Navigate B1+Coursebook

Teacher's Edition
Rachael Roberts, Heather Buchanan

and Emma Pathare
series Adviser Catherine Walter
vigate Coursebook
with video
intermediate
OXPORD
Rachael Roberts, Heather Buchanan
and Emma Pathare
Series Adviser Catherine Walter
with video
OXFORD
U N I V E R S I T Y P R E SS
Contents O m O x fo rd 3000™ Navigate has been based
on the Oxford 3000 to ensure that learners are only
covering the most relevant vocabulary.
GRAMMAR
1 Trends page 6 1.1 Are you really my friend? p6 Present simple, continuous and
perfect p6
Talk about things that are changing
■ Talk about friendships 1.2 Why spending's #trending p8 State verbs p9
Talk about spending
Talk about states, thoughts and feelings 1.3 Vocabulary and skills development pio
Listen for key words 1.4 Speaking and writing p i 2
Noun suffixes
Ask for and give opinions
Write for social media 1.5 O Video Social media marketing pi4 Review pis
2 What a story! page 16 2.1 I'll never forget that day pi6 Narrative forms pi7
Talk about past experiences
Use narrative forms 2.2 Unbelievable? pis Sequencing events pi8
Sequence events
Talk about communication 2.3 Vocabulary and skills development p20
Understand references in a text
Use comment adverbs 2.4 Speaking and writing p22
Engage a listener and show interest
Write a narrative
2.5 O Video Seven good stories p24 Review p25
3 Life skills page 26 3.1 Challenges p26 Ability p27
Talk about challenges and success 3.2 Faking it? p28 Obligation, permission and possibility p29
Talk about ability
Talk about work skills
3.3 Vocabulary and skills development p30
Talk about obligation, permission and possibility
■ Recognize complex noun phrases (1)
Use compound adjectives 3.4 Speaking and writing p32
Give practical instructions
■ Write a paragraph supporting an opinion
3.5 O Video A woman's life: 1914 vs 2014 p34 Review p35
[4 Space page 36 4.1 Living on w ater p36 will/be going to for predictions and
decisions p37
Talk about living on water
Talk about predictions and decisions 4.2 Forest bathing p38 Probability p38
Talk about the natural world
Talk about probability 4.3 Vocabulary and skills development p40
Understand consonant-vowel linking
Understand idiomatic phrases about places
Avoid repetition 4.4 Speaking and writing p42
Make enquiries
4.5 O Video Songdo p44 Review p45
5 Entertainment page 46 5.1 Universally popular? p46 -ing form and infinitive with to p47
Talk about different genres of films 5.2 Mosquito smasher! p48 Present perfect simple and past
■ -ing form and infinitive with to simple p49
Describe a video game
Use present perfect simple and past simple 5.3 Vocabulary and skills development p50
■ Understand linkers
Use extreme adjectives 5.4 Speaking and writing p52
Write a film review
■ Compare and recommend
5.5 O Video Film studies p54 Review p55
6 In control? page 56 6.1 Man and machine p56 Defining and non-defining relative
clauses p57
Talk about machines in our lives
Use defining and non-defining relative clauses 6.2 Controlling the weather? p58 Present perfect simple and
Talk about the climate and extreme weather continuous p59
Talk about recent events and changes
Recognize linkers in conversation 6.3 Vocabulary and skills development p60
Understand and use adjective suffixes 6.4 Speaking and writing p62
Write a professional email
Change arrangements
6.5 C Video M ist catchers p64 Review p65
2
VOCABULARY PRONUNCIATION LISTENING/READING SPEAKING/WRITING
Friendship p7 Linking p7 0 Video Vox pops 1 p7
Spending p8
Noun suffixes pH Listening key words pio
Speaking asking for and giving opinions pi2
W riting social media pi3
Describing past experiences pi6 Auxiliary verbs: had + 0 Video Vox pops 2 pi7
was/were pi7
Communication pi9
Comment adverbs p2 i Reading references p20
Intonation - showing Speaking showing interest p22

interest p22 W riting a narrative p23
Challenges and success p26 Word stress p26

Work skills p28 o Video Vox pops 3 p29
Compound adjectives p3l Reading complex noun phrases (1) p30
Pauses in instructions p32 Speaking practical instructions p32

W riting writing an opinion paragraph p33
Living on water p36
The natural world p38 Intonation - certainty p39 0 Video Vox pops 4 p39
Idiomatic phrases about Listening consonant-vowel linking p40

places p4l
W riting avoiding repetition p42
Speaking enquiries p43
Going to the movies p46 0 Video Vox pops 5 p47

Adjectives to describe a video Word stress in longer words p48
game p48
Extreme adjectives p5i Extreme adjectives p5l Reading understanding linkers p50
W riting a film review p52

Speaking comparing and
recommending p53
Machines p56
Climate and extreme Compound nouns p58

Q video Vox pops 6 p59
weather p58
Adjective suffixes p6i Listening linkers in conversation p60
w ritin g writing a professional email p62
Speaking changing arrangements p63
3
GRAMMAR
7 Ambitions page 66 7.1 Good prospects p66 used to and would p67
Talk about working conditions 7.2 Ask an expert p68 Question forms p69
Talk about finished habits and situations
■ Talk about experts and high achievers 7.3 Vocabulary and skills development p70
Use question forms
■ Understand paraphrasing
7.4 Speaking and writing p72
Use collocations
■ Write an application letter or email
Ask for and give clarification 7.5 O video Moving abroad to work p74 Review p75
8 Choices page 76 8.1 World happiness report p76 Real conditionals p77
Talk about happiness factors
Use real conditionals 8.2 What makes a hero? p78 Unreal conditionals p79
iaiK aDOUt personality ana Denaviour
Talk about unreal situations in the present and future 8.3 Vocabulary and skills development p80
Recognize changing sounds in linked words 8.4 Speaking and writing p82
Use prefixes
Take notes while listening
Prepare and give a short talk from notes 8.5 C Video Happiness in Mexico p84 Review p85
9 Appearances page 86 9.1 Real beauty? p86 Comparison p87

■ Describe appearances
Make comparisons 9.2 Paintings p88 Deduction and speculation p89
Describe paintings
Speculate and make deductions
Question a text 9.3 Vocabulary and skills development p90
Use phrasal verbs 9.4 Speaking and writing p92
■ Take part in online discussions
Make effective complaints
9.5 © Video The seifie p94 Review p95
10 Compete and cooperate page 96 10.1 Crowd-funding p96 Passives p97

Talk about business 10.2 Competitive sport p98 Using articles: a/an, the, - (no article) p99
Talk about how things are done
Talk about competition 10.3 Vocabulary and skills development pioo
Use articles
Hear unstressed words 10.4 Speaking and writing pi02
Phrases with take and have
Write about changes and differences
Make recommendations 10.5 © Video Borussia Dortmund pi04 Review pios
11 Consequences page 106 11.1 Outlaws pi06 Unreal past conditional pi07
Talk about crime 11.2 I sh o u ld n e v e r h a ve c l ic k e d 's e n d '! pios should/shouldn't have pl09
Talk about unreal situations in the past
iaiK auout people s ueriaviour on social rneuia
Criticize past actions 11.3 Vocabulary and skills development pno
■ Hear modal verbs
Understand words with multiple meanings 11.4 Speaking and writing pH2
Come to a decision
Apologize
11.5 © Video Cyber crime pH4 Review pus
12 Influence page 116 12.1 Advertising pH6 Reported speech pH7

Talk about advertising 12.2 How to persuade and influence Reported questions pH9
Understand and use reported speech people pi 18
Talk about persuading people
Understand and use reported questions 12.3 Vocabulary and skills development pi20
Recognize complex noun phrases (2)
Use dependent prepositions 12.4 Speaking and writing pi22
Agree and disagree
Write an advantages and disadvantages essay 12.5 C Video Starbucks pi24 Review pi25
Co m m u nica tio n page 126 Gra m m ar Re f ere nce page 136
4
VOCABULARY PRONUNCIATION LISTENING/READING SPEAKING/WRITING
Working conditions p66 0 Video Vox pops 7 p67
High achievers p68
Collocations p7i Reading understanding
paraphrasing p70
Sounding polite p73 W riting an application letter or email p72
Speaking clarification p73
Happiness factors p76 Intonation in if Video Vox pops 8 p77

sentences p77
Personality and behaviour p78
Prefixes p8i Listening sound changes p80
W riting taking notes p82
Speaking giving a talk p83
Describing physical Changing stress p87 © video Vox pops 9 p87

appearance p86
Describing paintings p88 Sentence stress -
speculating p89
Phrasal verbs p9i Reading questioning a text p90
W riting taking part in online discussions p92
Speaking making complaints p93
Business p96 Passives p97

Competitive sport p98 video Vox pops 10 p99
Phrases with take and Listening unstressed words pioo
have pioi
W riting changes and differences pl02
Speaking making recommendations pl03
Crime pi06 © video Vox pops 11 pi07

Behaviour on social media pios should/shouldn't
have pi09
Words with multiple Listening hearing modal verbs pno
meanings p m
Speaking decisions pH2
W riting apologizing p113
Advertising pH6 Linking pH7 Video Vox pops 12 pH7

Persuading people pus
Dependent prepositions pi2i Reading complex noun phrases (2) pl20

