorder
10 called the 'Pressman" so that it gave out stereo
sound. However, they were dismayed that
they were not able to produce a small model
I Answer the questions. that would record.
1 W hat are these machines called? It was widely believed within Sony that the
2 Have yon got one? Have many of your friends 15 personal stereo wouldn't sell. Apart from its
got one? inability to record, it was thought that users
3 D o you think it is a good invention? W hy (not)? would find the headphones annoying.
4 Do you know how these machines were Despite these reservations, Morita continued
invented? to believe in the product. Without bothering to
20 conduct the usual market research, he gave
the go-ahead and the first Walkman was put
Reading on the market in July, 1979. For the first twelve
months it had no com petition. Sony's
2 Scan the text and check or find out the answer
competitors thought the Walkman might be a
to question 4 in Exercise I. 25 commercial failure.
By the time the competitors realised that the
product was selling, Sony had been busy
3 Read the text and complete the notes on i t
making improvements which ensured that
they would always stay one step ahead.
30 Within four years, the Walkman had been
Walkman reduced to half its original size. The range of
Sony-------
C re a to r. Akio Morita products now includes water-resistant sports
keen golfer
models, brightly coloured children's
Walkmans and even a Video Walkman. In its
id e a :.......... .. portable, stereo m usic player-;^ 35 short history more than 100 million Walkmans
B efore th a t: Pressm an rr redesigned b y .. have been sold worldwide.
SOUY]d ------- > . . Sony have also taught the CD how to walk:
they have a Discman and a MiniDisc Walkman
G e n e ra l Sony opinion:
no sa le s — co u ld n 't record which also records. Morita's music on the
40 move has become entertainment on the move
- and not only for golfers!
la u n ch e d : J u ly ,. . —
Im provem ent w ithin 4 ye a rs: ; .-.W-w
V e rsio n w ith p lay! record fu n ctio n :, . . . . ,
R e s u lt:........... sold w orldw ide

78
G ram m ar Vocabulary
Passive voice ■"^ 5 Fill in the gaps with the words in the box.

1 Suitable form of be + past participle of a portable reliable improvements annoying

transitive verb. tin opener headphones

T h e Walkman could be taken everywhere. Y ; tiT 1 Wristwatches nowadays are almost die same as
People could take the Walkman everywhere, :■ when diey were first invented. Few have
T he components had to be m ade small been necessary.
enough . . . v:.kV' ''Y - 'lflfY fC - Y Y 2 I know I shouldn’t get angry, but it’s very to
f They had to make the ca777.ponen.ts small enough. . . be next to someone listening to a personal stereo.
You can hear a constant sound coming out of the
M ore than 100 million Walkmans have been
sold worldwide. T-. 3 Bob would like to have a small television. He
Shops worldwide have sold more than 100 million v:\ would prefer a one so he can take it to litis
Walkmans. ■ ; -/ : room when he wants to play a video game,
; 2 Impersonal it +. suitable form of be + past 4 M y watch is not at all . Sometimes it’s slow
participle of;; reporting verb e g. think, say, v'.;;;- and sometimes it’s fast
believe. p-T Y YY - ''-Y t^Y ^T .L Y 5 Have you seen th e ? I can’t find it and I’d
! Refers to the opinion of people in general or ofan a. like to have some tuna for lunch.
unspecified gtvup ofp eople. -V:'
I t was widely believed it wouldn’t sell.’ 6 Get ready to play a guessing game! Get into
People in general thought this. groups.
a) Think of diree machines. W rite die names on a
piece of paper.
4 Fill in the blanks with the correct form of the verb b ) To guess the other people’s machines, ask Yes/No
in brackets (Passive or Active), or with the questions.
mpersonal ft and the verb given. EXAMPLE:
L W hen wristwatches first (appear) at around CRISTINA: Is it a music machine?
the turn of the century, (people in general - ANDRES: Yes.
think) they were ridiculous. Less resistant to CRISTINA: Can it be played on the beach?
shock and humidity than die old chain watches,
diey ____(consider) wholly unreliable.____
(people in general - believe) they had litde
future.
! During die Napoleonic wars, the French____
(need) to feed dieir army. Napoleon offered a
prize of 12,000 francs for a solution. T hat is
when the tin can (invent).
Tin cans (send) to the battlefield. But die
problem was dien how to open diem. This
proved very difficult. Many of Napoleon’s
soldiers (go) into batde with only nine
fingers! This went on for some time until finally
die tin opener (invent).
T h e first waterproof watch, die Rolex Oyster,
(make) by die Rolex company of Geneva. To
test the first batch of watches, diey____
(immerse) in water for three weeks. (people
in general - dunk) die time-keeping would be
affected but it did not show die slightest
variation.

79
Writing
Reports and accounts o f scientific processes,
developments and experiments are usually written
in the passive voice because what happened is
usually more important than the agent who made it
happen. The passive voice also sounds more
impersonal and objective.
7 Look at the notes about video games. Use them
to write a short account of the development of video
games. Use the Walkman text on page 78 as a
model.
Video aame&
Creator: Nolan Bushnell - engineering
student, keen ‘5pacewar’ player on college
computer, co-founder of ‘A tari] 1972
idea: computer games on home TV
Before that: Tong* game played in video
arcades - written + later adapted by
Bushnell
General opinion: No sales —called ‘Home .■
' Fong’}
Launched: 1974, immediate success
Improvements since: More advanced games -
Result: Many companies, e.g. Sega, Mario
Brothers
Video games in 30%+ of US homes - not only
children, parents too
8 Look at the picture on this page. Can you explain
how this game is played?
1 How do you win the game?
2 W here do die players put their tokens at the
beginning?
3 W hat are the dice for?
4 W hy do players buy properties?
5 How do you use the houses and hotels?
Turn to page 103 and check your ideas against the
instructions for the game.
Listening
The brain works faster than a person can talk.
When you listen to a talk, use this ‘extra’ time to
think about what is being said and ask yoursetf what
is going to follow: If you do this, you will find the talk
easier to understand.
80
9 Isl Listen to Charles, a Welsh boy, giving a talk on
the history of Monopoly. When your teacher stops
the tape, be prepared to make a comment about
what is being said and/or to ask a question about
what you think is going to follow.
1 0 iHl Listen again. Complete the sentences.
1 T he first version of die game was called Landlord's
game.
2 The 'Landord’s Game’ was redesigned by . . .
3 At first, Monopoly was turned down b y . . .
4 The first 5,000 copies were sold for . . .
5 The game of Monopoly has been translated , . .
6 In the translations, the streets are given .. .
G e t talking
I I W hat makes a good talk?
a) Make a list of things that are important to you,
b ) Compare your list with the one below.
When you have to give a talk, remember what
makes a good tailc
1 An interesting topic
2 A well-prepared presentation
3 A speaker who speaks clearly, doesn't read but
uses prompt cards, includes some humour, uses
visuais, invites questions and answers them well
c) HI Listen to .Charles’s talk again. On a scale of
1-4 (l=very good, 2=good, 3-O K , 4-poor) give a
score to those elements of his talk which you can
judge from listening to die cassette.
d) In groups, compare your scores. If they are
different, explain why you gave them.
 U n it 19

Pronunciation 13 Prepare a talk on a game or invention which

you find interesting.
2 ^ Listen to three mini-dialogues.
a) Say what you’re going to talk about and why you
) W hich is the most important stressed syllable in
chose the topic.
each answer? b) Pick out the main features of the game or
1 W hat do yon think of Monopoly? invention and deal with each one in turn.
I t was a remarkably good idea. c) Round off your talk by giving a personal view.
2 Are yon sure?
Yes, it was a remarkably good idea, Be ready to give your talk and be judged by your
3 D on’t you think it’s too complicated?
classmates.
No, it was a remarkably good idea.
) W hy are different syllables the most important
stressed syllables in each answer?
) Practise saying the three mini-dialogues.

W h ere a r e A n y a a n d S te fa n looking at die far end of the stage.

g o in g ? W h o m a d e th is ‘Stop him! Stop him!’ he shouted.
possible? Are Anya and Stefan Anya turned to see w hat Stefan
still w orried about Stone? I EPISODE SEVEN 4 5 was looking at and, horrified, saw a
Read Episode Seven and make man jump onto die stage, a gun in
notes about; his hand. On die video screen, Anya,
die equipment at the concert, sin g in g ju st for them . H alfw ay along with everybody else, watched
the rumours about Stone’s through the show, he said he wanted the man fire and a body fall heavily
career. 35 to m ake an im portant a n n o u n ce­ 50 to die floor.
Stone's performance, ment.
what happens on the stage It was at diis point diat Stefan got 3 ‘A n ya w a tc h e d th e m a n fir e
halfway through the show. up, without warning, and started to and a body fall heavily to the
push his way towards the stage. He f lo o r .’ W ho d o y o n th in k it
T he u n d e rg ro u n d train . to 40 ignored the protests of die people he w as? W hat w i l l h a p p e n to
W em bley-w as p ack ed . It was pushed out of his way and kept Stone? W hat w ill h a p p e n to
obvious that everyone was going to Anya and Stefan?
Stone’s conceit at Wembley Stadium.
5 This m ight b e the last tim e they
w ould see their idol. There w ere
rumours that Stone was redring. But
at that moment, nobody was contem­
plating that awful possibility.
10 As they came out of the station
Anya and Stefan could see Wembley
Stadium , sh in in g like a g ig an tic
diamond in the distance. When they
reached die stadium, they gasped at
15 th e sight o f th e h u g e stag e and
sound towers. Video screens, as tall
as buildings, flanked the stage. The ■
■
atmosphere was electrifying and, as
the time for the show drew nearer,
2 0 the crowd started clapping rhythmi­
cally, demanding to see Stone.
Then die musicians came on stage
and started to tune dieir instruments,
much to the delight of the fans. It
25 wouldn't be long before Stone was
on stage. Suddenly, all the lights
w ent out. Amid a cloud of smoke
and coloured lights, Stone appeared
on the stage. The crowd went wild.
■30 He k n e w 1 h o w ■to ' p le a se his
: audience. He sang all his best songs,
m aking each p e rso n feel he w as

81
 it 20

P t ‘K |: 'K P \ r \n
uu ,-■■"•■ '■ ■ - " W
-f -j iu; ■-.

1 Look at the photograph and at the newspaper

headlines. Why is Peter in the news?

Runaway boy returns to

reality after fantasy trip
Runaway boy is back hom e-
but for how long? _ _
Reading Peter Kerry on his return from Malaysia.
2 Skim the two reports and check your answers to
Exercise 1.
said little and spoke in
There was no hero's 35 low voice. He said th
evaded security at welcome when two Malaysia was Wee'. P
uniformed police officers had wanted to go the:
Heathrow and Kuala
P e te r K erry, the 14- in an old blue car for 'quite a while', Whe
Lumpur: the officers
year-old who fulfilled delivered Peter Kerry to Iris mother kissed him o
on duty at both airports
his fantasy by running his doorstep yesterday 40 the cheek, he froze.
away to the Far East, 35 failed to notice that he morning.
Peter seems to be totall
was using his father’s His Malaysian escapade,
5 arrived back in Britain out of Iris parents' oontro
passport and that he made possible by his
y esterd ay m orning. Mrs Kerry, his mothej
C on fro n ted by sixty
had changed the photo. i father's passport and
Later, however, he got later said that Peter wa
p h o to g rap h ers and credit cards, came to a sad 45 quite a difficult boy anc
jo u rn a lis ts , P e te r -10
into difficulty when a end as the officers took suggested his picture
hotel refused to accept his dirty old backpack out
10 looked unhappy and should be distributed bj
the credit card of the car and escorted
said he had no id ea fax to every port and
belonging to his father. him to his Font door. He airport in the country.
w hat the fu ss was
He then tried but failed had gone off to Malaysia 50 That way people would
about. 'I have wanted
to cross the border into last Tuesday out of the recognise him and it
to go to M alaysia for 45
Singapore and instead blue after a disagreement would be impossible for
15 q u ite a w hile. I was
travelled north. He was over a spilt plate of him to 'do this again'. Her
interested to see what 0 spaghetti
eventually spotted near husband, asked how
it would be like. It’s a If he Mt any happiness at 55 much Peter's 14,000 mile
the border with
nice country, and an being home, the 14-year-
50 Thailand. After being trip would cost in all,
interesting one at that.’ old didn't show it at all.
P eter, w ho seem s
caught, the Malaysian replied, Tve no idea and I
authorities allowed He coolly said that if he dread to think'
perhaps to be at odds 1 had not been caught
him to leave the Peter is expected back at
w ith his parents, ran trying to cross the Thai- 60 school before the week is
countiy on ‘humanitar­
away la s t T uesday Malaysian border, he out and fellowstudents in
following an argument 55 ian grounds’. would have used Iris
His father, John Kerry, Year Nine have been
25 over a can o f sp ilt return ticket seven days warned not to glamorise
spaghetti and travelled
said he hoped that in later.
the end Peter ‘could be his travels.
by p lan e to K uala Peter looked unrepentant
cured of his By and large things had
Lumpur.
At first, everything 60 wanderlust’. gone well for him. He
130 went well for Peter. He

82
J Read the reports again and answer the questions. G ra m m a r
1 W here did Peter go?
2 How did he pay for the trip? Fixed phrases with prepositions
3 How did he manage to get out of Britain and into
a t - Peter seenis perhaps to be a t odds widi his
Malaysia?
parents, (in disijgreement with)
4 W here was he caught?
H e didn’t shov ' it a t all. (in any way)
5 W hy did he run away?
I t’s a nice coun try, and an interesting one at
that, (besides)
fW Different newspapers have different ways of
looking at the world. Some are more conservative by —By and la rge diings had gone well, (on the
and some more liberal. This affects the way they whole)
report the news: they each highlight different parts of y•Mrc
VX1ayTfprrw
JLXCX1V:bcncr -ritctUJLllliC
U.H^CblCUillb mptnrfi Mbn1U
mi H?inC belli
U1LLU
a story and describe them in different ways. When' by fax. (using a
you read a newspaper; try to identify its general
in —Plow nine' i will the 14,000 mile trip cost in
outlook.
ivuifj A:• .
: Peter spoke in a low voice, (softly) ■■Tj\'
: Perhaps Peter will be cured o f his wanderlust in
t Read the reports again.
th e end. (after a lot of time)
1 Match them with the correct headline.
2 On a scale of 1-5 (l=strong approval, 5=strong on - The imm igration officers on duty didn’t jv
disapproval) how would you rate each paper’s ery. (who were working at the time)
opinion of Peter’s behaviour? W hich words and They let him 1(save the country on humanitarian
phrases helped you decide? grounds,
D •(fori.
\/ mmamtarian reasons)
EXAMPLE: 720 hero's welcome vs Peter.. . anived o u t - Peter see:ms to be totally o u t o f his A-----1■
back in Britain. parents’ contn dI. (They don't have the power to ;■
direct him.)
I-Ie had gone tti Malaysia o u t o f th e blue.
G e t talking (unexpectedly)
JW When you take part in a discussion:
Ap " Support what you say with reasons or examples.
• Listen to others. Don't interrupt them. 0 Complete the sentences with the correct phrases
• Involve those who are not taking part Ask, ‘What from the grammar box above.
do you think?’ 1 She spoke , so I could not quite understand
what.she was saying,
2 The cold weather came o n . Nobody was
j Is Peter Kerry a confused and unhappy boy? Is he expecting these low temperatures in summer.
irresponsible and dishonest? Or do you think he is 3 T he guard is at th e museum until 7.00
none of these things? Will he be cured of his tonight.
wanderlust’? W hat do you think? 4 She could send die timetable by post, but it’s
l) Discuss in groups of four or five. quicker .
d) Use the opinions expressed in the discussion to 5 At first he didn’t like m e . I could tell by the
write a 150-word composition called ‘Peter’s way he never smiled at me.
wanderlust’. Make sure you link your ideas with 6 They spent £3 0 0 ____ . They bought lots of
the appropriate connectors. Look at page 71 books and CDs.
again. 7 They are asking for the prisoners to be freed
humanitarian . It’s not fair to keep
them locked up,
8 The car w ent and crashed into die fence.

83
 can add ° prefix fo a word to form the t i e ' E ? th6 blan'“ With th6 * * * » «>e words in
^ o p p o site , or near opposite. Some o f these prefixes
efficient Happy approve
un­ unhappy, unrepentant * possible legal responsible
in - indirect, inefficient
/m- (usually before W or 'p') immoral
impossible 1 b e W W fJ,er iS her son’s
il- (usually before T) illegal, mogical 2 Tiie police are questioning Peter because it is
ir- to alter passports.
(usually before Y) irregular, Irresponsible
dis-_ disagree, disapprove, dishone*r 3 Interpol were not at all , Thev fnnnrl
quickly and without mu Abifonnatioru^ ^ eter
4 I t ISvery dtfficult, almost co imagine a
urteen-year-old travelling alone like that
5 Some people think it is of parents not to
control their children. m snotto
6 ShaW neWSpaperS °h™usly _ _ 0f W s

Schoolgirl wins fifth

Golf World
Championship
S he is only twelve years
old, but she has already
been Junior Golf World
Cham pion five tim es. The
5 youngest golf player to have
won five consecutive times,
she has m ade it into the
Guinness Book ofRecoils too.
L orena O choa, from
10 Guadalajara, Mexico, started
playing go lf when she was
three. ‘Our house is in the
local Countiy Club grounds,
so my dad used to take me
15 for short playing sessions
when I was three. I had these
little golf sticks,’ she says.
‘A nd she hit the ball well
right from the beginning/
20 adds her proud father.
‘W hen Lorena qualified
fo r h er first Ju n io r G olf
World Championship at the
age o f eight, I had doubts
25 about taking her to San Diego
to play in it. I was afraid the
pressure would be too much
for her or that she would be
too upset if she didn’t win,’
30 he recalls. It was the president
of the local golf association
who persuaded him.
‘I was so nervous that I
couldn’t go to the course on
35 the d a y / he confesses*
Lorena, on the other hand,
was as cool as a cucumber! I w atch my o p p o n e n t/ It's as if it didn’t want to go
‘It w as as though sh e ’d 50 explains Lorena. ‘The most in.
played there all her life. Quite important tiling in golf is con- In sp ite o f th e odd
40 a m a z in g / Mr O choa cen tratio n , and then frustrating m om ent Lorena
continues. re la x a tio n / A ccording to 65 loves the gam e and all the
Lorena returned from San som e g o lfers the m ost travelling when she takes part
Diego with her first World 55 frustrating thing is when you in championships. She would
Champion trophy. She’s won hit a ball 220 metres and it like to win a scholarship to a
45 another four since then. How almost gets to the flag - and golfing school in the States.
does she do it? ‘When I get to then it stops dead two metres 70 ‘Then I could do the rounds
the course, I just start hitting away. It might take another as a p ro / Many would say
balls and I concentrate. Then 60 five hits to get it in the hole. she already plays like a pro.

8 Look at the photograph of Lorena in the Golf
World Championship article on page 84. How similar
to or different from Peter would you say she is?
Reading
9 Read the article. Then listen to the questions
and write the answer after each one.
1 0 In pairs, answer these questions, then compare
your answers with the rest of the class.
1 W hat do you think about Lorena’s attitude to the
game?
2 Do you think golf is making her miss out on
activities which are normal for hef age?
3 Would you like to be a Junior World Champion
of a sport? W hy (not)?
G ra m m a r
Asf like, a s .. . as, as if, as though
as + foro)noun (-inthejobjfim ction or role oj)
I cotdd do the rounds as a professional.
She woiild be a professional by then,
She already plays li^ al professional. £ 0 0 0 0
0 fh o u g h she isn’t one yet, '0 0 0 .0 0 ^ ^
§g( 0 1
comparison)
Lorena was (as) cool as a cucumber.
A cuai^Jtmr is very cool Lorena was very cool, not
nervoiis at all, ^ 0 0 0 v f. 0 0 0 T T 0 0 - 0
'f g l0 0 0 ^ f ^ '0 a s 0 0 0 0 0 0 0 0 0 0
Jtwas as Was though she had played there all
B%it she hasyih, ; :
It is a^ Was though it <h go in.
She plays as if/as though she was/were a i':0 ir
0 0 0 0 0 0 0 0 0 0 0 0 0 0 -0 .
B ut she isn’t one yet. ^i00.::- ? 0 0 0 0 0
U n it 2 0
11 Fill in the blanks using as or like.
1 My aunt used to w ork a nurse but she
doesn’t any more. She says she no longer has the
energy to w ork a dog!
2 Xthink she’s completely m ad,____ nutty a
fruitcake!
3 Stop acting a fool! This is serious.
4 Sally may look soft but she’s tough____
nails.
5 At first, Lorena’s father functioned her
coach. Later they hired a professional coach.
6 J enny looks ju st____ her mother.
1 2 Complete the sentences with an unreal
comparison.
EXAMPLE: 1 My parents sometimes treat me as if I were
a child.
1 My parents sometimes treat me as i f . . .
2 Some teachers set homework as though . . .
3 Boys sometimes behave as i f . , .
4 Girls sometimes act as though . . .
5 At times, I behave as i f . . .
1 3 Role-play this situation in pairs. Develop it in
any way you like.
Student A: You are Lorena Ochoa. You are flying to
Tokyo for a golf tournament. You realise that the
boy sitting next to you is Peter Kerry. You start
talking to him.
i 00; Student B: You are Peter ICerry. You are travelling
on a plane to Tokyo. You realise that the girl sitting
next to you is Lorena Ochoa, Junior Golf World
Champion. She starts talking to you.
85
 th6 namSS
plane and biggest enemy?° f Batman’s P^tner, car,
i e o r dFa,l e T ^ '6 ^ ^
1 The film, which opened at the same time as
Reading many similar films, was a failure.
Before the film opened, fans were going to the
X Remember that the reason why you ^re reading~ cinema just to see die Batman advertisements
^ d e te rm in esth e way you read, i f you want to find
a particular piece o f information, like a name ever t Z Z T " ^ ^ ^ ^ had
without necessarily understanding the rest of the text
you can scan. ^
If you want more specific information, you need to
read more slowly and carefully. 5 oMu tt or
o f old
n l J aS
cardim^ CC0 haadIe-
and plane parts, h had been
6 Actor Michael Keaton would throw things abot
because he felt too hot in the rubber body suit
2 Scan the article and check your answers to
exercise I,

nri th in k ]/jtf,
T he p h ra s e , m a d e
fa m o u s b y B a tm a n 's
p a r tn e r R o b in , is
D is tim iif Cathedral. Four cameras were used at the same time.
The Batcar was a big problem too. M ade out of two
1968 Chevrolet Im palas and bits of fighter aircraft, it
w as very difficult to control. It nearly ran a' girl over,
35 and Batman kept getting his ears caught when the roof

so m e tim e s u s e d b y closed!
5 people to congratulate The Batman costume had its problem s too. Some of
som eone w ho has had the twenty-four Batman hoods w ere more comfortable
a good id ea. It co u ld than others, b u t none allowed actor Michael Keaton to
certainly be said to the 40 see sideways. In addition, they all m ade him partially
producers of the film, deaf.
10 Batman.
The body suits were like latex* arm our that simulated
Batman did amazingly m uscles. Feeling hot and bo th ered in all the rubber,
well from the beginning. Keaton would throw things about and kick furniture in
Despite having opened 45 frustration. This in itself was a challenge: the cape he

a g a in s t s tro n g was wearing weighed 1 1 kg.