Speaking agreeing and disagreeing pi22
W riting advantages and disadvantages essay pl23
A u d ioscrip ts page 1 60 Irregular v er bs page 174 Ph o n e mic sy m b o ls page 175
5
1 f______
Trends
1.1 Are you really my friend?
GOALS ■ Talk about things th at are changing ■ Talk about friendships
Grammar & Reading present simple,

continuous and perfect
Search fo r people, places and thing s
1 Work in small groups. Read the statem ent a n d discuss
the questions.
Face-to-face with Facebook friends uke comment share v
‘Am ong adult Facebook users, the average num ber of
friends is 338.’ How many of your Facebook friends have you seen
lately? For Rob Jones, w ho 1is c u rre n tly m e e tin g every
1 Does this statistic surprise you? W hy/W hy not? single friend on his Facebook page, the answer could
2 Is it possible to really be friends w ith so m any people? soon be 700.
W hy/W hy not?
His aim to raise m oney for a children’s charity means he
has already com e face -to -fa ce w ith 123 internet ‘friends’
PhOtOS Like • comment • Share
in seven countries, som e o f w hom he has never met
before.
2 H e takes a photo for his Facebook page with everyone

he meets, and persuades them to give to his charity, and
he has already raised more than £3,000.
He hopes to have met all 700 w ithin three years, travelling

thousands of miles to th irty countries including New
Zealand, on the other side of the world, in the process.
People often say that Facebook friends aren’t real

friends. But Rob met his Polish girlfriend online and
3 th e y ’ve n o w b e e n together fo r three years. He says
4 fb/'s p ro v e s tha t the internet is a pow erful tool.
‘ I’m reuniting with friends, and in the process 5 I ’m

le a rn in g a lot about myself. I now have good friends in
people I have never met before this.’
‘ Everyone has been great so far; 6 1 g e n e ra lly s p e n d a day

with them and they choose w hat we do.’
His adventure has taken him across Europe, visiting England,

Scotland (top photo), Poland (photo in the centre),
Finland, G erm any and Switzerland, and 7h e ’s also ju s t
v is ite d a distant relative in the USA (bottom photo).
Read the article. W hy is Rob Jones trying to m eet all 700 of

his Facebook friends? Discuss your ideas with a partner.
6 O m O xford 3000™
1.1 1.2 1.3 1.4 1.5
3 Read the inform ation in the G ram m a r focus box and 6a Work w ith a partner. Look at the verbs/verb p hrases and
write sentences 1-7 in the article next to the appropriate decide if they are positive (P) or negative (N).
g ra m m a r rule, a-f. 1 get on (well) (with someone)
2 m eet up (with someone)
GR A M M A R F O C US p re s e n t sim p le , p re s e n t
c o n tin u o u s and p re s e n t p e rfe c t sim p le 3 have a lot in c o m m o n (with someone)
4 fall out (with someone) _____
We use the present simple to talk about
5 help (someone) out
a things that are always or generally true.
6 tru st (someone)__________________________ _____
7 get/keep in touch (with someone) _____
b things that happen regularly/repeatedly. 8 m ake friends (with someone) _____
9 have an a rg u m e n t (with someone) _____
We use the present continuous to talk about
c things that are happening at/around the time when we
1.1))) Listen again to Sarah and Josh and check your answers.
speak.________________________________________
d things that are changing.
• We use the present perfect simple to talk about PRONUNCIATION linking
e our experience (our lives until now).
When we speak at normal speed, we link phrases so they often
f things that have already/just happened. sound like one word.
7a Look at the phrases in exercise 6a. Mark the way the words
-►Grammar Reference page 136
link in each phrase.
geLon well w ith som eone
4a Choose the correct options to complete the questions.
1 W hat is Rob trying / does Rob try to do? b 1.2 ))) Listen, check a n d repeat.
2 How m any friends does he m eet / has he m et so far?

3 Why does he take / is he taking a photo of everyone he meets? 8a Complete the statem ents using the correct form of the
4 Why does Rob believe that the internet has been / is a verbs/verb phrases in exercise 6a.
good way of m aking friends? 1 I often groups of
friends in th e evening.
5 W hat is Rob learning / does Rob learn from the process?
You don't n eed to
6 W ho usually decides / is deciding w hat to do w hen Rob someone to be friends. It's fine to have different interests.
m eets a Facebook friend?
I ________________________________ most people I
7 W hich countries does he visit / has he visited? know. There aren't m any people I don't like.
A really good friend is someone you can call at midnight
b Discuss the answ ers to the questions w ith a partner. and ask th e m t o ________________________________ .
The friends y o u at school are often friends for life.
Vocabulary & Speaking friendship I’m always pleased w hen som eone I haven't h eard from
in a g e s ________________________________ .
5a 1.1))) Listen to two friends, Sarah an d Josh, talking about I’m quite easy-going. I ra re ly ________________________
their friendships. W hich diagram represents each person's my friends.
friendship groups? I'm not speaking to my sister at the m om ent - we've
close friends friends from school facebook close friends
_______________________________. It seems a bit childish.
9 I can my closest friend with all my secrets.
b 1.3 ))) Listen an d check your answers. How m any of the

statem ents are tru e for you? Explain why to a partner.
> hriwd Draw a diagram of your friendship groups, like

the ones in exercise 5a. Talk to a p a rtn e r about som e of
the people in it. Ask each other questions to get more
inform ation.
b Tell your p artn e r which diag ram is m ore like your
friendship groups. Explain why. Q VOX POPS VIDEO 1
7
1.2 Why spending's #trending
GOALS ■ Talk about spending ■ Talk about states, thoughts and feelings
Vocabulary & Listening spending

Work w ith a partner. Look at the title of th e lesson and
discuss the questions.
1 W hat is h ap p en in g in the photos?
2 W hat does it m e an if som ethin g is 'trending'?
3 Why m ight spending be trending?
2a 1.4 )| Listen to a short radio news item about Black Friday

an d com pare what you h ear with your ideas from exercise 1.
b Does an y th in g you heard surprise you?
3a 1.4 )| Read the statements. T hen listen again and decide

if the statem ents are tru e (T) or false (F). Correct the
false statements.
1 The expression Black Friday has been used
m ore th a n two billion times on Twitter recently.
2 Black Friday only h ap p en s in the USA.
3 Some people have qu eued overnight.
4 Shoppers a ro u n d the world spent more th a n
11 billion dollars on Black Friday last year.
5 There have been five injuries in the last few
years on Black Friday.
b Com pare your answ ers w ith a partner.
4a Put the words and phrases in the box into the correct groups.
custom er consumer deals discounts half-price Work with a partner or in small groups. Discuss the questions.
items purchaser purchases special offers 1 W hat have you bought recently that was a bargain?
tw o for the price of one
2 Do you look for special offers such as tw o fo r the price
o f one in the superm arket? How im p o rtan t are they to
b Check your ideas with a partner. you in choosing your purchases'?
shoppers \ bargains 3 Have you ever bought so m ething you didn't need
because it was a good dealt If so, give an example.
/
buy at a 4 Would you be willing to queue for hours to get a good
people lower price discount? For w hat kind of item ?
who buy
\
shopping
O Oo
/
things we
buy
E S _ J’ ill
1 L
Jl
,^ # ///////( 7 / W
v / m fffm r ///,,,
8 O ut O x fo rd 3000™
1.1 1.2 1.3 1.4 1.5
Grammar & Speaking state verbs

6 Look at the posters. Do you agree w ith the message in
them? W hy/W hy not?
7a 1.5))) Listen to a radio interview w ith a su ppo rter of Buy

Nothing Day. Which of the following points does he mention?
B uy N othing Day is im portant because it m ight

encourage people not t o ...
1 use shopping as a kind of therapy.
2 owe a lot of money.
3 su pp o rt big com panies.
4 consume more than their fair share of the world’s resources.
5 buy goods where the w orkers are badly paid.
B_ J J
6 buy goods w ith unnecessary packaging.
b W hich of the points would be most likely to make you

th in k about buying less? Discuss w ith a partner.
8a Complete extracts 1-7 from the listening w ith the most

appropriate form of the verbs in brackets.
1 Can you explain a little about w hat Buy N othing D ay
______________ (mean)?
2 W hen you really _______________ (think) about it, the
idea of buying things as a way of spending your leisure
~B H 1 H
tim e is crazy.
3 W e _______________ (believe) shopping m akes us happy,
but it doesn't.
□ i mI i i i
10a Look at the posters for Buy N othing D ay and complete the
Yes, I ___________ (agree), that's a good point.
text with the best form of the verbs in brackets - present
We all _ (own) far too much.
simple or present continuous.
Most of the time we ______________ (prefer) people to
buy lo c ally ... In Poster 1 there are some people who 1__________ (stand)
Most p e o p le _______ (not/u nderstand) how inside a shopping basket. I 2 (like) this one
difficult it i s ... because 13 (think) it shows the idea o f being
trapped by shopping very well. It 4 (seem) to
b 1.6 ))) Listen an d check your answers. be saying that we 5 (not/understand) that we
are in a cage. It’s sim ple but quite a pow erful message.
9a W hat do all the com pleted verb forms in exercise 8a have Poster 2 6 (look) quite good, but I’m not sure
in com mon? Read the inform ation in the G ram m a r focus what it 7 (try) to say. It’s obviously based on
box and check. the Tetris video game, and the four blocks at the top
that say ‘b u y’ clearly 8 (fit), but I’m not sure
GR A M M A R F O C US s ta te ve rb s it would make me want to stop shopping. I definitely
9 (prefer) the first one.
Some verbs are most often used in simple tenses, even if we
mean 'just now'. These state verbs are often used to talk about:
b Com pare your answ ers w ith a partner.
• How we think: know, mean, think, 1_________ , 2_________ ,
• w h a t we feel: like, want, hate, love, dislike, fe e l4 11a E S 3 Work in small groups. W hich of the posters do you
• What we possess: have, belong, 5_________ th in k is more effective? Give reasons.
• What we experience: be, see, hear, look, smell, taste, seem
b Decide together on the design of your own poster to
-*■ Grammar Reference page 137 promote Buy Nothing Day. Which of the points in exercise 7a
could you focus on? How will you m ake it effective?
b Put the verbs in exercise 8a into the correct category. Present your ideas to the class.
9
1.3 Vocabulary and skills development
GOALS ■ Listen for key words ■ Noun suffixes
1.7))) Read a n d listen to the inform ation in the Unlock the

Listening & Speaking keyw ords code box about listening for key words.
1 a How has the internet changed people's lives? Work with U NLO CK T HE C O DE
a p a rtn e r and make a list of 5-10 things which have really lis te n in g fo r key w o rd s
changed since the internet was invented.
Key words carry the most important information. They are
generally nouns and verbs and are usually spoken more loudly
and clearly than other words. For example:
three times a w eek
I send a lot of emails
I like looking at shopping websites
4a Look at these phrases from the review in exercise 2.