15 c o m p e titio n fro m The face for B atm an's arch enemy, The Joker, w as
Indiana Jones and the Last Crusade, Star Trek V an d m a d e of sy n th e tic p a d s m o u ld e d to a c to r ja c k
Ghostbusters II, Batman shot into the record books as the N ic h o ls o n 's m u scle
first film ever to gross $100,000,000 in ten days. Its huge 50 s tru c tu re . It m o v ed
success did n o t come as a surprise: cinema owners had b e a u tifu lly , like a
20 reported fens buying tickets for other films just to watch second skin. But it was
the ninety-second Batman promotion. so white that it looked
But it w asn 't all plain sailing: the studio bosses had s h a p e le ss on film!
been very w orried about the cost of the film. The set 55 M akeup artists had to
alone had cost m ore than $3,000,000. It was the second ad d shadowing effects.
25 biggest set ever m ade for a film. So, w as m aking the
film a g o o d idea? It
certainly was. Not only
60 d id th e film an d its
E ven w ith a m ega set, m odels w ere often u sed as a sequels pro v e to be a
su p p lem en t, for exam ple w hen film ing th e Batwirig huge commercial success, but Batman accessories became
•scenes. The m ost complicated scene to film w as the one the thing for young people, and Prince's soundtrack
30 Where the Batw ing crashed into the steps of G otham Who can you trust? m ade num ber one.
 U n it 21

Grammar 3 Rewrite the sentences using a participle clause

instead of the words underlined.
Participle clauses EXAMPLE: 1 Wanting the character to cam love,
Spielberg made E.T. unaWuctive at first sight
1 Steven Spielberg made E.T. unattractive at first
1 P rese n t Participle (replaces active
sight because he wanted the character to earn
constructions) love.
Examples:
2 Sylvester Stallone would sometimes fall asleep on
his feet during the filming of Rambo. The reason
■After expressions like while, when, before, after T h was that he was working a nineteen-hour day.
band since. 3 In Star Wars an android who is called R2D2 helps
. ; .Vhen filming die Batwing scenes. die hero.
the Bativing scenes.
4 After he escapes from the laboratory,
b) Reason Frankenstein sees Ins reflection in water.
5 The malters of Robocop mixed a cop movie with
science fiction because they wanted to play on
people’s fears of both technology and crime.
hot and bothered. 6 H e travelled to die past in Back to the Future.
Michael J. Fox travelled to the future in Back to
. 2 P ast Participle (replaces mainly passive the Future 11.
constructions) 7 Because it was made widi the help of a computer
programme, die scenery in First Knight was easy
to produce.
|:Bathaf\yas difficult to control.
WeMise itwas made o m tf bits tficars and airci'aft, 6 In pairs, ask and answer the questions.
ftlft Bdtcar was diffiaclt to control.
1 Have you seen any of these films?
iB |H ^ a fh ^ ^ a m s e s 2 W hat were diey about?
iTfcwas one of the biggest sets ever made. • Superman IV • Dracula
kli.’wal one ofth e biggest sets wh ich had ever been • T he Ninja Turtles • The Flintstones
• Cinderella • Jurassic Park
JT ;P (replaces active • Casper • Addams Family Values
i conspnictiom)

iOpened isthefiist action, shot is the second. Used

fo r epiphasis.

I Which of the concepts in the grammar box (la-3)

o these sentences illustrate?
On its opening day, Batman Forever made more
money than any other film ever made.
Being totally white, the Joker's face didn’t film
well.
Made of rubber, the Batman costumes were very
hot and uncomfortable.
Having worn the costumes in Batman Forever,
actor Val Kilmer said lava would be preferable!
 Unit 21

7 Which of the films in Exercise 6 (Superman \V,

Dracula, The Nin/a Turtles, The F/intstones, C/ndere//q,
Jurassic Park, Casper and Addams Family Vd/ues) are
mentioned in the book page opposite? Scan the text
and find out.
Crash! We hear, and see, part of the
building collapse. The heroine is
8 Read the book page carefully and match the left hanging by one hand onto a
scenes with the special effects. window ledge hundreds of metres
1 We can see Superman a) A puppeteer was 5 above the busy road. It looks as if
Eying. manipulating the she might fall to her death at any
2 We heard the floor features by radio minute.
collapse. control. Zoom! Along comes Superman,
; 3 We saw enormous b) Sound engineers sawed his cape flapping in the wind. He
snow walkers carrying a cabbage in half. 10 takes hold of the girl and gently
an army. c) They used a wind deposits her on firm ground.
4' T he audience could machine and an optical How do the film makers do it?
see the Ninja Tirtles printer. The answer is special effects: the
smile. d) They were pressing series of tricks and techniques used
5 We hear the villain onto a pile of wood. 15 to keep us glued to our seats.
sawing an arm off a e) Mini models were
poor victim. filmed in stop motion. High flyer
For us to see Superman flying, the actor has
been filmed lying on his stomach in front of a
brilliant blue screen. A wind machine makes .
.G ra m m a r 20 his hair and cape flap as if he were flying. The
background scenes of the city are filmed
Seelhear somebody dofdoing something separately from a low-flying aircraft. Later on,
1 Hear/see + object + infinitive the two films are made into one by a machine
We hear or see the whole of the action from beginning called an optical printer so that Superman
to end. 25 appears to be flying over the city.
Crash! We see and hear the floor collapse.
2 Hear/see + object + . . . ~ing y
We hear or sec pa?t of the action, a few minutes
(only). /.y'T yTy
We saw Superman flying.

9 In which of the films in Exercise 7 did these things

happen? W rite sentences using see object ■**... -ing
or infinitive.
EXAMPLE: 1 In Cinderella, the audience sees.. .
1 Fairy godmother turns a pumpkin into a carriage -
audience sees the instant transformation.
2 Vampire sucks blood from his victims - audience
sees part of the action.
3 Baby dinosaur breaks out of its eggshell - audience
sees the whole process.
4 A paperboy delivers stone newspapers - audience
sees part of his round.
W hat special effects do you think were used in item 3?
Mini models
Remember the battle scene from The Empire
Strikes Back where we see towering snow
walkers carrying the troops into battle?
30 Building life size snow walkers was
impossible, so model makers created
miniature versions. The models were then
moved by stop motion: the camera filmed one
frame at a time and the animators'moved the
35 models between each flame.

88
 U n it 21

W ord w atch
1 0 Look at these words that are very similar.
a) Match the words and the definitions.
• shout * scream • wail
1 cry out loudly on a high note in fear, pain or
excitement
2 cry out with a long sad sound suggesting
sadness or pain
3 say something very loudly
b) IH Listen to some sounds. Make notes about
what you hear.
EXAMPLE: someone walking
c) Compare your notes with your partner’s. Do you
agree?
EXAMPLE:

Anim atronics ELA: I heard someone walking.

RAFAL: Kr, and after that I heard. ..
l a films like TJoe N inja Turtles, the turtles
ELA: I didnH hear that. I heard.. .
w ere actors in costumes. But the actors did
not control the turtles’ facial expressions. The
40 expressions w ere created by a puppeteer who
moved the mouth, eyes and other features by
W riting
radio control. This is called ’animatronics'. J f t For a story to be dear to the reader, it should
an sw er the following questions:
1 Who were the main characters?
2 What did the characters do? When? Where?
Why? With whom?
3 What else happened?
4 How did the story end?
If the story is complex, numbers 2 and 3 could be
repeated several times.

I I You're going to make up a story.

a) In pairs, imagine a story to fit the sounds you
Cutting cabb age heard in Exercise 10b. Give the story an ending.
Special effects are not only visual. A
b) Write individual versions of the story. Make sure
5 collapsing floor may be suggested by a
the plot is clear to the reader.
recording of a real one, or by a pile of wood
c)' Compare your version to your partner’s. Is the
which is pushed down from a height. Our
plot clear in both of them? Are your stories as a
imagination also helps; if w e hear a bang and
whole different in any way?
a woman scream, we might assume that
0 something terrible has happened to the
heroine. .
If a suggestion is not enough and the real
thing cannot be recorded, sound engineers
will imitate die sound. When adults hear die
1 vUJain sawing somebody’s arm off in a horror
film, sound engineers are really sawing a
cabbage in half. It is thought diat the two
noises are similar!

:■ r. ■--— ."ry--~-r-

89
 £§is
:li 'il 'l ? §

Vocabulary Reading
I Look at the adjectives in the box. 2 Six sentences are missing from the newspaper
report on page 9 1. Read the report and choose the
cowardly selfless selfish courageous correct sentence (a-f) to fill each gap (1-6). Say what
quick-witted brave cautious foolhardy punctuation and capital letters are missing.
a) W hich one describes people who: EXAMPLE: lc comma after lpride3- this year's Children
1 are able to control their fear? of Courage were the picture of modesty today - fu ll stop
2 care only about their own advantage, not other a) I don't think I was brave
people? b) the cut was so bad that M r McNestrie could not
3 take care to avoid risks? - stop the bleeding
4 think about other people, not themselves? c) this year’s Children of Courage were the picture
5 are courageous and ready to suffer danger or of modesty today
pain? d) another^Child of Courage being honoured today
6 are afraid to face danger or pain? was Abby Davis
7 take unwise risks? e) at first she could hardly walk
8 are quick to understand things and act quickly? f) I am very proud of him
EXAMPLE: 1 courageous
b) In your opinion, which of the adjectives in a)
. describe the people in the pictures below? Why? 3 Read the report again. Who:
EXAMPLE: 1 has learnt to play football with a false foot?
THORA: The boy in picture one is quick-witted. He 2 did doctors think might not walk again?
was reading but he acted quickly to save the little boy. 3 rescued some children from a fire?
KATERINA: Yes, but perhaps someone told him to take 4 will probably be walking normally in 3-4 weeks?
care of the boy and he was reading instead, so he was 5 bought clothes for Romanian orphans?
being selfish. 6 stopped his father’s bleeding with a tea towel?

4 Jon said, 'I don't think 1was brave.' W hat do you

think? Which of the adjectives in Exercise I would
you apply to Jon, Abby, Carol, Lucy and Davy?

90

Bravest
children have a
nice line in
modesty
W h ile th e ir p a re n ts g lo w e d
w ith p rid e . . . .(1) To h e a r a
te e n a g e r d e s c rib e h o w s h e
m a n a g e d to r e s c u e th r e e
5 s m a ll c h ild r e n fro m t h e i r
b u r n in g h o m e o r a tw e lv e -
year-old explain h o w h e w as
able to save h is fa th e r's life,
y o u w o u ld th in k th ey d id it
10 ev ery d ay .
J o n M c N e s tr ie 's f a th e r
o w es his life to h is son. M r
M c N e s trie s e v e re d a m a in
artery w hile he w as cleaning
15 a g lass fish t a n k ...............(2)
L u c k ily fo r h im , J o n
m an ag ed to control it.
(3) said Jon. 'I d id
w h a t a n y b o d y w o u ld h a v e
20 d o n e . I c o u ld se e t h a t m y
father w as bleeding badly, so
I grabbed a tea towel off the
ra d ia to r an d w ra p p e d it
tightly aro u n d his arm .'
25 M r M c N e s trie w a s n e a r
d ea th by the tim e he arrived
a t h o s p i t a l a n d d o c to r s
b e lie v e J o n s a v e d h is life
...............(4) H e d eserv es this
30 a w a rd / said M r M cNestrie.
(5) w h o is thirteen.
A b b y suffered h u g e injuries
w h en she w as ru n over by a
U n it 2 2
Gram m ar
Ability: could, be able to,
manage to
1 Future
Doctors think Abby will b e
able to walk normally within
less than a month.
For particularly dffimltactians:
She will probably manage to
doit.
; a) Ability in general
T hr ee and a half weeks later
lo r r y tw o m o n th s ag o . She
35 h a d m u ltip le le g f r a c tu r e s
Abby could hardly
walk/was hardly able to walk.
an d could n o t even stand up.
D o c to rs f e a r e d s h e w o u ld
never be able to w alk again.
b) Ability oh a specific
occasion
Show ing incredible deter-
40 m ination, A bby took her first Affirmative:
s te p s o n ly th re e a n d a h a lf Lucy was able to raise money
w e e k s a f te r th e a c c id e n t for Romanian orphans.
(6) b u t she persevered. ; She was able to do this and she
S h e h a s d o n e so w e ll th a t
did i t
45 doctors think she will be able
to w alk norm ally w ithin less A teenager m anaged to rescue
th a n a m o n th . It w o n 't b e
three children from dieir
easy, b u t they are sure A bby
w ill m anage to do it. ;;i burning home.
50 Three other children w ere She was able to do this difficult
p re sen ted w ith their aw ard s action and she did it
to d a y . C a ro l H a r r is , a g e d
fourteen, rescued three sm all Negative:
ch ild re n from th e ir b u rn in g M r McNestrie couldn’t/
55 h o m e . 'I c o u ld h e a r th e m wasn’t able to/d id n ’t m anage
crying. I just h ad to get them to stop the bleeding,
o u t/ she said. Thirteen-year-
o ld Lucy K aran looked after Before a verb of perception:
a g r o u p of R o m a n ia n I could hear them crying.
60 o rp h a n s after raising m oney
so she an d her m other could
b u y clothes and take them to
R o m a n ia . A nd keen
f o o tb a lle r D a v y J a m e s ,
65 fifteen, lost a foot in a bicycle
^ accident b u t now plays w ith
an artificial one.
A ll th e C h ild r e n of
C ourage w ere presented w ith
70 their aw ards by the’ D uchess
o f K e n t a t a c e re m o n y in
W estm inster Abbey.
5 Complete the sentences using could whenever
possible. If it is not possible, use a form of be able to.
1 Lucy Karan’s determination paid off* She____
raise a lot of money for Romanian orphans.
2 Davy ride a bike when he was five. H e was
good on roller skates too.
3 I go to the ceremony next week.
4 Carol H arris rescue the children by crawling
into their room. She got an award for it.
5 Their grandfather speak four languages and
was learning a fifth one when he died.
6 The doctors____ fit Davy with an artificial foot
last year. H e can even play football now.
7 The lorry driver; see that he was going to hit
Abby, but h e ___ (not) stop in time,
6 Which of the above sentences can be completed
with a form of manage to?
7 Write three sentences about your general
abilities when you were ten. W rite two sentences
about things which you did only after a lot of effort.
G e t talking
JW When somebody is telling you something and you
AA* want to indicate that you are following and that
you want the person to continue, you indicate it by a
rising intonation or by using expressions like:
What else? And then? Anything else? Go on.
9 Get into pairs. You are each going to look at three
pictures which tell what happened to 15-year-old
Louise when she was asked to baby-sit for her
brother one evening. Take turns to describe them to
your partner. Together, put the pictures in the
correct order so that they tell Louise’s story.
Student A: Turn to page 102.
Student B: Turn to page 104.
Listening
10 Listen to Louise tell the story.
a) How similar was your version?

Pronunciation
8 1Listen to each of the dialogues being read
twice.
a) W hen does B indicate that he/she wants to be
told more? W rite 1 for the first reading and 2 for
the second.
1 A: Have you heard about the Children of
Courage Awards?
B: Yes.
2 A: The awards were given out at a ceremony
in Westminster Abbey.
B: Uhmm.
3 A: A boy got an award because he saved his
father’s life. b) Listen again and complete the phrasal verbs with
. B: Oh. the correct particle.
b) Does the intonation fall or rise when we want the 1 Louise had to stay .
speaker to continue? Does it rise or fall to signal 2 She thought her friends might laugh her
the end of the conversation? if she took Tom.
c) In pairs, take turns to practise the dialogues. 3 Sally was surprised when Louise turned .
Student B, use falling or rising intonation. 4 She m ade a story about her aunt.
Student A, tell your partner what the intonation 5 Tom waited for Louise to g e t .
meant to you. 6 They ra n their parents when they were
going to casualty.
7 Louise’s parents told h e r .

92
Gram m ar
Phrasal verbs
Type 1: intransitive verbs
r verb +particle \
Louise’s parents were going out.
!:t'm
Also\
.' - get
0 back, 0go back,
' ,.r^7 stay
,,J,in, .turnup
,. . . ,XT
Type 2: inseparable transitive verbs.
yei‘b +particle + object
Louise didn’t want to look after Tom.
Also: go through, laugh at, run into
iig§#®i»gl
Type 3: separable transitive verbs
verb + object +particle
She didn’t want to b rin g him /Tom altMlg.
I f the object is a nonn^ it can also go after he particle,
especially i f it is veiy long.
verb + panicle + object
She didn’t want to b rin g along h e r eight-year-
old b ro th er Tom .
make up, put on, tell off, turn dovm, turn
off, turn on
Vision of Danger
HI! EPISO D E EIG H T
1 What w ou ld yo u like to happen
in this last episode?
2 Read Episode Eight. D oes it end
as you w ould lik e it to?
S tefan lay very still in the middle of
the stage. He had been shot while
trying to disarm the man who had
threatened Stone’s life. Slowly, Anya 25
5 m ade h e r w ay to the stag e, not
wanting to discover the worst. She
bent down over Stefan and touched
his face gently.
Stefan op en ed his eyes. ‘Well, it 30
1 0 looks like we did it!1 he said smiling.
‘Are you OIC? You're bleeding!’
‘It’s only a graze, I think , 1 Stefan
looked up. It was Stone! But all he
had time to say was thank you before 35
15 the security men took him quickly off
stage, Anya and Stefan watched as
police officers ted tire gunman away.
He w as a y o u n g m an w ith long,
messy hair. He looked as if he might 40
20 burst into tears. His eyes met theirs
for a brief moment.
I 1 Complete the sentences with the correct form
of these phrasal verbs. The objects of the verbs are
given in brackets. Put them in the correct place.
stay in turn on laugh at go out
turn off turn-down put on get back
make up tell off look after
:
1 Pete is too tired to ____tonight, he would prefer
lill
wp
to and read a book.
2 They are real television addicts. T h ey (the
television) when they get home from school and
they only (it) when it is time to go to bed.
Their mother often____ (them), but it doesn’t
make any difference.
3 W hen Paul____ from his trip wearing that hat,
everybody____ (him). H e looked so ridiculous!
4 Keira was in a hurry because she was going to
(the little boy next door) while his parents
were out. She (her long green coat) and left
without saying goodbye.
5 H e is such a liar! H e ____ (these long and funny
stories about UFOs).
6 I can’t hear what you’re saying, Karl. I’ll go and
(the music), it’s too loud.
1 2 You are going to play the phrasal verb game.
a) Choose a phrasal verb from Units 11,15 or 22.
W rite it on a small piece of paper.
b) Fold the paper and give it to your teacher.
c) Pick a piece of paper. Can you make a correct
sentence using the phrasal verb?
‘Not much of a dragon, is he?’ said Everyone was shocked, and relieved
Stefan. that die gunman had failed.
45
Stefan w as sitting up in bed in ‘I’m going to miss all the attention
hospital. Anya and her parents were when I go home , 1 Stefan laughed.
‘1 wish you didn’t have to go so
sitting round him, all talking at the
same time. soon!' Anya complained.
‘Well, you two have become quite a ® ‘I'll be back. But promise me, no
couple of celebrities!’ said Anya’s more mysteries to solve!*
mother. ‘J ust listen to what the papers Anya stood alone at the airport and
say: “Knight in blue jeans kills the watched die plane disappear into the
dragon ’’, 1 sky. ‘Bye, Stefan,* she w hispered.
“’Young sleuths save Stone from 55 ‘We’ll never really be apart. We both
rolling”,’ added Anya happily. know that now.'
‘It says here that the gunman was a
strange and difficult man. He had lots 3 Why does Stefan say, ‘Not much
of problems. Stone and his music put o f a dragon, is he?1about the
harmony Into his life and solved his gunman?
conflicts. So he hated the idea of 4 What do the newspaper
Stone retiring,’ said Anya’s father. 'He headlines mean?
hated the idea so much that he would
have p re fe rre d to see him d ie ,’
93
 I Why are you learning English? W rite a list of as many reasons as you can
think of.
Read the article. Can you add to your list of reasons?
.......; ;■ ■ ••
■
. .r.‘~
R g iE W usa
■■■)
".r/h . y-i:~-v-S'i'
m g g jfm
Towards a
global
lanauaoe
AV I m A V B W l An A J A
How can Piotr in Poland talk to
Franqoise in France and make sure
there are no misunderstandings?
For a long time, people have felt the
5 need for a global language so that
we can all talk to one another.
For a while it was thought that
artificial languages would be the
solution. Six hundred and fifty
10 languages have been tried and
abandoned. The most successful
artificial language has been
Esperanto. Many people thought
that.it would become the global
15 language. It has not.
Instead, English has spread
across the world and millions of
people are learning it for a variety
of reasons from listening to rock
94
'
Guyana.
m
p « n w
■ - \ 4 '■■■■ : .;•
ha5a
language
20 music to understanding computers.
Judging by present evidence, it is
going to continue to spread:
■ About eighty per cent of the
data stored in the w orld's
25 computers is in English and you
need it to surf the Internet,
• Airspeak, used by pilots and
air-traffic controllers, and
policespeak used in international
30 policing, are based on English.
• You need it for your holidays.
Getting around in far-away
corners of the globe is no
problem if you speak English.
35 • You need it for entertainment.
Four or five out of ten songs in
die pop charts in most countries
at any given time are sung in
English.
40 ■ The World University, the first
international university on a
cable and satellite network, will
broadcast in English.
English is by far the most widely
45 taught foreign language. In
addition, some countries are
introducing changes to their
educational system: more children
are to learn more English at an
50 earlier age. Of course many new
learners are already familiar with
the language: Hollywood and pop
music have made sure of that.
English is not welcome
55 everywhere, however. Some nations
consider the use of English to be a
challenge to their national identity.
Others simply w ant to stop the
unwelcome invasion. The Academie
BO Frflnffl/sc, an official body which
protects and regulates the French
language, has banned English
words like 'Walkman in offical
documents. It wants people to use
65 French words instead.
As a second language that allows
easy communication across
. international borders, English is the
answer to Piotr and Fran^oise's
70 problem. So it looks as if English
will continue to be the language the
world wants to speak.
Reading Gram m ar
J y Most writers have personal views - an angle - and will try to
Future and future in th e past ;
jtftpersuade readers to look at things in a certain way. It is important to
recognise the writer’s angle by asking yourself: 1 Future
• What are the facts? What are the opinions? a) Predictions
• Does the author tell you whose opinions they are? (They might just be English will continue to be the ;■;
his/her own opinions.) language the world wants to
• Does the author give enough evidence for the facts presented? ' speak. ;
Judging:by present evidence, it
is going to continue to
2 Read the article again. Complete the table. spread.
The m iter thinks this will:
Presented If opinion If fact, do happen.
as fact or whose is it? you think
b) Arrangements;"' ^
opinion? author gives
More children are to learn
enough
more English at an earlier age.
evidence?
The authorities have airangedfor :’
1 For a long time, P Yes . this to happen in thefuture.
people have felt
■-■2 F uture in th e past
the need for a
global language. ■ The past ■ Now
drought would be
2 Esperanto was
going to become
People thought diat artificial k%
the world
languages w ould be/w ere
language.
going to b e the solution.
A t the time, it was a prediction
3 M ost of the data
I about the future^ . SPv
stored in
computers is in
English.
3 Which of these sentences are
4 English is by far predictions (P)? Which tell us about
the most widely arrangements made by some
taught foreign authority, not the subject (A)?
language. EXAMPLE: 1 F
1 More children will learn
5 In some countries,
English.
more children are
2 Soon pupils are to start learning
going to learn
English when they are seven.
more English at an
3 In years to come, students are
earlier age.
going to learn a second foreign
language at university.
6 English is a
4 The students are to do grammar
challenge to a
exercises every week.
nation’s identity.
5 They will also learn vocabulary.
6 Next year, all pupils are to get an
7 English will
English dictionary
continue to he the
7 Students will work in pairs as
language the world
well as on their own.
wants to speak.

95
 U n it 2 3

4 Rewrite the prediction sentences so that they 7 Which of these statements do you agree with?
indicate arrangements made by an authority.
EXAMPLE: 1 More children are to learn English.