W hich do you th in k are the most im p o rtan t words in each
phrase? Discuss w ith a partner, an d underline them .
1 This is a fascinating book.
2 We all know th at the internet is changing the way we
do th i n g s , ...
3 ... but Carr believes that it is also changing the very way
our brains work.
4 With the printed book, he argues, our brains learnt to
th in k deeply.
5 In contrast, the internet encourages us to read small
bits of inform ation from lots of different places.
6 We are b ecom ing better an d better at m u ltita sk in g ,...
7 ... but m uch worse at concentrating on one thing.
Com pare your list w ith an o th er pair. Has life changed for
b 1.8 )J Listen and check your ideas.
the better? Are any aspects of life worse since the internet
w as invented?
5 1.9))) Listen an d complete these opinions about the internet
w ith the m issing key words.
Look at the cover of a recent book about the internet. Do
you th in k the au th or is positive about the effect of the 1 Shopping and _ is_
internet or negative? Read the book description an d check 2 Looking a t ____________________ all day i s ___________
your ideas. for our
3 People will _ h o w to to each
other.
This is a fascinating book. We all know 4 People d on ’t enough
that the internet is changing the way we
THE SHALLOWS do things, but Carr believes that it is also
changing the very way our brains work. 5 Online is not always
How the internet is changing the way
w e think, read and remember With the printed book, he argues, our 6 H yperlinks in are very
brains learnt to think deeply. In contrast, distracting.
the internet encourages us to read small 7 We are now using _ more to
bits of inform ation from lots of different __________ all our
places. We are becom ing better and
8 Multitasking online makes us less
better at m ultitasking, but much worse
at concentrating on one thing.
1.1 1.2 1.3 1.4 1.5
6a 1.10))) Listen to part of a radio p ro gram m e about the b Add the n oun s from the review to the m ind map.
book. W hich of the opinions in exercise 5 do you hear
m entioned? friendship achievement
b 1.10))) Listen again. According to the speakers, which of the Membership \

opinions in exercise 5 would Nicholas Carr agree with? ’ -ship government
-ment
7a W hich of the opinions in exercise 5 do you agree with?
Discuss in small groups. development
b W hat arg u m e n ts in fa vo u r of the internet can you th in k of? nouns employment
opportunity
Make a list in your group. Compare your list with another groups'. -ity
security ~
Vocabulary & Speaking n o u n suffixes
-ion
8 Read the extract from a review of The Shallows. N am e one
thing the writer likes about the book, and one thing he dislikes. communication
Book Review ; The Shallows 10 Match nouns in the mind map to the definitions.
b y Nicholas C arr | 1 the state of having a job
2 connections w ith friends, family, etc.
As som eone w ho started w orking long before the 3 change which makes som eth in g better
internet arrived, I was shocked by the main ideas in
4 ways to deal with a problem
The Shallows. The book says that even though the
digital age has resulted in amazing im provem ents in 5 forming an o p in io n /m a k in g sensible decisions
the ways we can get inform ation, it is also causing 6 a th ing you have done successfully
us to lose our ability to do one thing at a time. It made 7 having the chance to do som ething you w ant to do
me think hard about the way I use the internet and
manage my relationships with people online. 11 Add n o u n suffixes to the words in brackets to com plete the
However, although Carr raises many interesting sentences.
questions, I am not convinced tha t the solutions 1 The internet, an d especially Skype, has improved
to the problem s he raises are as d ifficu lt as __________ (comm unicate) w ith friends who live
he suggests. Since I read the book, I have, for abroad.
example, been keeping Facebook and my email
2 T h e ___________ (develop) of sm artp h o n es has m ade a
inbox closed while I work, to prevent myself from
being distracted. Surely, all we need is a little
huge difference to th e way we all access information.
careful judgem ent and good sense? 3 I am always extremely careful about my personal
__________ (secure) online.
4 I th in k I'm lucky because I've always had a very close
9a Read the inform ation in the Vocabulary focus box and find __________ (relation) w ith my sister.
nouns in the review that end in -ship, -ment, -ion and -ity. 5 I d on ’t have g y m ___________ (member) because I can't
afford the time.
V O C A B UL A RY F O C US noun s u ffix e s
6 M any people th in k t h e ___________ (govern) should
• Suffixes often change the class of the word (verb, noun,
have some control over t h e __________ (inform) we can
adjective, etc.).
get on the internet.
se cu re (adjective) - » se c u rity (noun)
a chieve (verb) -» a c h ieve m e n t (noun) 7 The internet offers great opportunities for
co n n e ct (verb) -» co n n e ctio n (noun) finding (employ).
Notice how the spelling can change:
12 ifrvia Which of the sentences in exercise 11 are true for you?
comm unicate -» communication;
Compare your answers w ith a partn er and give reasons.
a b le -* ability
• Sometimes the word class stays the same, but the
meaning is different.
S h e is m y b est friend, (noun)
w e h ave a close frie n dsh ip, (noun)
11
1.4 Speaking and writing
GOALS ■ Ask for and give opinions ■ w rite for social media
2a 1.11))) Listen to a radio pro g ram m e about guilt-free brands

Speaking & Listening asking for an d giving
and check your ideas.
opinions
b 1.11))) Listen again a n d m ake notes in the table.
Look at the photos. W hich of these do you th in k could be
described as 'guilt-free brands'? Discuss your ideas w ith Reasons people Argum ents in Arguments
a partner. might feel guilty favour of guilt-free against guilt-free
about what they buy brands brands
Home Tips A bo u t us C ontact us SEARCH
THE LATEST CONSUMER TREND:

GUILT-FREE BRANDS
Dia mond ring C W hich speaker do you agree w ith more, Gosia or Jem?
Why? Discuss w ith a partner.
3a Complete the p hrases from the conversation.

1 So, Jem, w hat do y o u ___________the idea?
2 Well, a s , any thing which m akes
people t h i n k ...
3 There's a lot more awareness, but
it would be better i f ...?
4 I'm that if people really un derstoo d ...
5 Well, _ the people who m ake Fairphone ...
Tesla e lec t ric car
6 If you _, we have to give people the option ...
b 1.12))) Listen and check your answers.
4a Divide the phrases in exercise 3 into th ree categories:

• giving your opinion
• talking about other people's opinions
• asking for someone's opinion
b Check your answ ers in the Language for speaking box.
Fair p h o n e LA N G U A GE F OR SPE A KI N G a skin g fo r and

g iv in g o p in io n s
Giving your opinion
As far as I'm concerned,... I'm convinced/certain ...
If you ask me ... Personally...
Talking about other people's opinions
Some people say th a t... According to (som eone),...
Asking for someone's opinion
1 Negative questions (we expect someone to agree)
D on't you th in k ...? S h o u ld n 't...?
2 Other ways:
What do you think (about)...? How do you feel a b o u t...?
What are your views on ...?
12
1.1 1.2 1.3 1.4 1.5
5 Complete the conversations with appropriate phrases from the

Language for speaking box. Compare your ideas with a partner.
1 A the fact that guilt-free b rands are often
more expensive?
B __________ it's fine to pay a bit more to know that the
en vironm ent isn’t being harm ed.
2 A Most of us c a n ’t afford electric cars.
people who buy electric cars are showing off how
rich they are, rather th a n actually caring about the
planet?
B You may be right, b u t __________ everyone will drive
electric cars in the future.
3 A we should just buy less stuff. W hat do
you th in k about that?
B __________ th a t’s a good idea. We all have far more
th a n we really need.
4 A __________ the governm ent m ake electric cars less
expensive so everyone can afford one?
B Yes, definitely.
6 Ask your p a rtn e r for their opinions on the questions in

exercise 5.
Cheap clothes can be made using children working
in poor conditions. So should we stop buying cheap
Reading & Writing social m edia
clothes, or sim ply be more careful about finding out how
and where they were made?
7 Read the post from social m edia page #haveyoursay.
W hich of the following statem ents do you agree with?
Comments
Discuss w ith a partner.
Ian M a rtin :
1 Not everyone can afford to buy m ore expensive clothes. Everyl shld ju st buy less.
2 Fashion changes quickly, so it's im p o rtan t to be able to
buy cheap clothes you can th ro w away w hen they go
out of fashion. C ris tin a O live ira :
2 keep up w / fashion u need 2 buy cheap
3 If you don't buy clothes m ade in poorer countries, you
clothes. Can’t afford expensive ones.
are putting people out of work.
4 It should be easier to find out w hich com panies look P ip pa J o n e s :
after their workers properly. Ppl need jobs, esp in poorer places. If u d o n ’t
5 People buy far too m any things these days. buy, they d on ’t work.
J a m e s B ro o k :
8 Now read the co m m ents u n d e rn e a th the post and match
Som e ppl can’t afford 2 pay higher prices 4
th e m to the statem ents in exercise 7.
clothes.
9 Read the inform ation in the Language for w riting box, Y u m i W a ta n a b e :

then rewrite the com m ents as full sentences. D ifficult 2 know w hich com panies r OK 2 buy
from.
LA N G U A GE F OR WRITIN G
in fo rm a l language fo r so cia l m e d ia
When we w rite for social media, we often:
• miss words out, especially grammar words such as a /the /l/ 10a Write your ow n co m m en t on the post, using
my/is/ am /it, e.g. S itting on b ed (I'm sittin g on m y bed ) inform al language.
• use abbreviations or short forms,
b Look at the com m en ts w ritten by two other students in
e.g. people = ppl, with = w/, especially = esp, should = shld
your class an d reply to each one, using inform al language.
• use letters or numbers for words which sound the same,
e.g. you = u, are = r, see = c, for = 4
13
Social m edia m arketing
1 M atch the two halves of the sentences.
a My com pany doesn't broadcast advertisem ents on
b Nowadays com panies prefer posting advertisem ents on
c Online discussions show how advertisers engage
d Advertisers n eed to find a successful way of reaching
e I saw billboards advertising the product as I was walking
1 with consum ers.
2 their target audience.
3 social m edia sites to advertising on TV.
4 th rou gh the city centre.
5 TV any more.
2 Work w ith a p a rtn e r and discuss the different advertising

m eth od s you can see in the photos. Can you th in k of other YouTub* ;Yoimelf
ways com panies could choose to advertise their products?
3 O Watch the video. W hich th ree things does the video

talk about?
a the history of social m edia m arketing
b how to get a job in advertising
N e w H y u n d a i 1 - 4 0 T o u re r
c changes in the advertising industry
d more interaction with custom ers M d o o - s h a r in g c o m m u n lt y l
t h e la r g e s t w o r ld w id e vl
e the process for creating a social m edia advertisem ent

f how to upload an advertisem ent on social m edia L a te st TV
4 O Watch again. Correct the sentences.