5 Make sentences combining a phrase from A with

the suitable phrase from B. Use wasfwere going to or
would.
EXAMPLE: Ricky and Tim thought they were going
to/would have language problems dining their round the
world tiip. They didn’t, lots of people spoke English.
I BEATA: £I have now finished High Flyer. I don’t
A have to study English any more.’
1 Ricky and Tim/think/have language problems
during round world trip
2 It/look as if/technology solve all problems
3 .Competitors/beUeve/Walkman not popular
4 Doctors/think/Tim never walk
5 W hen I/get up/I/think/sunny all day
6 Miguel/think/1 earning English very difficult

B
• create/more • not stop raining • lots of
people/speak/English • he/know/a lot of words
2 COSTAS: ‘I can now speak English. I can
from English pop songs • Sony/sell/100 million
concentrate on French.’
• he/can run

W ritin g
6 Prepare to write a composition called *A global
language, do we need one?1
a) Match the columns.
The writer thinks , . . He/she writes . . .
1 For example a) It’s important to
remember that
2 As a conclusion, b) This is not always the 3 NILGUN: ‘I’m quite pleased with the English I’ve
I want to say case learnt. But I feel I’ve got to keep practising it so I
3 It’s not (always) true c) Take for instance don’t forget it.’
4 I think this is d) Bearing this in mind I
important think
5 Rembering what I’ve e) To sum up, I would Reading
just said, I think say that
8 Scan the text on page 97. Which of the comments
b) In groups, give your opinions and your reasons.
in Exercise 7 does the writer agree with?
1 Is a global language necessary?
2 If it is, should the global language be English?
W hy (not)?
3 How important is English in your country? Listening
c) Report the group’s views to the rest.of the class. 9 (ID Read the text again. Then listen to four
d) W rite your composition. Include both facts and language learners talking about keeping up a foreign
opinions. You can use the information in the text language. Which of the things in the text are
on page 94 if you want to. mentioned?

96
 Gram m ar

Don’t be a silly billy, keep :Intentions, decisions and

asking for advice
up your ;W hat shall/should I do to keep
up my English?
Phew! Getting to the end of this book must have meant a lot of work
Can you give me some advice? .
for you. But you've done it! Bravo! Your English must be quite good
now. However, there's stiil room for improvement. Besides, a How will yon keep up your ;
language which is not practised soon gets rusty. Here are some
things you can do to improve your English, or just make sure you I lcnow! I ’ll/will get a pen ;:\
don’t forget it. friend.
I decided when I spoke.
Fo rm al
learn ing I ’m going to read in English -■■
• Continue to study English every day.
at school or college. Lfirmly intend to do it. I have ,
5 • Join an English language school. already decided, ■
• Take private lessons.
• Aim to take one of the external
examinations in English.
• Buy a video or audio cassette II Complete the sentences with
10 English course, and follow Inform al will, shall or be going to.
it! learning w hich
1 I use a monolingual
you can do on your own
is • Listen to radio broadcasts or songs
dictionary?
in English. 2 I make sure I don’t forget
• Watch films or videos in English. my English. I have registered for
Watch television programmes in English with a course in Australia.
cable or satellite television, 3 W hat shall I do? Oh yes, I know!
a Read in English. Anything! Books, I join an English language
newspapers, comics or magazines, club.
v > Write down lists of words which are new 4 W hat sort of English books____
to you. Check the meaning in the I read?
dictionary and try to learn them 5 I add anything else to the
Inform al 25 -and use them, list? I know! I get a
learning done
magazine too.
with others
6 We have conversation
• Get a pen friend in an English
an speaking country. sessions with an Argentinian boy.
• Try to meet English speaking visitors to That way, we won’t forget our
your town. Spanish.
• Start exchange conversation sessions with 7 I’ve got it! I read a
a native speaker of English who lives near newspaper in English once a
35 you. You chat in English for half an hour week.
and in your language for another half
an hour. 1 2 W hat about you? W hat are
• Start an English language you going to do about your English?
ctub.
Use the correct form to indicate
those things you already intended to
do and those you have just decided
on (after reading the text).
0 (H Listen again. Which Iearner(s):
asked for advice?
had already decided what to do?
decided what to do there and then?

97
 Revision

I Look at the photographs in the text. Reading

a) Can yon name the people without reading the
2 Read these questions.
captions?
b) W hat was their occupation? 1 W hat types of animal have been used for
c) Make a list of things people in that occupation espionage?
do. Compare your list with your partner’s. 2 How many methods of espionage are
mentioned in the text? Name the newest and
the oldest methods mentioned.

To find the answers, are you going to slcim or scan

the article? Why? Find the answers.

Ttaientieth-century spies
'My name is Bond . . . James
Bond/ James Bond, agent 007,
is perhaps th e most fam ous
spy in the world.
Mata Hari This Dutch dancer
was employed by the French
secret service. It is now said
that she was in fact a very bad
■ :s p y .^
The tools of the
trade
In v is ib le I n k In die very early
days, w h en spies w anted to send
s e c r e t .m e s s a g e s , th e y u s e d
invisible ink. The m essage w as
written in lem on juice instead of
ink. To re a d the m essage, -th e .
sheet, of paper simply had to be
w arm ed over a gende flame, like
t h a t o f a c a n d le . T h e h e a t
c o o k e d th e le m o n a n d th e
w riting ap p eared : th e m essage
h ad reached its destination!
R a d io T h e ra d io w a s a v e ry
u s e fu l to o l fo r sp ie s sin c e it
15 allow ed them to transmit u p to
e ig h ty w o rd s p e r m in u te . In
a d d itio n , b e c a u s e th e y w e re
being made of lighter and lighter
m aterials, radio sets w ere soon
2 0 able to be carried a b o u t easily
and discreetly,. The agents of the
Special O peration Executive, an
organisation w hose aim was to
help the resistance m ovem ents
25 in Europe to fight Hitler, used a
radio -w eighing just 4 kilogram s..
W ith it a g e n ts c o u ld s e n d
m e s s a g e s to p la c e s 1 0 0 0
kilometres away. The radio was
30 p o w e re d b y a b a tte ry . To b e
recharged, the battery had to b e
c o n n e c te d to a b ic y c le : th e
p o w e r w a s p r o d u c e d by
. pedalling! . ■:
35 M i c r o f i l m T h e s e c re t a g e n t
joined the w orkers at the gate of
th e w e a p o n s factory. D ressed
like an ordinary w orker he w as
ab le to w alk in w ith o u t being
40 s p o tte d . A sk ed to fetch so m e
plans from the factory files, he
■;': seized his chance: in just a few
m in u te s, h e m a n a g e d to tak e
p h o to s o f th e desig n s fo r the
45 n e w w e a p o n s w ith o u t an y
eq u ipm ent being visible. How?
He used a tiny camera hidden in
his watch. From the 1950s, spies
had a new ally: a camera w hich
50 could take m icroscopic photos.
B e c a u s e it w a s so sm all, th e
ca m e ra c o u ld b e h id d e n In a
watch, a p en or a small piece of
jew ellery. The inform ation w as
55 th en re a d using a m icroscope.
Microfilms w ere often cut into
'm ic r o d o ts ’. O n e m ic ro d o t
m easured half a millimetre and
w as cap ab le of carrying a full
BO- page o f a docum ent. Being so
small microdots could be hidden
under a postage stamp.
. C o m p u te rs : -T oday, th e
com puter is the m ost im portant
65 tool of espionage. Spies need to
h a v e a g o o d k n o w le d g e o f
c o m p u te r te c h n o lo g y . T h is
allows them to access com puter
networks illegally. By doing this,
70 they are able to obtain top secret
information from banks, foreign
g o v e rn m e n ts a n d p o w e rfu l
corporations.
Unusual spies
75: • Simon the cat managed to
: cross the Yang Zijiang River to
take a message to a Chinese
general. Since 1950, the: CIA-(the
American Central intelligence
bo Agency) has been training
different animals as spies. Secret
services will soon be able to use
' dogs, seals and dolphins to spy
on their enemies,
85 • It is believed that otters a re
the best animal agents: they
can run, they can swim and they
can penetrate enemy lines
and then return with•;recorded
8ft information.
3 Read the text again.
a) Fill in the first two columns of the chart.
M ethod o f spying H ow it w orked
Coded messages e.g. numbers corresponding
to line number and letter
number in book. e.g. 2-2 -
2nd line, 2nd letter. Lists of
numbers spelt words.
Invisible ink
Radio
Microfilm
Computer
b) Using the notes in the first two columns of the
chart, write a paragraph for the article about
coded messages. Remember to use the Passive
voice where necessary. Start like this:
The use of coded messages was a popular method of
espionage. It was used by. . .
4 Prepare to write a report about the methods of
spying in Exercise 3. Work in pairs.
a) Use the information in the article and your own
ideas to make notes about the advantages and
disadvantages of the methods.
b) Use your notes in a) to write a short report for a '
new network of spies. Recommend the best
method(s)!
EXAMPLE: Coded messages: On the positive side., this
method could be used by anyone . . . . On the negative
side, the code had to be changed often. Being so simple,
this method was used by lots of spies and codes were
easy to break.
J Could you be a top spy?
i) W ho can decode this message first?
Clue: look at the text on page 98.
5-12, 10-5, 16-13, 17-16 23-20f 24-2
25-26, 28-9 35-10, 38-21, 40-6
41-15, 43-11,47-4, 50-6, 54-5, 60-13
62-12,64-6 26-18 67-4, 67-3
) Send your partner a short coded message using
the text on page 98.
Extra inform ation (Dis) advantages
Popular. Used by the Anyone coidd use it. Just
Russians:until World- needed a copy of the
War U. same book. But,
so simple to use,
had to change code often.
—
Listening
6 Listen to parts of a radio programme about a
famous French spy.
a) (ii Each time the story stops, choose the
alternative which describes what you think the
narrator is going to say or talk about next.
1 how the police caught the criminal/die police
didn’t catch die criminal
2 other reasons why people spy/more about how
spies spy for their country
3 why Cremet was so important/one of his
adventures
4 the problem with the agent/die sort of things
die new agent was able to do
5 Jean and Louise’s life before 1927/after 1927
b ) ^ Listen to the complete programme and check
your answers in a). Which words express the
correct alternatives in a)?
EXAMPLE: The bird hadflown = the police didn’t catch
the 'criminal.
7 ^ Listen to the programme again and complete
these sentences about Jean C rem et
1 W hen the police went to the fiat in Paris diey
thought they would/were going tofind Cremet there.
2 W hen Cremet hired the new agent he didn’t
suspect. , .
3 Because Cremet had always admixed Russia he
probably thought diat when he got there . . .
4 Cremet said goodbye to his daughter. H e and his
daughter couldn’t predict then .. .
5 In 1927 it was impossible to predict that
C rem et. . . in World War II.
99
 2 4 R e v is io n

T h e w ider world 2 W rite comparisons using a s . . . as. (Unit 20)

8 The High Flyer wider world quiz EXAMPLE: 1 You look asfresh as a lettuce.
1 I t’s very hot but you look very fresh. Just like a
You will need this board, two tokens
lettuce!
and a dice.
2 The baby’s skin is very soft. It reminds me of silk,
a) To play the game, two teams 3 I must get a sun tan. My skin is very white. It
take turns to roll the dice. looks like milk.
• Move your token the number 4 The boys’ shirts were very white, like snow.
of squares indicated. 5 H er cheeks were round and red. T hey reminded
• The other team will ask you a me of an apple.
question on the category of
your square. If you answer
•correctly, stay where you are. 3 Rewrite these sentences using present and past
If you answer incorrectly, go participle clauses. (Unit 21)
back to the beginning! EXAMPLE: 1 1 read the hook before seeing the film.
• If you land on the same
1 I read the hook before I saw the film.
category more than once, you
2 I saw the film with my brother, then I told my
must answer a grammar
friends all about it.
question. 3 Dracula must be one of the best horror films that
• The team to actually land on
has ever been made.
the last square and answer
4 I ate an ice cream while I waited for my friend.
correctly is the winner.
5 Mary’s camera didn’t break when she dropped it
b) Team A: Turn to page 104.
because it was made of very tough plastic.
Team B: Turn to page 106.
6 T he child hid under his bed because he was
feeling scared.
7 M y sister thinks the telephone is the best
P roject machine that was ever invented.
9 Make a board and more cards for the High Flyer 8 I bought a present for Dan and took it along to
wider world quiz. his birthday party.
a) In groups, look through High Flyer and write new
question cards for the game. You needn’t write
4 Complete these dialogues using could, be able to
Grammar questions! Look at the question cards
or manage to. (Unit 22)
on pages 104 and 106 for ideas.
b) Make a larger board of your own to play the 1 - It was a very difficult exam and I hadn’t studied
game with other people in your class. at all but somehow I ____ pass it.
- You shouldn’t do that. One day you won’t be so
lucky and y o u to guess the answers.
G ra m m a r practice 2 - I’m sorry, Lucy. I _come to your party
because we’re going away for the weekend,
I Complete the sentences with as, like, or as if/as - W hat a pity! You_____ meet my cousin John.
though. (Unit 20) 3 - M ozart compose music at the age of four.
1 Stop talking to m e ____ you were my mother! W hat a genius!
2 My brother worked____ a baby sitter during - Really? I hardly speak at that age! Mind
the holidays. you I lack a football pretty well. I bet Mozart
3 Sit down and take a rest. You look____ you do that!
need it. 4 - W hen I got home I realised I didn’t have a key
4 Alice is a real chatterbox. She talks a so I ____ get in.
piarrot. - How did y o u get in in the end?
5 Your English is very good. You speak almost - I ____ climb in through the window but it was
an English person! really hard!
6 In the James Bond films, Sean Connery was the
first to star James Bond.
7 I slept a baby last night.

100
S W rite these sentences out correctly. You need to
put the verbs in the correct form and add articles
when necessary. Make sure you put the particle of
the phrasal verbs in the correct place. (Unit 22)
EXAMPLE: 1 The teacher gets angry when the class laughs
at other people's mistakes.
1 teacher/get angry/when/class/laugh/at/other
people’s mistakes.
2 I/can/go/out/yesterday/because/I/be/ill.
3 Be/that/real story/or/you/make/up/it?
4 I/have to/turn/down/his invitation to party.
5 My parents/get/back/from work/until/after/I/go
to/bed.
6 I/manage to/finish/my homework/and/teacher/
tell/off/me.
7 Guess/who/I/run/into/at/shop?
6 Complete these sentences using going to, will or
is/are to. (Unit 23)
1 I think in the end the hero get the heroine •
in the soap opera. I t’s always like that!
2 Look at those huge clouds! I t rain. And we
get wet as usual.
3 There are new rules at school: from now on, we
start classes at 8 a.m. and finish at 3.30 p.m.,
we wear a uniform for all school activities
and everyone do at least one hour’s
homework every evening! I’m sure students____
like this at all.
4 T here’s no point in training so hard. W e ____
lose the game again.
5 I don’t agree with you. I think this tim e win.
The team is looking good.
7 W rite sentences for these situations. (Unit 23)
a) Ask for advice.
EXAMPLE: 1 Wlmt shall/should I do to keepfit?
1 You’re not very fit.
2 You’re not very good at Science. You want to
improve your marks.
3 You were rude to your mum. Now you want to
find a way to say sorry.
a) You want to keep your weight down. W hat three
things have you already decided to do?
EXAMPLE: Ym going to eat less chocolate.
:) You’re not very good at Science. W hat three
things have you just decided to do to improve
your marks?
EXAMPLE: I know! I'll talk less in class.
Grammar
experiments using the passive voice in various 7
■forms, (Unit 19)
2 use a variety of fixed phrases which include a
preposition. (Unit 20) ;
3 distinguish between as.. .as, as, like znd as
. if/though. (Unit 20)77 7A T 7■:7■'%7■T T : \
4 give additional information by using present and
" past participle clauses. (Unit 21) f:
5 describe actions we see and hear using see/hear +
.■■infinitive or -mg. (Unit 21):y7; T JT
6 talk about ability in the past and the future using
(Unit 22)
7 distinguish the different types of phrasal verb.
(Unit 22) ;
7 (Umt23)7 7;T:^
9 narrate events in the past which were destined to
happen using was going to and would. (Unit 23)
(Unit 23)
Skills
READING
• read a text in the way that suits your purpose.
7-
■' ■'(Unit 21) 7
• identify a writer’s angle. (Unit 23)
WRITING 77T:;;
• write stories in a clear and interesting way.
T (U hk
LISTENING
will follow as the speaker speaks.:(Unit 19)
SPEAKING '/: 7
• prepare and give informal talks. (Unit 19)
• take part in discussions intelligently. (Unit 20) .
• keep a conversation going by using the correct
intonation and expressions to encourage other
speakers to continue. (Unit 22):
 Additional m aterial

Unit 2 Exercise 14 Unit 22 Exercise 9

Student A: You think David Clegg would be ideal
for the job. Read these notes and list his advantages.
Tell your partner what’s on your list. Listen to your
partner and make notes. Use all your information
and the expressions in Exercise 14a on page 13 to
persuade your partner that David is the better
candidate.
Student A: W hen you listen to your partner’s
description of his/her pictures, indicate that you are
following and that you want him/her to continue.
Use the expressions in the box and the information
in Exercise 8 on page 92. Also let him/her know if
you don’t understand.

Name: David Clegg

Age: 52
Nationality: American
Occupation: Doctor
Comments: Several previous expeditions. Has ha
minor health problems but passed training. Used to
spending long periods of time alone.

Unit 7 Exercise I
All of the information is true according to the study
on Contemporary Juvenile Reading Habits.

Unit 8 Exercise I
1 a
2 b (George the First was German.)
3 c
4 b

Unit 9 Exercise I
W ord missing from th e title: ecology
Verdict
Your answer was correct: Congratulations! You are
ecologically aware - or at least you know the
vocabulary!
Your answer was incorrect: W hat’s the matter,
don’t you know-we must all leam to care for our
planet?

102
Unit 13 Exercise 12
Pair A: Read the listings that the other pair has
written. Think of a few questions asking for clarifi­
cation and explanation. You need to have enough
information to be able to choose the best Pick of the
day: Ask Pair B your questions. Answer Pair B’s
questions.
EXAMPLE: MARIA: Wlmt kind o f programme is The
Deep Blue.?
ANA: I t’s a factual progi~a??ime about
the sea.
Post your listings on the classroom wall. Take a vote
to choose the most exciting one.
Unit 14 Exercise 16
S tudent A: You think you have found a wonderful
piece of treasure! Telephone your nearest museum
and describe your find (picture 1). The person from
the museum will tell you if you really have found
some valuable treasure! Swap roles and listen to your
partner describe his/her find. Look at pictures 2 and
3 and tell him/her what he/she has found.
Unit 17 Exercise 11
Pair A: Read this dream. Tell Pair B about it in your
own words. Then listen to Pair B's dream. Make
notes about it. Turn back to page 73.
It is said that in 44 BC, Julius Caesar, the Roman
leader, had a strange dream. H e dreamt that he was
flying in the sky above the clouds. There, he saw
Jupiter, the most important Roman god. Julius
Caesar flew to him and shook his hand.
At the same time Julius Caesar’s wife, Calpumia,
dreamt that their house collapsed and that her
husband was stabbed and died in her arms.
T he next day, Julius Caesar was murdered. Pie
was stabbed to death by Brutus, a Roman politician.
Unit 19 Exercise 8
{ WADDINGTQNS IMS!
1 ' R u le s for M O N O P O L Y s ia W i
pf ; Registered Trade Mark
I VMPRO PERTY TRADING BOARD GAME
3 ■ Players 2-6 Ages B-AduU
/ Brief idea of the game
1 The idea of the game is to buy and rent or sell
| properties so that players increase their wealth:
1 the wealthiest becomes the winner. Starting from
/ ‘G O ’, move the tokens around the board the
number of spaces indicated by the dice. When a
I
player’s token lands on a space not already
owned, (s)he may buy it from the Bank. The
object of owning property is to collect rents from
other players stopping there. If a player puts
hotels or houses’ on the property, (s)he can
charge much more rent. Community Chest and
Chance cards give instructions that must be
I followed. The game is one of intelligent and r
I amusing trading and excitement.
Unit 22 Exercise 9
S tudent B: W hen you listen to your partner’s
description of his/her pictures, indicate that you are
following and that you want him/her to continue.
Use the expressions in the box and the information
in Exercise 8 on page 92. Also let him /her know if
you don’t understand.
Unit 24 Exercise 8
The H/gfi Flyer wider world quiz: Team A
a) Before you start the game, work out the answers
to the grammar questions.
b ) "When it is your turn, ask Team B a question from
your question card. The answers to the first four
questions are given in italics.
S & N W W hat do you call a person specialis­
ing in the study of plants? A botanist
E &P W hat’s the name of the pop group
whose tour of Europe was called
Zooropa? U2
S&G W hat’s the name of the white suit
worn in karate? A gi
H &L Having lost his wife, he marries Jane
Eyre. W ho is he? M r Rochester
G 1 Complete this sentence with as or
like.
James Bond used his watch a
camera.
2 Say these two sentences in one
using as if/as though.
It was her first job as a secret agent.
From her success you would think
she had done that job all her fife.
3 Rephrase this sentence using a
passive construction.
People say that there are spies in
every country.
4 Say these two sentences in one.
I saw a mysterious man. H e took
photos of the Embassy.
ICey: S & N W - Science and the Natural
World; E & P = Entertainment and People;
S & G = Sports and Games;
H & L = History and Literature;
G - Grammar
Unit 10 Exercise 11
1 William Tell
2 Buffalo Bill
3 Pocahontas
Unit 2 Exercise 14
S tu d en t B: You think Georgina Shephard would be
ideal for the job. Read these notes and list her
advantages. Listen to your partner and make notes.
Tell him/her your list of advantages. Use all your
information and the expressions in Exercise 14a on
page 13 to persuade your partner that Georgina is
the better candidate.
Name: Georgina Shephard
Age: 26
Nationality: British
Occupation: Psychologist
Comments: No previous experience. Very fit.
Passed training course. Used to working with people
. part of a team . ^_
Unit 10 Exercise 10
S tudent A: Look at the pictures. They form half the
story of Old Man W inter and Summer Queen.
Describe them carefully to your partner and listen to
his/her description of the missing pictures. Together,
work out the correct order of the pictures.
Unit 13 Exercise 12
P air B: Answer Pair As questions. Then ask them to
explain things about their programmes. You need to
have enough information to be able to choose the
best Pick of the day.
EXAM PLE: A n a : What kind ofprogram?ne is. . . ?
Post your listings on the classroom wall. Take a vote
to choose the most exciting one.
Unit 14 Exercise 16
Student B: You work for a museum. Someone
telephones and says that they think they have found
a wonderful piece of treasure. Listen to his/her
description and look at pictures 1 and 2. Tell the
caller if he/she really has found some valuable
treasure! Swap roles and describe your find
(picture 3).

No r t h

5Qp

Old Man W inter was in his snow kingdom,

rtr

‘Please save him/ said Chief Glooksap.