a Most A m erican advertising com panies had an office in
M adison Avenue in the 1950s.
b ‘M ad Men' is a com m o n n a m e for people who work in
advertising these days,
c M adw ell designs and develops social m edia sites,
d It can take a whole m o n th to write a short social m edia
post.
e Advertisers will always engage in a conversation with
clients these days,
f Nowadays, the principal effects of social m edia are well
known.
5a KES3 Work with a partner. T hink about so m ething you'd

like to advertise on social media. It could be an event,
product, com pany or charity. Note dow n five key points
you w an t the public to know about it.
b Write an advertisem ent to go on Twitter. It m ust be no

longer th a n 140 characters.
14
1.1 1.2 1.3 1.4 1.5
Review
1a Complete the advice about friendship with the correct b Work with a p a rtn e r and explain your answers.
form of the verbs in brackets. Use the present simple,
present continuous or present perfect. 5a Complete the sentences using the n o u n form w ith a suffix
of one of the words from the box.
1 If your life (change) recently, your friends
m ight need to change too. develop happy inform member relation secure
2 If y o u __________ (just/move) to a new area, it's a good
idea to join some clubs. 1 ___________ is more im p o rtan t th a n having lots of
3 People u s u a lly ___________ (make) friends at work, so money.
try inviting some work colleagues out socially. 2 M y ___________w ith my boss has never been very good.
4 D on’t automatically say no to an invitation, even if 3 How can you afford t h e __________ at the tenn is club?
y o u __________ (get) ready for bed when the phone rings. 4 He gave m e some very u s e f u l___________about the new
If you keep saying no, people will stop inviting you. apps that are available for my phone.
5 Try to m eet your friend's friends. T h e y ___________ (like) 5 Have you seen the n e w __________ of houses by the river?
them, so you probably will, too. 6 I d on ’t really like my job, but I n eed t h e of a
6 W hen som eone (refuse) your invitation, try regular salary.
again an o th er time.
b Work w ith a partner. Try to th in k of at least one more nou n
b Work with a partner. Which pieces of advice do you agree th a t ends w ith each of the five suffixes used in exercise 5a.
with? Why/Why not? Can you add one more piece of advice?
6a Choose the correct word to complete each phrase.
2a Choose the most appropriate form to complete each 1 Personally / Definitely, I t h i n k ...
sentence. Sometimes both forms are possible. 2 Shouldn't / M ustn't people...?
3 I really a s k /fe e l th a t...
Social netw orking sites 1 d o n o t s e e m / a r e n o t se e m i n g
to help people make close friends, according to 4 ... ifyou te ll/a s k m e.
researchers w ho studied how the w e b s ite s 2 c h a n g e / 5 A cco rd in g /A lo n g to ...
a re c h a n g in g friendships. 6 As fa r /lo n g as I'm c o n c e r n e d ,...
A lthough social netw orking 3 m e a n s / is m e a n in g that
many people now 4 h a v e / a r e h a vin g hundreds or even b Look at these quotations about friendship.
thousands of ‘frie n d s’, the researchers 5 b e l i e v e / a r e 'Afr ie n d is som eone who
b e lie v in g that to becom e a real friend, it is still im portant
know s all a b o u t you a n d still
to actually meet up. Social netw orking 6 h a s b e c o m e /
loves yo u .' Elbert
is b e c o m i n g v e ry popular recently, but although people
7 n o w k e e p in to u c h / a r e n o w k e e p in g in to u c h with It's the frien d s you can
'
more friends online, the researchers found tha t we still call up a t 4 a.m . th at
usually have only around five close friends. We only m a tter.' Marlene Dietrich
develop real friendships when we 8 k n o w / a r e k n o w in g
we can tru st someone. Work w ith a partner.
Discuss how you would
b Work with a p a rtn e r and explain why you chose each form. define friendship, using
the p hrases in exercise 6a.
3a 1.13))) Listen to six questions an d write th em down,
b Work w ith a partner. Ask a n d answ er the questions.
4a Choose the word which is different from the others.

1 purch aser seller co nsu m er custom er
2 special offers bargains items deals
3 full price half-price discount two for the price of one
15
I _________________________________________________________
what a story!
2.1 I’ll never forget that day
GOALS ■ Talk about past experiences ■ use narrative forms
Vocabulary & Reading describing past

experiences
Look at the photo an d the headlin e of the article and 2 Read the m agazine article. Were your ideas close to what
discuss th e questions. actually happened?
1 W hat do you consider to be a bad day at work?
3 Read the article again an d choose the correct verbs.
2 How could a hippo be related to a bad day at work?
A bad day at work

I’ll n e v e r 1forget / remind th a t day. It s ta rte d o u t as ju s t an o rd in ary
day a t work. I n e v e r 2expected / wondered th a t w ith in a few ho u rs I
w ould be in g re a t danger!
I was 27 and had been a river guide for us could hold his breath the longest.
several years, taking people down the
Suddenly the hippo released me. By
Zambezi River. The sun was setting
chance, a medical team was nearby,
and we were reaching the end of the
and they helped me to reach a
Lour one evening, when something
hospital. Meanwhile, the hippo had
knocked into the boat.
quietly 6appeared / disappeared.
Thinking it was the other boat,
17 believe / expect, though, that
I turned round to push it
v I met him one more time.
away, when suddenly
Two years later I was
everything went dark.
travelling down the
I was stuck inside
Zambezi again.
something. I managed
Being there obviously
to free one hand and
8 recognized I
felt around - my hand
reminded me of what
touched a hippo’s
had happened. Then,
nose. It was only then
just as we were going
that I 3believed / realized
past the same place in the
I was underwater, my upper
river, a huge hippo suddenly
body actually in the hippo’s
9 appeared / realized.
mouth! I tried to move as much as I
could, and when he opened his mouth, 1 10 screamed / whispered so loudly that
I managed to swim away. But seconds those with me said they’d never heard
iter, he struck again, pulling me anything like it. He went back under
under the water. 14remember / remind the water and was never seen again.
looking up at the surface of the water, I’m sure 1 11recognized / realized the
and 5recognizing / wondering which of same hippo, still just as angry.
16 O lW O xford 3000™
2.1 2.2 2.3 2.4 2.5
4a Complete the questions w ith the verbs in the box. 7a Complete the story w ith the correct form of th e verbs
in brackets.
believe expect realize recognize remember
remind wonder
1 W hen did the writer that his h ead was A lucky escape
inside a hippo? How do you th in k he felt?
That rem inds me of another story I heard about a
2 Why do you th in k the w r ite r ___________so clearly
man w ho had a lucky escape. He 1__________ (be)
w hat he was seeing a n d ___________ about while he was
at a barbecue restaurant on top of a m ountain, and
underw ater? after the meal h e 2 (decide) not to take the
3 Do you _ _ th e writer really _ the cable car down with his friends, but to walk down
sam e hippo two years later, or did it j u s t __________ instead. While h e 3 (look) for the path, he
him of the hippo that attacked him? 4_____ __(fall) into a stream and 5
4 Did you the writer to re tu rn to being a river (break) his leg. Unable to move, he 6 (try)
to phone fo r help, but his m obile 7 _ (work)
guide after w hat happened? Would you?
because he 8 (drop) it in the stream.
Knowing he was missing, team s of people 9
b Discuss your answ ers w ith a partner.
(look) fo r him, but it was tw e n ty-fo u r days before they
10__________ (find) him. Luckily he 11__________ (bring)
Grammar & Speaking narrative form s a bottle of barbecue sauce w ith him to the barbecue,
and he 12 (survive) by drinking w ater mixed
w ith the barbecue sauce.
5 Work w ith a partner. M atch verbs 1-5 to descriptions a-c.
1 I was 27 a n d 1 h a d b e e n a river guide for several years.
2 The sun 2 w as setting and we 3 w ere re a c h in g the end
of the tour one evening, w hen som eth in g knocked into
the boat.
3 ... som eth in g 4 k n o c k e d into the boat. T hinking it was
the other boat, 1 5 t u r n e d ro u n d to p u sh it a w a y ...
Setting the background to the story:

The m a in events in a story:
An event th at h ap p en e d before the m ain events in b 2.1 )| Listen and check your answers.
the sto ry:_____
C Work with a partner. W hat could the m a n have said about
6a Read the G ram m a r focus box to check your ideas. his lucky escape a few years later?
b Add one more example of each form from the article on page 16 PRONUNCIATION auxiliary verbs: had + was/were
to the box.
8a Look at these two sentences from the story. W hat is the
GR A M M A R F O C US n a rra tiv e fo rm s difference b etw een the two u nderlined verbs? How will
In narratives, we use the past simple for the main events their pronunciation be different?
in a story. 1 That rem ind s m e of an oth er story I h eard about a m a n
Something k n o c k e d into the boat. who h ad a lucky escape.
1
2 H e’d been at a barb ecue restaurant.
we use the past continuous for background events,
or longer actions interrupted by a shorter event.
b How are was and were pronounced in these sentences? Why?
The sun w as s e ttin g ...
We w e re re a c h in g the end o f the to ur one evening, when 3 While he was looking for the p a t h ...
something knocked into the boat. 4 Knowing he was missing, team s of people were looking
2
for h i m ...
We use the past perfect for events that happened before
the main past tim e we are talking about. c 2.2))) Listen, check and repeat.
I was 27 and h ad been a river guide for several years.
3
9 w m’A Work w ith a partner. Student A, tu r n to page 126.