Unit 17 Exercise 11
Pair B: Read this dream. Then listen to Pair A’s
dream. Make notes about it. Tell Pair A about your
dream in your own words. Turn back to page 73.
Napoleon Bonaparte, first emperor of France,
apparently had a disturbing dream one night in
1815. H e dreamt that he was on the battlefield when
suddenly, a black cat appeared and ran madly from
one army to die other. The cat did this repeatedly.
The battle ended in the defeat of the French army.
The next day, Napoleon and his army suffered a
terrible defeat at die batde of Waterloo.
Unit 10 Exercise 10
Student B: Look at die pictures. They form half the
story of Old Man W inter and Summer Queen.
Describe diem carefully to your partner and listen to
his/her description of the missing pictures. Together,
work out the correct order of the pictures.
Chief Glooksap went to see Summer Queen,
106
Unit 24 Exercise 8
The High Flyer wider world quiz: Team B
a) Before you start the game, work out die answers
to die grammar questions.
b) W hen it is your turn, ask Team A a question from
your question card. The answers to the first four
questions are given in italics.
S & N W W hat was the name of die project
where students can have video
conferences with classes around die
world? The Global Schooihouse project
E &P W hat’s the name of the explorer
who crossed Antarctica on foot?
Sir Rnnulpb Fiennes
S&G Flow can anyone make - and lose! -
a lot of money and have fun at the
same time? Flaying Monopoly
H & L W hat’s die name of die order of
knights who became famous for
fighting the wicked and helping the
poor? The Round Table
G 1 Complete tiiis sentence with as or
fyke.
Mata Hari was a dancer but she also
worked a spy.
2 Rephrase this sentence using as
if/as though.
Jean Cremet spoke Russian like a
Russian but he was French.
3 Rephrase this sentence using a
passive construction.
People now believe that Mata Hari
was a bad spy.
4 Say these two sentences in one.
I heard a child. H e was crying when
I first heard him.
Key: S & N W = Science and the Natural
World; E & P = Entertainment and People;
S & G = Sports and Games;
H & L - History and Literature;
G = Grammar
 Grammar reference
Ability
I Past
1 Ability in general: could/was able to
e.g. Leonardo da JAnci could/was able to draw with one band
and write with the other at the same time.
2 Ability on a specific occasion: was able to and managed to
e.g. The Rosetta Stone contained an inscription in Egyptian
hyeroglyphics and a translation in Greek. Scholars managed
to or were able to work out what the hieroglyphics meant
because they knew ancient Greek.
W atch out! Managed to implies effort because something
was difficult
2 Future
will be able to and will manage to
W atch out! W e also use can and could to talk about things
we perceive through our senses,
e.g. Can you bear what I hear?
Adjective order
Opinion adjectives (ugly, funny) norm ally go before more
[actual adjectives (woollen, Danish).
s.g. My grandfather was afinny plump Frenchfanner: */
i.g. My grandfather was a French plump fanner. X ,
Sometimes a comma is used to separate the adjectives in a
ist but n o t before and.
[t is possible to use all the adjective types to describe one
roun b u t it is in practice rare. W e usually use other
ievices to write a full description,
i.g. My grandmother was a lonely Brazilian woman- She was
mall and slim with g ’ey hair, rather than:
;.g. My grand?nother was a lovely small slim grey-haired
Brazilian woman.
\djective + preposition
further common adjective + preposition combinations:
)y - amazed, impressed, surprised
:.g. I was not impressed by the new boy's behaviour.
)f - aware, (in)capable, characteristic, full, scared
:.g. The room wasf i l l o f people.
o - (un)accustomed, m arried, similar, related
i.g. The Maths teacher is my uncle: he's married to my
mini's sister.
rith - filled, compatible
,g. Isyour computer compatible with mine?
The best way to leam these combinations is to memorize
hem as set phrases.
Articles
1 A/an
Apart from the uses on page 40, we also use a/an:
a) before we say what somebody or something is.
e.g. Tom is a teacher.
b) before an uncountable noun when it is qualified,
e.g. We had a very nice ham for lunch.
2 The
We also use the:
a) before musical instruments.
e.g. John plays the oboe in the school orchestm.
b) before an uncountable noun when it is followed by a
qualifying phrase.
e.g. I liked the ham we hadfor lunch.
c) with superlative adjectives.
e.g. The tallest people in the world are the Watitsi men of
Centj'al A f i t a. They are ofipn 2.3 iuetres tall.
d) with the names of some geographical features.
- oceans and seas (The Atlantic, The Red Sea)
- rivers (The Thames)
~ countries which include a countable noun (The United
Kingdom) or when they are plural (The Netherlands)
Watch out! We do not use the before:
a) continents (Asia), lakes (Lake Titicaca).
b) uncountable nouns when referring to something in
( general, e.g. I like pop music.
c) possessives. e.g. Have you seen my keys?
As, as if/though, like
Clauses introduced by as, as though, as i f or like are called
clauses of manner,
1 As and /ike are used:
a) to talk about the way someone behaves or the way
something is done.
e.g. Try to write your project as your teacher has shownyou.
Like + clause = more informal:
e.g. There is no need to behave like you do in class.
b) to compare ways of doing something,
e.g. She tries to dress like a model.
e.g. My dad studied medicine as hisfather did before him.
Watch out!
e.g. Mary looks afier Susan like a big sister. (Mary isn’t her
sister. It’s a comparison.)
e.g. As the big sister, Maiy has to set the example, (Mary is
the big sister.)
2 As if, as though
e.g. A t the party, Peter behaved as if/as though I didn't exist.
He didn’t even say hello! (But of course I did exist.)
Watch out!
e.g. Don't look at me as if I were/was crazy, (were = more
formal)
We often use as if and as though after verbs such osfeel,
look, seem, sound or smell.
e.g, I feel as if I've run a hundred miles.
e.g. You looked as though you had seen a ghost.
107
Be used to and get used to
1 W h en we w ant to talk about things o r situations we find
(un)familiar we use (not) be wed to + noun phrase/verb-mg.
e.g, Laika the dog, thefirst living creature in space, wasn’t
used to life/living in a spacecraft but she survivedfor several
days until her oxygen ran out.
2 W hen we want to talk about things or situations which
are becoming less unfamiliar we use get wed to +noun
phrase/verb-mg.
e.g. The experiment with Laika helped scientists realise that
man cotdd get used to life/living in a spacecraft:fir a certain
period of time.
W atch out!
e.g. The astivnaut is used to living in a spacecraft. H e has
adapted to life there.
e.g. Neil Annstrong, thefirst man on the moon, used to work
for NASA. H e doesn’t anym ore.
Clauses of concession
W hen we want to talk about two things, one of which
contrasts with the other or makes it seem surprising, we
use even though or despite to link them in one sentence.
1 even though + sentence
e.g. My mother loves Italian operas even though she can’t
understand the words.
W e can reverse the order of the clauses. In this case we
use a comma to separate them.
e.g. Even though she can’t understand the words, my mother
loves Italian operas.
W e can use although or though in the same way as even
though.
noun
2 despite + verb-ing
the fact that + sentence
e.g. Mozart composed about 1,000 pieces of music despite the
fact that he diedyoung.
As w ith even though, we can reverse the order o f the
clauses. W e can use in spite of in the same way as despite.
Conditional clauses
1 First conditional: If + Present Simple + will or may
or can + infinitive
e.g. I f you visit China you can see the Great Wall.
2 Second conditional: /f + Past Simple + would or might or
could + infinitive
e.g. I f you hadfifteen books on a shelfandyou arranged them
in every possible combination, and if you made one change
every minute, it would take 2,481,996years to make them all.
3 Third conditional: if + Past Perfect + would or might or
cou/d + have + Past Participle
e.g. I f Columbw hadn’t used the wind, he might never have
reach ed A merica.
108
V ariation: If+ P a st P e rfe c t + would + infinitive
e.g. My grandmother says that i f she had eaten w many
sweets as I do, she wouldn’t still have all her teeth now. T he
condition refers to the past but its consequence refers to
the present. W e are imagining how the consequence
would be different now in different past circumstances.
W a tc h out! These words can replace if in conditional
clauses:
Unless ft if. . . not)
e.g. My dentist says Til lose my teeth unless I cut down on the
amount ofsweets I eat.
Frovided/providing (that), so long as, as long as ft if, hut
only if) Used when one thing is necessary in order for
another to happen.
e.g. We can leave school at lunch time as long as our parents
give their permission.
It's time
W e use it’s time + subject + past tense to criticise or
complain or when we think someone should have done
som ething earlier.
e.g. What a sillyjoke. It’s time you grew up!
W a tc h out!
1 To make the criticism stronger we can say It’s about/high
time. . .
2 To make the criticism less strong we can use a negative
question, e.g. Isn’t it time Rick got ajob?
Needn't, need to, needs doing
1Talking about things which are necessary or very
important
a) Need to can replace must or have to when we know the
subject.
Past: needed to
e.g. Greek sailors in thefifth century needed to know the
weather conditions at sea.
b) Needs doing means needs to be done. W e use it when we
don’t know the agent or the agent isn’t im portant.
P ast: needed doing
2 Absence of obligation
needn’t = not considered necessary by the speaker. It can
refer to the present and to the future.
don’t need to/don’t have to - not considered necessary by
someone in authority. It refers to the present.
W atch out!
e.g, I didn’t need to go so early. = It wasn’t necessary to go
so early and I knew that at the time. (Therefore I didn’t
go early.)
e.g. You needn’t have come so early. - I t wasn’t necessary to
come so early but you didn’t know that a t the time so you
went early.
Participle clauses
1 Present Participle: infinitive + -mg
T his replaces active constructions.
a) Tim e
e.g. Since seeing thefilm, I have been having rather stmnge
dreams, (= Since I saw the f i l m. . , )
b) Reason
e.g. Possessing extraordmaiy powers, a girl in France could
knock over heavy pieces offurniture with a gentle touch.
(= B ecause sh e h a d these powers she could . . . )
c) Relative clauses
e.g. People coming into contact with the 'electrical girl’got
electric shocks. (= People w h o cam e into c o n tac t. ..)
2 Past Participle: infinitive + -ed
This replaces passive constructions.
a) Reason
e.g. Convinced that the area was not safe, he didn’t leave his
hotelfor two weeks. (= B ecause he was convinced . . . )
b) Relative clauses
e.g. The message system used in our school is veiy good. (= T h e
message system w h ich is used . . . )
3 Perfect participle: having + Past Participle
Phis is used to make it clear that one action was complete
aefore a second one started.
2.g. Havingflown into a belt of cold air, a largeflock of ducks
faze to death.
First action: T h e ducks flew into a belt of cold air.
Second action: T h e ducks froze to death.
Passive voice
=orm: to be + Past Participle of another verb (+ by + agent)
Tense: carried by th e auxiliary be
Examples:
fresent Continuous: is/are being + Past Participle
5ast Continuous: was/were being + Past Participle
riodal verbs: can/wiU/could be + Past Participle
:urther uses
W hen people in general are the agents and you are
eporting w hat they think, say or believe. In this case we
ise the impersonal pronoun it.
.g. It is said that the house on the hill is haunted.
W hen you don’t w ant to say who did the action or you
rant to distance yourself from your actions.
.g. MOTHER TO CHILD: I f you don’t get good marks, you will
e grounded.
’hrasal verbs
Intransitive verbs
itransitive verbs don’t take an object,
bu cannot separate the particle from the verb.
Vatch out! Some verbs can be used with o r w ithout an
bject. In o ther words, they can be both transitive and
itransitive b u t their meaning is usually different:
e t b ack (0 - to return (usually) home
g, JIAien I got back, mum and dad were waitingfor me.
g et back (T) - to be given something that you used to-
have e.g. We got our projects back last week.
Also: break down, dress up, fill in, get in, give in, keep up,
turn away, turn up. Look these verbs up in your
dictionary. M ost dictionaries will indicate whether a
phrasal verb is transitive (T) or intransitive (1) and they
will usually give an example sentence.
2 Transitive verbs
These verbs have an object and you can separate the verb
from its particle.
e.g. He made up the stvry./He made the stoiy up.
R em em b er
I don’t believeyour stoiy. You are making it up.
You are making up that stoiy about ghosts in the school.
Also: bring up, call off, cross out, dream up, get out of,
hand out, let down, put away, put forward, win over. Look
these verbs up in your dictionary.
W atch out!
1 Some transitive phrasal verbs are not separable even if
the object is a pronoun:
e.g. He cares about otherpeople. He cares about them.
Also: believe in, come across, depend on, do without, get
over, go into, look at, look through, refer to, wait on.
Look these verbs up in your dictionary.
2 A small group o f transitive verbs are always separated
from their particle by the object:
e.g. Annie asked Tom/him out. (= invited him to go out '
with her)
Also: invite someone out) invite someone over, order
someone about, tell two things/people apart. Look these
verbs up in your dictionary.
R em em b er
T h e best way to learn phrasal verbs is to memorize them
and use them!
Possession
R em em b er
W hen we want to indicate possession we can use:
I possessive determiners e.g. my, your, our, her.
W atch out!
a) it’s =it is. T h e possessive determ iner is its.
b) W hen you talk about a specific part of somebody’s
body you usually use a possessive determiner.
e.g. lYhat’s she got in her hand?
But if you describe an action someone does to a part of
your or someone else’s body, you use the.
e.g. The ball hit me on the head.
c) W hen you want to talk about an action you do to
yourself or other people do to themselves you use a
possessive determiner.
e.g. You should cleanyour teeth after eveiy meal.
109
 Grammar
reference
2 Apostrophe s (Js)
Watch out!
a) T h e apostrophe s, like possessive determiners, is m ost
often used with living tilings.
e.g. A zebra’s stripes are as individual as human fingerprints,
b) You can use apos trophe s after nouns and names
referring to places in order to specify something in that
place, e.g. London’s biggest airport
c) You can use apostrophe s for time references,
e.g. He has done a good day’s work.
3 t h e . . . of
T his is used with objects, e.g. The lead o f an average pencil
will draw a line 56 km long.
Preference
1 Prefer
e.g. Susan prefers Oasis to Blur,
e.g. I would prefer (not) to talk about it.
2 Would rather
a) preference involving one person
e.g. I would rather listen to Blur than to Oasis.
e.g. My mother would rather■not listen to any music now.
b) preference involving m ore than one person
e.g. I would rather you dtdn’t come to see me any more.
Purpose
1 Same subject for both clauses
to, in order to and so as to
Watch out!
a) In the affirmative to, in older to and so as to are inter­
changeable,
e.g. A man changed his name to Zeke Zzzypt to/in order to/
so as to be the last name in the local telephone directory.
b) In the negative, you can use only in order to and so as to.
e.g. Abe Abbey would like to change his name m t-te/in order
not to/so as not to be the first name on his teachers’ lists.
c) You can reverse the order o f the clauses. In this case use
a comma to separate them:
e.g. In order to be the last name in the local telephone
directoiy, a man changed his name to Zeke Zzzypt.
2 Same or different subject for each clause
so (that) and in order that
This type of purpose clause usually includes a modal verb.
Watch out!
M ain clause . Purpose clause
Present tense or Present Perfect can, may, or will
e.g. Australian Aborigines who are widowers wear a lump of
mud in their beard so that people can see they are lookingfor a
new wife.
M ain clause Purpose clause
Past tense could, might, should or would
NO
Recommendation
Had better
had better =should/ought to
W atch out!
1 Used with I or we it indicates an intention,
e.g. We bad better walk back now. I t ’s getting dark.
2 Used withyoz*, it indicates a warning o r advice,
e.g. You’d better notforget to do your homework again.
3 If you w ant to make your advice sound m ore polite, you
can use a negative question.
e.g. H adn’t you better go now?
Relative clauses
1 Defining relative clauses with prepositions
a) In informal situations we put the preposition towards
the end o f the clause and often om it the relative pronoun,
e.g. You are the only girl (who/that) 1 care about. Will you
many me?
e.g. This is the moment (which/that) I ’ve been waitingfor.
b) In formal English the preposition goes before the
relative pronoun.
e.g. She was the only girl about whom he cared.
e.g. This was the momentfo r which he had been waiting.
W a tc h out! e.g. She was the only girl about that/who he
cared. X
2 Non-defining relative clauses.
Non-defining relative clauses cannot be used without a
relative pronoun,
e.g. Mini skiits, which are fashionable now, were first worn hi
the 1960s.
I t is n o t possible to use that instead of who o r which in
non-defining relative clauses.
e.g. Maiy Quant, who is an English designer, invented the
mini skirt.
W atch out! Non-defining relative clauses are used to give
additional but not essential information. If We om it the
non-defining clause, we are still left w ith a complete idea,
e.g. Maiy Quant, who-is an English designer, invented the
mini skirt.
— > Mary Quant invented the mini skirt.
Reported speech
I Indirect questions.
Sometimes we use an indirect question form for
politeness.
e.g. Do you sell party hats? — > Can/could you tell me i f
you sell paity hats?
e.g. How much do they cost? — > Can/couldyou tell me
how much they cost?
N o te that the question marks used here refer to the
Can/could part o f the indirect question.
2 Reporting advice e.g. be (behave): PfAjy are you being so nice all of a sudden?
a) Suggesting w hat som eone else should do. he (+ quality): He is very nice.
e.g. TEACHER TO SARAH: ’Why don't you take special classes?’ e.g. hear (receive news or letters): You will be bearing from
— > The teacher suggested that Sarah should take special us again.
classes. e.g. feel + emotion or physical condition: Lisa went borne
Also: recomm end/advise that . . . should because she wasn't feeling well.
e.g. TEACHER TO STUDENTS: You should study all the time, But: This waterfeels hot.
not only for exams. ’
— > The teacher recommended/advised/urged students to
study all the time . . . Tenses
I The Past
W a tc h out! e.g. Teachers suggested students to study all the a) T h e P a st S im ple is used to talk about:
time. X - situations which existed over a period of time in the
b) Giving general advice) not m entioning the person we past.
are advising. e.g. We had a friendly teacher but he told pretty badjokes.
e.g. FRIEND: 'Let's have a paiiy,3 I--------------------1.----- .1---------------------
now 1
> My fie n d suggested having a party.
Also: recommend/advise + -ing - events diat happened at a particular time in die past,
e.g. I read a book yesterday but it wasn’t very good.
So/such now
W hen so comes before an adjective/adverb it makes the '• ~ T e£i :------ ~ '
meaning o f die adjective/adverb stronger.
(That) + sentence following so + adjective/adverb b) T h e P a st C o n tin u o u s is used t6:
- contrast a situation with an action which started after
introduces the result o f tiiat stronger adjective/adverb,
e.g. On 4 September 1981 a tornado hit Ancona in Italy. It die situation had begun.
e.g. ‘Sony Tm late, sir When the alarm went off I was
was so strong (that) it lifted a baby asleep in his pram IS m
into the air and set the pram down safely 100 m away. The dreaming aboutfootballj said Bobby to his teacher: And they
baby was sleeping so soundly (that) it didn't wake up dwing played extra time!’
w ent off now
this time! |-------- 1
-----x— .— j—
was dreaming
such + that is used to produce the same meaning.
R em em ber Also: Bobby was always m aking up excusesfor being late.
such a/an + adjective + singular noun F or frequently repeated actions in die past. This annoys
such + adjective + plural/uncountable noun die speaker.
e.g. The winds at the centre of a tornado can reach such an
incredible speed (644 kph) (that) they can lift whole houses. c) T h e P re s e n t P e rfe c t is used to tallt about:
W atch out! You can use so + many/few/much/little and such - som ediing which happened in the past but you don’t
m ention exacdy when.
a lot ofm the same way.
e.g. An average galaxy has such a lot of/so many stars (that) e.g. I have heard his bad news.
? ?
to count them all would take 1000yeais at the rate of three a ■ • *? now
|--------------------- X -------- X ---------- X --------------------1
second. have heard
- som ediing that started in die past, continues to the
Stative verbs present and will probably continue for some time into die
T hese are verbs which are not normally used in die future.
continuous form. T h e continuous form is normally used e.g. The students in this class have learnt a lot of English.
with deliberate actions, those you decide to do.
Examples of stative verbs are seet hear and smell because if
have learnt
your eyes are open and there is no diing wrong widi your
ears or your nose, you see, hear and smell diings even if R em em b er
you don’t want to. W ith diis tense you can’t use time expressions which place
e.g. J’JAjat do you see when you stand at the window? the action at a definite time in the past,
W atch out! A num ber o f verbs may or may not be used in e.g. I have heard a goodjoke yesterday. A
the continuous form, depending on their meaning,
e.g. smell something: The dog is smelling my lunchhox, It
must be bungiy!
smell of something: I love your peiftme. It smells o f roses.