Grammar Reference page 138
Student B, tu rn to page 132.
O VOX POPS VIDEO 2
17
2.2 Unbelievable?
GOALS ■ Sequence events ■ Talk about communication
Grammar & Reading sequencing events

1 a Work w ith a partner. Look at the photos an d m atch them
to the th ree short articles 1-3.
Hoaxes
1 Recently a picture has been circulating on
the internet of a bright blue waterm elon,
described as a Japanese moon melon. It
seem s the fruit grow s in Japan and eating
it will change the taste of anything you eat
afterw ards, making sweet thing s taste sour,
and so on. Each waterm elon is supposed
to co st about $200, but no one is actually
offering it for sale, because it doesn’t exist.
2 On O ctober 15, 2009, the media reported

tha t a six-year-old boy was inside a large
silver balloon floating high in the sky. When
the balloon landed, the boy was nowhere to
be found, leading to fears that he had fallen
out. However, it was later discovered that the
whole story had been made up by the boy’s
parents, in an a ttem pt to get a reality TV deal
b W hat do all th ree stories have in com mon?

3 In the early tw entieth century, scientists were
keen to find som e evidence tha t would prove 2 Read the stories again. W hich s to r y ...?
the link between early man and apes. In 1912, 1 is the oldest
it seem ed the evidence had been found in
2 is going ro und online
Piltdown, England, when Charles Dawson
dug up a human skull w ith an ape-like jaw. 3 did people believe for the longest time
For more than th irty years, everyone believed 4 was a result of som eone w anting to be famous
tha t this skull, known as ‘Piltdown M an’, was
genuine; but in 1953 a team of researchers 3 Work w ith a p a rtn e r and discuss these questions.
discovered tha t it was, in fact, a fake, made 1 Have you heard any of these stories before, or any
from an ancient human skull and a m odern
sim ilar ones?
ape jaw.
2 Why do you th in k people carry out hoaxes like these?
4a 2.3))) Listen to a radio p ro g ram m e about hoaxes. Did they

■ skull the bones in the head of a human or animal m ention any of your reasons?
■ jaw the two large bones in your skull that contain your teeth
b Work w ith a partner. List th ree of the reasons for carrying

out the hoaxes that are m entioned in the program m e.
C 2.3))) Listen again and check your answers.
2.1 2.2 2.3 2.4 2.5
5a Complete the extracts about the first hoax m ention ed in 7a Read the story of th e Piltdown M an an d choose the best
the radio program m e, using the correct linking word or tim e linker options.
ph rase from the box. Use each word or p hrase only once.
1 D u rin g / W h ile th e early tw e n tie th century, s c ie n tis ts
as soon as by the tim e (that) d uring m eanw hile were keen to find som e evidence th a t would prove the
until w hile link between early man and apes. In 1 91 2 th a t evidence
seem ed to have been found 2 m e a nw h ile / w h ile
1 A couple, Richard and M ayum i Heene, let a large gas
Dawson and W oodward were digging on a site in
balloon float off into the air and then, it was
Piltdown, in th e south o f E n g la n d .3 A s soon as / U n til
high in the sky, they claim ed that their six-year-old son
they saw th e ja w b on e and th e skull, they decided th a t
was inside the balloon.
th is m u st be th e evidence science needed. W oodward
2 The police were inform ed an d helicopters were sent up claim ed th a t both bones belonged to a hum an being
to track the b a llo o n they could find a safe who had lived a bo u t h a lf a m illion years ago, 4 by th e
way of getting h im down. tim e / d u rin g what is known as th e Lower P leistocene
3 ___________the balloon landed an ho ur or so later, about period. M o st s c ie n tis ts accepted th is opinion 5 u n til /
80 km away, the story was live on television. w h ile nearly fo rty years later, when it was discovered
4 W hen the boy was not found inside, the m edia reported th a t the Piltdown Man was a f a k e . 6 By th e tim e /
that he h ad fallen out th e flight, an d a huge M e a nw h ile, Dawson, who m o st people conside r
search s ta r te d .__________ , th e boy was actually safe responsible fo r m aking th e fake, had died.
at home, hiding. The parents suddenly an n o u n c e d that The Piltdown Man hoax truly dam aged science because
they had found h im at home, asleep. 7 w h ile / by th e tim e the hoax was discovered, scientists
5 We can't say for sure because the couple never adm itted had wasted nearly fo rty years believing a lie.
it, b u t __________ reporters were interview ing the
family on TV, the boy accidentally m entioned that b 2.5))) Listen an d check your answers.
th ey’d done it to be on TV. He was supposed to keep
quiet about that.
Vocabulary & Speaking com m unication
b 2 .4 ))) Com pare your answ ers with a partner. Listen and
check your answers. 8a Work w ith a partner. Look back at th e extracts from the
radio p ro g ram m e in exercise 5a and find the verbs which
6 Read the sentences in exercise 5a again. Choose the describe different ways of com m u nicatin g or not.
correct option to com plete th e inform ation in the
G ram m a r focus box. b Now complete the news items w ith the most appropriate
verbs from the box in the correct form.
G R A M M A R F O C US time linkers
announce claim interview mention tell
We use tim e linkers to describe how the tim ing of events in a
story relates to one another.
Police 1 yesterday that calls to the emergency
1 until / while describes w hen something happened but not
999 number had risen sharply in recent months. They
for how long
2 ___ the public to ignore a hoax story which
2 as soon as / by the time (that) describes an event that
3 that dialling 999 will charge your phone
happens im m ediately after an event
battery.
3 until / meanwhile describes a contrasting event that
happens w hile something else is happening
4 by the time (that) / during describes an action that admit inform invent keep quiet report
happened before the main events
5 during / as soon as describes an action that happens at a The new spaper w hich recently 4 tha t Beijing
point w ithin this period of tim e was show ing digital sunrises on huge screens because
6 during / until describes an action that continued up to a air pollution was too bad fo r people to see the real thing
point and then stops has now 5 tha t a journalist actually
6 the story.
-> Grammar Reference page 139
9 SES3 Workwith a partner or in small groups. Go to page 126.

Choose one of the stories about a hoax.
19
GOALS ■ understand references in a text ■ Use com m ent adverbs
Reading & Speaking references

1 Work w ith a partner. Discuss your reactions to the
quotation below.
* EXPERT: A MAN WHO M A KES

T H REE C O RRECT G U ESSES
CO NSECUTIVELY.*
DR L. J. PETERS (AMERICAN EDUCATIONALIST AND WRITER)
2a Read the sentences. W hat does the u nd erlined word in

each sentence refer to?
1 We all read the article, but none of us liked it.
2 We all had to study science up to the age of sixteen
at school, and so do students at secondary school
nowadays.
3 He may be the m ost famous scientist of all time, but 1 In his book Blink, the Canadian author M alcolm Gladwell
Albert Einstein only got his first scientific job w hen he tells a w onderful story. It shows, he says, tha t even if
was twenty-nine. they are very experienced and intelligent, experts can be
wrong. It’s about music, but it’s true for all kinds of other
b W hat is different about the way the reference word is used situations.
in sentence 3?
2 Before the 1980s, when they w anted to find and em ploy
a new musician, orchestras used a very sim ple system.
3a Read the inform ation in the Unlock the code box.
A group of three ‘ju d g e s ’ from the orchestra would sit in
a room. One m usician after another would com e in and
U N LO CK T HE C O DE
play their instrum ent in front o f them , and then the judges
u n d e rs ta n d in g re fe re n c e s
would choose the best. Under this system, m ost of the
We use reference words (e.g. she, us, those, one, so) to refer m usicians w ho were chosen were men. Naturally, since
to a word or group of words in a text. Sometimes these the judges were all experts, nobody thought m uch of th is :
words refer to a nounôr phrase that came before them. they must be able to tell a good m usician from a bad one.
Men were probably sim ply b ette r musicians.
We all ate the pizza, but none o f us ///red[/fj
The boss[left early and so did\we1 3 But then, for a num ber of reasons, in the 1980s,
orchestras started putting up screens in the room s
Sometimes they refer to something after them.
where these auditions too k place, so the judges co uldn ’t
When \they\arrested the men, the police were very satisfied.
see if the m usicians were men or wom en. Amazingly,
orchestras started hiring many m ore women. In fact,
b Now read p arag rap h 1 of the article. 1
__________ hired m ore w om en than men, which
suggested tha t w om en were better musicians!
1 U nderline the reference words.
2 W hat do they refer to? 4 The conclusion was tha t the judges were deciding not
on what they could hear, but w hat they could see. Their
4 Read the article. W hat is the m a in point it is making? judgem ent probably changed according to w hether
2 were seeing a man or a woman. Personally,
1 W omen are b etter m usicians th a n men.
I find 3 very w orrying - the idea that even
2 Even experts are influenced by w hat they see. experts are strongly influenced in this way. Gladwell even
3 Orchestras have im proved the way they choose their jokes tha t when 4 looks around his classes at
musicians. the best colleges in the USA, he thinks tha t every student
has been chosen because 5__________is the prettiest,
not the best.
2.1 2.2 2.3 2.4 2.5
5a Read parag rap h 2 of the article and decide w hat the

Vocabulary & Speaking com m ent adverbs
underlined words refer to. Check your answ ers w ith a
partner.
7a Look at the sentence from the article on page 20. U nderline
they{\\ne 1) __________ th em { l i n e S ) _________ the word w hich gives the w riter’s opinion.
the best (line 6 ) this (line 8)
one (line 9) ‘Amazingly, orchestras started hiring many more w om en.’
b Read p aragraphs 3 an d 4. Add the words below in the

b W hat does the writer feel about orchestras hiring w om en
correct place and draw an arrow to the n o u n they refer to.
like this?
Check your answ ers with a partner.
8 Read the inform ation in the Vocabulary focus box.
he he/she it they they
U nderline two more exam ples of c o m m en t adverbs in the
m agazine article.
6 Work in small groups a n d discuss the questions.
1 Why did orchestras start hiring more women? V O C A B UL A RY F O C US com m ent adverbs
2 W hat do you thin k people judge other people on? • Some adverbs tell us the view or opinion of the speaker, e.g.
3 W hat do you notice w hen you first m eet people? curiously, luckily, rem ark ably, sadly, surprisingly,
unfortun a tely
• Comment adverbs usually go at the beginning of sentences.
S urprisingly, orch estra s st a rte d hiring m any m ore wom en.
• Sometimes comment adverbs can go in the middle of a
sentence.
O rchestras, curiously, st a rte d hiring w om en left, right and
cen tre.
9 How does the choice of co m m ent adverb affect the

m e an in g of these sentences?
1 Interestingly / Fortunately, I know lots of people who
w ant to work on television.
2 I got to the bus stop about five m inutes after the bus
was due, but luckily / rem arkably all the buses were
ru n n in g late.
3 R em arkably / Sadly, none of the students passed the
final exam.
4 Personally / Curiously, I find learning new things easy.
10a ifcvia Work w ith a partner. Choose a situation or th in k of

one of your ow n w hen things w ent w rong or so m ething
unex pected happened.
• a meal in a restaurant
• missing a train/plane
• thinking you recognize someone you know but actually
don't know
b Tell your p a rtn e r about them, using some of the com m en t

adverbs.
21
2 .4 Speaking and writing
GOALS ■ Engage a listener and show interest ■ w rite a narrative
3 W hich of these statem ents do you agree with? Why?

Speaking & Listening show ing interest Discuss w ith a partner.
1 a Work w ith a partner. Look at the pictures and words. • Coincidences are often meaningful and 'm eant to happen'.
W hat do you th in k hap p en e d in this true story? • Coincidences are just maths. If enough people are involved,
many odd-seeming coincidences w ill happen. For example,
at a typical football match w ith 50,000 people, statistically
135 people w ill share your birthday.
4a 2.6 )| Listen again and write dow n the p hrases the speakers
use to engage the listener and show interest.
b Check your answ ers in the Language for speaking box.
LA N G U A GE F OR SPE A KI N G e ng a ging th e lis te n e r

and s h o w in g in te re s t
Engaging the listener
I he ard this incredible sto ry a b o u t...
S o m eon e told me a b o u t...
You're n ot going to believe this, b u t ...
Showing interest
R e a lly?
H ow a m a zing /surprising ...I
Th a t's a wful/ incredible ...I
What, you m e a n ...?
No way!
You're joking!
PRONUNCIATION intonation - sh o w in g interest
5a 2.7))) Listen to the ways of showing interest. For each one,

m ark if you th in k the speaker sounds interested or not
interested. W hat m akes their voice so und interested?
1 W hat happened?
2 Oh no, th a t’s awful.
3 You're joking.
4 What, you m e an the ring was on the carrot?!
5 Really?
6 No way! T h a t’s incredible!
b 2.7))) Listen an d repeat.

b Ask your teacher yes/no questions to find out more about
the story.
6 Work w ith a partner. Student A, t u rn to page 127.
C W hen you th in k you have enough facts, work together with Student B, tu rn to page 133.
your p a rtn e r to tell the whole story.
2 2.6))) Listen to the story and com pare with your ideas.
2.1 2.2 2.3 2.4 2.5
8a Read the story again a n d und erline any words a n d phrases

R e a d in g & W ritin g a narrative
used to say w hen so m ething happened.
7a Put the sections in the right order to make a logical story.
b How m an y of the tim e expressions in the Language for
w riting box did you find?
A As soon as he told his son, they hugged each
other an d w ent for a coffee to talk. Barry had lost LANGUAGE FOR WRITING tim e e x p re ssio n s
contact w ith his family while he was working
in a narrative it is important to say w hen events happened, as
abroad.
well as how quickly they happened. Try to use a variety of time
expressions.
B After a while, the w o m an h ap p en e d to notice A ft e r a while /ln the end/ln an insta nt /Just then
Barry's identity card, h an gin g up in the cab. 'Isn't A fe w ye a rs/ m on ths/ w eeks/ d a ys/ hours ago
that funny,' she said to her boyfriend, ‘you've got R ece n tly
the sam e n a m e as the taxi driver.' S traighta w ay
C The m a n then said, jokingly, ‘Is your first nam e 9 Complete the second sentence so that it has a similar
Barry?' In an instant, the taxi driver's m outh m e an in g to the first, using a time expression from the
w ent dry. He w aited until there was som ew here Language for w riting box. There is one expression you do
safe to park, pulled the car over an d said, ‘Yes.’ not need.
The taxi driver had realized th a t the m a n in the
1 As soon as he heard the news, he rang her.
back of his cab was his son, who he had not seen
W hen he h eard the news, h e __________ .
for thirty-four years.
2 Not long ago he had changed his job.
He had changed his job .
D Colin said, 'I didn't recognize h im at all, but it is
3 At that mom ent, the car suddenly stopped.
great to have my dad back.'
__________ , the car suddenly stopped.
4 Finally, he went back to Australia.
1 E A few years ago, a taxi driver called Barry
__________ , he went back to Australia.
Bagshaw had a life-changing experience w hen
he w ent to work one day. 5 W ithin seconds, everything h ad changed.
__________ , everything had changed.
F It seem ed like any other day. Barry picked up a 6 A short tim e later, he picked up his bag and left.
m a n and his girlfriend from a hotel in th e seaside __________ , he picked up his bag a n d left.
tow n where he lived.
10 Use the following story skeleton, or your ow n ideas, to
write a story about a coincidence. T hink about the order
G By an am azing coincidence, it tu rn ed out that his of events, an d how to use tim e expressions to link the
son, Colin, who h ad b een living in South Africa, events together.
had recently arrived to take up a new job in the
• Man paints picture and sends it to a gallery.
sam e small tow n w here his father lived. • Man finds picture throw n into his garden.
• Did gallery owner really hate it?
b W hich sections relate to the narrative stru ctu re from the • Man rings gallery owner/asks w hy she did this.
C om m unication exercise in Lesson 2.1? • Gallery owner says she really likes picture.
1 A nnoun cing a story is about to start • Picture and other things stolen from her car.
• Thieves kept valuables/threw picture away into a garden.
2 Giving background inform ation
• Thieves threw picture away into artist's garden!
3 Main events
4 Conclusion 11 Read your p a r tn e r ’s version of the story and answ er the
5 Final com m ent questions.
1 W hat tim e expressions have they used?
2 How is their story the sam e as or different from yours?
23
2.5 Video
Seven good stories

1 Match the questions to the answers.
1 Does the story have an exciting plot?
2 Does the story m ake you laugh?
3 Does th e story m ake you cry?
4 Is it a frightening story?
5 Are there any surprising m om ents in the story?
6 Do you like the ending?
a Yes, it’s a really fu nny comedy.
b Yes, because the characters all live happily ever after!
c Yes, it's a tragedy. The couple die in each other's arms,
d Yes, one m a n goes on an adventure. He m eets m any
people, and some am azin g things h ap p en to them,
e Yes, it's a shock when we discover that the hero of the
story is actually the little boy who lives next door,
f Yes, it is. You believe th e villain is going to kill everyone.
2 Work w ith a partner. Match a photo w ith one of the stories

from the list below. W hat do you know about these stories?
• Macbeth • Jaws • Dracula
• Aladdin • The Wizard o f Oz • Harry Potter
• Cinderella
3 O Watch the video. Note dow n the seven types of stories.

M atch these to the stories in exercise 2.
4 O Watch again and choose the correct options to

complete the text.
1 Everyone / Certain people believe tha t stories are all

based on seven types of plot. In Cinderella, Aladdin and
Harry Potter, the main characters a ll2 win and lose / lose
something before learning a lesson about life. Villains
3 always / norm ally die at the end of tragedies, in sagas,
the main characters go on a great journey. At the end
of these stories, they usually 4 reach / fail to reach their
destination, in a 'voyage and return' story, the main
character w ill usually return home w ith 5 nothing a t all /
a greater understanding o f the world. You will always find
6 a romantic tale / some funny characters in a comedy.
5a ifcwa Work with a partner. Choose a story you know well.

The story can be from a film or a book. Ask each other
questions about your story. Use the questions from exercise
1 to help you.
b Decide which of the seven plot types your partner's story

belongs to.
24
2.1 2.2 2.3 2.4 2.5
Review
1a Complete the sentences w ith the correct form of the b Work with a partner. Choose one of the sentences and
verbs in brackets: p ast simple, past continuous or past decide together w hat h ap p en e d before a n d after this
perfect simple. sentence. Write it as a short story, using some different
tim e linkers.
3a 2.9 )| You will h ear definitions for each of the verbs below.
N u m b er each word as it is defined.
app ear recognize
expect rem ind
forget scream
realize w onder
A b ad day b Work w ith a partner. Choose five of the verbs an d write