III
d) The Present Perfect Continuous is used to
emphasise the duration of an action or event which
continues up to the present and into the future or which
has just finished*
e.g. I've been working herefor two months.
have been working
e) The Past Perfect is used to talk about events or
situations which happened or began before a particular
time in the past.
e.g. When I got there I realised I bad left my wallet behind.
now
| x------------------------- * -----------------1
had left got there
f) The Past Perfect Continuous is used to emphasise:
- the duration of a continuous action occurring before a
particular point in the past.
e.g. The man had been waitingfor a long time before they
brought his food. brought
/-v /-S /-v now
1 W\Ai 1 Wish
had been waiting
- the repetition of an action before a point in the past,
e.g. Georgina bad been calling Mark all morning. She
finally managed to speak to him that aftei~}iaa?i.
now
[------------------ X X X X 1-------------1
had been calling
2 The Future
a) Predictions: will + infinitive and be going to
e.g. (Experts think that) nextyear there is going to/will be
an earthquake.
Watch out!
- Will is also used to talk about decisions you have just
made. e.g. This club sounds likefun. Vlljoin tomoirow.
- Going to is also used to talk about firm intentions. The
speaker has already decided to do something.
e.g. Next year, Fm going to learn Japanese. Fve already
regtstei'edfor the course.
b) Official arrangements for the future: be +to +
infinitive
e.g. Starting next year all students at this school are to learn
twoforeign languages.
c) Personal arrangements for the future (Present
Continuous) and programmed actions (Present Simple)
e.g. Fm spending the summer in New Zealand. My plane
haves on Wednesday night.
Watch out! You normally have to use a time expression
with these tenses to avoid confusion.
d) Talking about future events in the past: was/were
going to and would
e.g. Peter was going to be i?i a play but he got ill so he
couldn't.
Watch out! These constructions usually imply that what
we had expected to happen didn’t happen.
112
Too, enough, not enough
Too = excess; enough = sufficiency; not enough = insuffi­
ciency
Watch out!
1 Too and very do not mean the same,
I'm-ioo bappy-te-mcetyaur X
Fm very happy to meetyou, S
2 You can use too before ?nany, much and few.
e.g. I f you have eaten too much garlic, chew so7?iefresh
parlsey: it will take away the smell,
3 Enough always comes after an adjective.
4 e.g. You are tooyoung/(not old enough) to watch thefilm.
The film is for older people. You cannot watch it.
But also:
e.g. The chicken was too hot/(not cool enough) to eat. The
chicken was very hot. We couldn’t eat it.
5 Enough always comes before a noun.
e.g. The human body contains enough fa t to make seven ban
ofsoap.
1 Wish (tfiatj/i'f on/y + Past Simple
This expresses regret about a present situation.
Watch out!
a) We can put wish in die past and leave the second verb
in the Past Simple too.
b) I wish I/he/she/it was/were. Was is more common in
conversation.
c) Wish + Past Simple: Past Simple doesn’t change in
reported^ speech.
2 Wish (thot)//f on/y + Past Perfect
This expresses regret about a past situation.
Wish can be changed to wished as above.
3 W/sfi (that)!if only + would + infinitive
This expresses regret or a complaint about someone else’s
behaviour. We think he/she should change his/her
behaviour and we know he/she can do it if he/she wants
to. -
e.g. Three men were stuck on a desert island when a genie
came out ofa bottle and offered the??t one wish each.
Tfonly I hadn't taken the boat (2)/1 wish I was back with my
family andfriends (1), ’said thefirst man and he disappeared
back home.
T miss my family too. I wish I was with them (1), ’said the
next man and he too disappeared.
‘It's very lonely he?’e now, genie. I wish you would bring my
fiends back to keep me co?/ipany(3)P said the third man who
wasn't ve?y bright
Watch out! Wish and would cannot have the same subject
e.g. I wish I would-have more fan. X