1 Last Tuesday my com puter broke while I sentences using them . Vary the topics an d tenses you use.
(try) to finish an im p o rtan t piece of work.
C Work w ith a different pair. Read out your sentences,
2 So I (call) a friend who knows about
leaving out the verbs. The other pair has to put in the
computers, and he cam e over straightaway.
correct verbs in the correct form.
3 H e ___________ (have) a look at it, but he couldn't fix it.
4 He (take) my keys so he could come back to Complete the sentences w ith an appropriate verb from the
fix it the next day while I was at work. box in th e correct form.
5 The next m o rning w hen I ___________ (try) to leave for
work, I discovered that h e ___________ (lock) my front adm it announce claim inform keep quiet mention
door from the outside, and I couldn't get out of the flat. 1 Lucy you had a new job, but she didn't say
6 My p a r e n t s ___________ (travel) abroad, an d no one else m uch about it.
I k n o w ___________ (have) a spare key. 2 At first he denied having taken the money, but in the
7 I tried to call my friend, but h e ___________ (leave) his end h e ___________ it was him .
phone in my flat. It (ring) right next to me. 3 'Ladies and gentlemen, I am very happy to
8 I (have) to wait for h im to arrive, and so I that the w in n er of the aw ard is ...'
was very late for work. 4 He he had once worked for the Queen, but I
d id n ’t believe him.
Work w ith a partner. Circle had, was a n d were in the
5 If you c a n ’t say an y th in g nice, you'd b e t t e r __________ .
com pleted sentences. Decide together which should be
pron oun ced as a 'weak' form. 6 'I'm sorry t o __________ you that the com pany is
closing down.'
C 2.8 ))) Listen an d check your answers. Practise reading the
sentences aloud together. 5 a Add a comment adverb to show your attitude to each statement.
1 , w om en in most countries ea rn betw een
2a Each of the sentences com es from a different story. Choose 70% and 90% of w hat m en earn.
the correct option to com plete each sentence. 2 __________ , 55% of university graduates in the UK are
1 By the t i m e / As soon as he arrived, she had already left. women.
2 W h ile / D uring the sum m er, he worked in an ice cream 3 __________ , women talk almost three times as much as men.
van. 4 __________ , w om en live longer th a n men.
3 He stayed there alone by the t i m e / until it got dark,
then, feeling sad, he w ent home. b Discuss the statem ents with a partner.
4 He walked off happily. M eanw hile / While, she was
6a 2.10 )J Listen a n d write dow n four statements.
already p la n n in g her revenge.
5 As soon as / D uring he got home, he tu rn ed on the news. Read the statem ents to your p a rtn e r an d respond to each
6 By the tim e / W hile I was w alking to work, I saw one by showing interest.
som ething very strange.
25
3 Life skills
3.1 Challenges
GOALS ■ Talk about challenges and success ■ Talk about ability
5 3.31 Complete the phrases in the text with the verbs in the
Vocabulary & Listening challenges and box in the correct form. Then listen and check your answers.
success
avoid be deal give make (x2) prefer resist rise
Work w ith a partner. W hat do you find difficult to resist? succeed in w ait
For example: buying clothes, spending too m uch tim e
online, eating ju n k food.
PRONUNCIATION w ord stre ss
Work w ith a partner. Look at the photo. The children are
trying to resist the tem ptation to eat the m arshm allow. 6a Work w ith a partner. Say the verbs in the box aloud and
W hich child do you th in k is m ore likely to succeed? Why? m ark the stress on each verb.
achieve avoid manage observe prefer resist

3.1))) Listen to the first p a rt of a talk on the M arshm allow
succeed
Test results. W hat was Mischel's experiment?
4 3.2))) Listen to the rest of the talk an d answ er the questions. b W hat is the m ost co m m on stress pattern in verbs w ith
Check your answ ers w ith a partner. two syllables?
1 How long did the children have to wait w ithout eating
C 3.41 Listen, check and repeat.
the m arshm allow ?
2 How m any of th em failed the test?
3 In w hat ways were the children who d id n ’t eat the
m arshm allow s m ore successful in later life?
4 How did the successful children m anage not to eat the
m arshm allow ?
5 Why is it im portant to be able to wait for som ething
you want?
The Marshmallow Test

In the Marshmallow Test, researchers left four-year- The best technique was to 1 _________ thinking about
old children alone in a room with a marshmallow. If the the marshmallow at all. The successful children 8
children managed to 1 re sist tem ptation and not eat the w ith the problem by looking away or covering their eyes.
marshmallow, the researcher promised them a reward of If they didn’t think about the marshmallow, they didn’t have
two marshmallows. However, m ost of the children found it to 9 an effort not to eat it.
d ifficu lt to 2 p atient and 3 in before
the tim e was up. They 4 to have something When Mischel taught a different set of children this
im m ediately rather than 5 for what they really technique, nearly all the children 10 w aiting
wanted. The researchers found that, as adults, those the full tim e. Learning these techniques can help in adult
children who could 6 to th e challenge were life because being able to wait helps us to 11 the
generally much more successful than the others. right choices.
26 On O xford 3000™
3.1 3.2 3.3 3.4 3.5
7 Work w ith a p a rtn e r an d discuss the questions. 9a Work w ith a partner. Complete the tips in the blog using
1 W hat kind of things do children find h ard to wait for? can/can't, could/couldn’t, (not) m anage to, (not) succeed in,
2 W hat h a p p en s if children get everything they w ant an d (not) be able to in the correct form.
im mediately?
3 How can children learn to be patient? Home > Success > How to succeed
4 W hat techniques do you use w hen you n eed to resist

temptation? For example, avoid th in k in g about it,
prom ise yourself a reward la te r,...
How to succeed 0 © Q
Grammar & Speaking ability ► Remember that you 1

choose to resist tem ptation if you want to.
Read the inform ation in the G ram m a r focus box. Match Ju st b ecau se you 2
sentences a-e to 1-5 in the box. stop yourself yesterday, d o esn ’t m ean you
3 __________________________ never do it.
a Some ate it straightaway, some m a n a g e d to wait a while
before giving in. ► Think about som ething else. Ifyou
4 tu rn in g your
b Only 30% of the kids w ere able to wait the full fifteen
atte n tio n aw ay from th e chocolate for a w hile, you
minutes.
m ay forget ab o u t it altogether.
c The kids who c o u ld n ’t resist tem ptation were generally
less successful, ► Slop for a m inute. P erhaps you felt you
5_________________________________ sp are th e
d W hen he taught the children some simple techniques
tim e to go for a ru n yesterday? But ify o u stopped
... nearly all the children su ccee d ed in w aiting the full
an d really th o u g h t ab o u t it, you’d see it w as m uch
fifteen m inutes, m ore im p o rta n t th a n m any of th e th in g s you did
e ... you will be able to make better decisions about 6_________________________________ do.
your future.
► Think ahead. Plan for th e fu tu re an d you will
7 _____________________ achieving your
GR A M M A R F O C US ability
goals.
Present and past
► Never buy things on im pulse. Go hom e a n d th in k
• To talk about general ability, we use ca n / ca n't + infinitive or ab o u t it. Ifyou really like it, you 8___________________
am/ are/is able to. (still) buy it
• To talk about doing or not doing something with some tom orrow , or n ext week.
difficulty, we use ( don't / doesn't ) m an age to + infinitive/
► Spend tim e with people who arc
su c c e e d in + -ing.
resist
• in the past we use: tem ptation them selves. Pick up som e valuable
a could / couldn't or w as( n't ) / were ( n't ) able to + infinitive lessons by observing som eone w hose p atien ce you
(general ability)1____ adm ire.
b w as( n't ) / were ( n't ) able to (on a specific past occasion)
2
c ( didn't) m anage( d ) tofsu cce e d ( ed ) in (with some difficulty b Work w ith a p a rtn e r or in small groups. W hich are the
on a specific past occasion)3_____4____ most useful tips? Put th e m in order of usefulness.
Future
10 Work w ith a partner. Tell your p artn e r abo ut...
• To talk about future ability we use:
• something you can do now that you couldn't do a few
a will/ won't be able to + infinitive (general ability and on a
years ago.
specific future occasion) 5_
• a tim e when you succeeded in resisting tem ptation.
b w ill/ won’t m anage to + infinitive / will/ won't su cc e e d in +
• a tim e when you managed to deal w ith a problem
-ing ( with some difficulty on a specific future occasion)
successfully or make the right choice.
If you w ork hard, I'm su re you'll m anage to g e t the gra des
• something you hope you w ill be able to do in the future
you need.
and how you plan to do it.
27
3.2 Faking it?
GOALS ■ Talk about w ork skills ■ Talk about obligation, permission and possibility
Vocabulary & Reading work skills

Sunday, 20 April
Work w ith a partner. Look at th e two jobs in the photos an d
Review
decide w hat skills, ap art from cooking skills, are needed
for each job.
L ast n ig h t’s TV
The best thing on TV last night was Faking It. It takes
som eone with no experience in a particular job and sends
them to live and train with an expert fo r four weeks. They
then have to take part in a contest against professionals,
and a panel of expert judges decides w hich participant
is the ‘faker’. At the beginning of the program m e, we met
Ed w orking in a fast food van in all weathers, selling chips
and burgers. In this jo b he d id n ’t need to do m uch apart
from arrive at w ork on tim e and be reasonably pleasant
to people. All this changed as he had to learn how n ot
to be pleasant to people as a head chef in a top London
restaurant.
A ccording to Ed’s teacher, one o f London’s top chefs, to

succeed as a chef you m ust have a passion for food, the
ability to run a team, confidence, w ork to very precise
tim es, and be able to cook.
2 Work with a partner. Read the new spaper review of a
recent television p rog ram m e an d discuss these questions. So, could Ed cook? He explained his technique was to ‘w ait
until the burger went brown on both sides’; 1 he d id n ’t have
1 Did the participant succeed in his challenge?
to do m uch more. To test his skills, his teacher asked him
2 W hat difficulties did he face? to cook the food in his fridge, 2 telling Ed he co uld prepare
it any way he wanted. The results were not good. Even the
3 Would you enjoy learning to do som ething completely new vegetables were overcooked, as Ed d id n ’t realize t h a t 3 he
in four weeks? W hy/W hy not? Discuss w ith a partner. d id n ’t need to b o il carrots fo r an hou r o r more.
4 Look at the list of skills below (1-13). But Ed’s biggest problem was tha t he hated telling people
what to do. As the to p chef explained to Ed, 4 ‘he c o u ld n ’t
1 being a good leader 8 solving problems be a head ch e f and be n ice ’. Ed was shocked to realize
2 being confident in yourself 9 being reliable t h a t 5 he c o u ld n ’t say please and thank you all the tim e if he
3 making decisions 10 managing a team w anted the team to respect him. 6 He also had to learn how
4 managing (tight) schedules 11 multitasking to walk and stand more confidently.
5 persuading people to do things 12 setting goals Amazingly, after four weeks of hard w ork and quite a
6 taking responsibility 13 working hard few problem s, none of the judges realized tha t Ed was a
7 working well under pressure com plete beginner. In fact, one offered him a job as a chef.
W hich skill(s) is/are a b o u t ..

• working w ith other people being a good boss
• managing limited time being a good worker
• using your intelligence
Some skills can be in more th a n one category.
5 Work in small groups. Decide together which skills Ed

need ed for both jobs. Give reasons for your choices.
28 O lW O xford 3000T'
3.1 3.2 3.3 3.4 3.5
7a Complete the text w hich com pares Ed's old job w ith his
Grammar & Speaking obligation,
new one, using the verbs from the G ram m a r focus box.
perm ission and possibility Som etim es more th a n one an sw er is possible.
Read the inform ation in the G ram m a r focus box. Look at When he was working in the burger van, Ed
ph rases 1-6 in the review on page 28 an d m atch them to 1 be reliable and turn up
rules a - f in the box. for work on time. He also 2
be polite to the customers. However, he 3
GR A M M A R F O C US obligation, permission and take much responsibility as his boss dealt w ith the
possibility money. H e4 get up early because
the van opened at 11 a.m. When he wanted to, he 5
Present
even take a day o ff work.
• If something is necessary or obligatory, we use m u s t when
talking about the feelings and wishes of the speaker, and Now that he's training to be a chef, it's very different.
have to to talk about obligations that come from someone He6 manage a team, even
or somewhere else. though he finds it difficult to tell people what to
• If it is necessary or obligatory NOT to do something, we do. It's also a very high-pressure job, so he
use m u s tn 't, and d o n 't have to /d o n 't n e e d to if it isn't 7 work to tig ht deadlines.
necessary or obligatory. However, he 8 _ work outside
any more, and he 9 take home really
Past
nice food when the restaurant has closed.
• If something was necessary/obligatory, we use h ad to.
a
We can't use 'm ust' w ith this meaning in the past. b 3.5))) Listen and check your answers.
• If something w asn't necessary, we use d id n 't have to /
d id n 't nee d to.
8 Work w ith a partner. Student A, tu rn to page 127. Student B,
b tu rn to page 133.
9a Make a list of six work skills you feel you possess.
permission and possibility - could/couldn't b How did you acquire these skills? For example:
Present
We use c a n /c a n 't if something is/isn't allowed or possible.
Past
If something w as/w asn't allowed or possible, we use c o u ld /
c o u ld n 't.
d
I'm good at working in a team. I used to be captain

o f the foo tb a ll team. I h ad to take responsibility fo r
choosing the right players. I c o u ld ...
Make sim ilar notes about each of the skills you chose.
C ir-v ia Work w ith a partner. Ask each other these questions.

• What are your three most im portant skills?
• What three positive things would your last boss/team
colleagues/friends say about you?
Give full and convincing answers, with reasons and examples.
Q VOX POPS VIDEO 3
29
GOALS ■ Recognize complex noun phrases (1) ■ Use compound adjectives
4a Look at the nu m b e re d sentences in the article. U nderline

Reading & Speaking com plex n o u n
the subject and circle the verb.
phrases (1)
b Decide if the statem ents are tru e (T) or false (F). Correct
1 Work with a partner. Have you ever done any of these the false statements.
things? How did you feel? 1 It's difficult to find inform ation on the internet about
a taken a very im p o rtan t exam how to reduce your stress.
b m ade a speech or presentation to a large n u m b e r 2 The Social Stress Test is a way of m easu rin g stress.
of people 3 The signs of stress show that you are ready for a difficult
c sung in public experience.
d had an interview for a job you really w anted 4 Only one group had some dam age to their body.
5 Some people think these results are difficult to prove.
2a Read the inform ation in the Unlock the code box about
recognizing complex no un phrases. 5 Work w ith a p a rtn e r an d discuss the questions.
a
U NLO CK T HE C O DE 1 How w ould you feel in the situations in the Social
recognizing complex n
noun phrases (1) Stress Test?
2 Do you agree that stress can sometimes be good for you?
Sometimes the subject of a sentence can be very long or
contain another verb.
3 How do you feel after a challenging experience?
Subject Main verb

Health and Fitness > Stress
Making a speech is sometimes hard
to do.
Learning these new helps in later life.
techniques
One of the te st groups experienced symptoms of stress.
One group w ho took part were told nothing.
in the experim ent
When you read, it is im portant to be able to identify the subject

and the main verb quickly.
b Look at the statements. U nderline the subjects and circle

the verbs.
1 Stress can actually be good for you.
2 Taking an im p o rtan t exam often causes people to
lose sleep.
3 Speaking in front of a large group of people can be Stress could be good for
very stressful.
4 People who are most u n d er stress show physical signs you - if you believe it is
such as shaking or sweating.
H a ve y o u e v e r g ive n a ta lk o r s p e e c h to a la rg e
3a Look at the photos and the title of the article. W hat do you g ro u p o f p e o p le ? If so, y o u ’ll p ro b a b ly re m e m b e r it
th in k the article will say? Discuss w ith a partner.
as a v e ry s tre s s fu l e x p e rie n c e ... y o u s w e a t, y o u r
m o u th g o e s d ry, y o u r h e a rt s ta rts b e a tin g fa s t.
b Read the article. Were your ideas in the article?
3.1 3.2 3.3 3.4 3.5
C Read the inform ation in th e Vocabulary focus box about

i w r a i »h i k i »rai:mm com pound adjectives
co m p o u n d adjectives and check your answers.
6a Look at these co m po und adjectives from the article. V O C A B UL A RY F O C US compound adjectives
W hich n o u n s do they describe?
Compound adjectives are generally made up of tw o words,
a stress-producing usually either becoming a single word or joined by a hyphen.
b five-minute Here are some of the most common forms they can take.
1 ending in a past participle: left-h a nded, sh ort-sleeved
b Can you think of com pound adjectives which match
2 ending in -ing: good-looking, h ard-working
definitions 1-6? 3 ending in a noun: two-hour, full-time
1 describes somebody w ho uses -handed

their left hand to w rite 7a Add a word from the box to make a com p oun d adjective.
2 another word for beautiful or good- going hand known made page priced
handsome speaking star
3 the opposite of part-time -time 1 easy- 5 500-

4 an adjective which means that tw o- 2 home- 6 second-
something lasts tw o minutes 3 five- 7 English-
5 describes a shirt which has short short- 4 over- 8 well-
sleeves
b Work with a partner. W hat do you th in k the com pou nd
6 describes a person who works hard hard- adjectives mean?
C 3.6))) Listen and m ark the m ain stress in each one.
d 3.6))) Listen again and practise saying the words.

Like • comment • Share
8 Complete the questions w ith the co m p o u n d adjectives in

And m ost people believe tha t stress is bad fo r you.
exercise 7a. Sometimes m ore th a n one answ er is possible.
1 P utting ‘reduce y o u r stress levels’ into G oogle gets you 1 Have you ever bought a _________________ car?
34 m illion hits. A rticles in the new spapers or on health 2 W hen you were young, did you ever w e a r ____________
websites are always telling us how to reduce our stress levels. clothes?
2 Titles like ‘23 scientifically proven ways to reduce stress
3 Would you rather read a _________________ novel or
rig h t n o w !’ are com m on. But w hat if it isn’t actually true?
watch a six-hour film?
3 E xperim ents with a technique called the S ocial Stress 4 W hen was the last tim e you thou gh t so m ething was
Test suggest that stress is only harm ful ify o u believe that
in a shop?
it is. In the experim ent, tw o groups o f people were asked
5 Who is th e m o s t m usician in your
to perform a series of stress-producing actions, such as
doing a maths test w hile the ‘in stru cto r’ shouted, ‘ Faster! country? Do you like h im /h er? W hy/W hy not?
faster! T h a t’s not very g o o d !’ Or giving a five-m inute talk 6 Do you prefer a very strict or a v e r y _________________
to a group of ‘e xp e rts’ who were pretending to be bored. teacher? Why?
But the tw o groups had been treated differently before 7 Have you ever stayed in a _________________ hotel?
they to o k the test. The first group had not been told Where? When?
anything, whereas the second group were told that stress 8 Can you n a m e fiv e_________________ countries?
is g o o d for you, and that 4 the d ry m outh a nd beating
h eart are the b o d y ’s way o f pre pa rin g you fo r a challenge. 9 iriwn Work with a partner. Ask and answ er the questions in
exercise 8. Report the most interesting answers to the class.
Amazingly, the results were quite d iffe re n t.5 The people
who had been told nothing show ed signs o f dam age to
the b lo o d vessels around the heart, while those of the
other group were normal - as if they were not under
stress at all.
6 These results have been co nfirm e d by o th e r tests. It

seems that the effe cts of stress depend on what you
believe about stress!
31
3.1 3.2 3.3 3.4 3.5
9 Work with a partner. Choose the correct options to complete

R e a d in g & W ritin g w riting an opinion
these sentences on the same topic as in the article.
paragraph 1 Some people say that older people who continue
to learn new things, such as / as well language and
6 Work in small groups a n d discuss the questions.
com puter skills, stay healthier.
1 W hat was the last th ing you learned to do? 2 Research seem s to show that learning new skills is good
2 Do you th in k it's im p o rtan t to learn new things as we for our brains; fo r instance / on top o f that, the activity
get older? W hy/W hy not? of learning improves our memory.
3 A new hobby gives us som ething to talk about with
7 Read the parag rap h from an article in an educational
our friends and family. Too / In addition, research has
magazine.
show n that our happiness levels increase as we learn.
1 W hat is the w riter’s general opinion?
4 Learning helps us to stay interesting, too / such as,
2 W hich ph rase shows the writer is giving their opinion? because it gives us new experiences and m akes us solve
new problems.
TECHNOLOGY-OPINION
Nowadays the idea th a t learning is only
fo r children is obviously n o t true. It
seems to me th a t as an a d u lt you can’t
rely on w h a t you le a rnt in school to
g et by any longer. Technology a t w ork
and a t home, such as com puterized
household appliances, ta b le ts and mobile
phones, are an essential p a rt o f everyday
life. On to p o f th a t, all these devices
are constantly developing. So, if you
w a n t to be able to fu n c tio n in the 21st
century, you have to keep learning and
developing, too !
8a Read the parag rap h again an d underline one phrase for 10a ifcViM Work with a partner. Choose a topic an d discuss
adding inform ation to support the idea and one for giving your opinions.
an exam ple. • Everyone should learn how to do som eth in g new
after the age of fifty.
b Com pare with your partner. T hen read the inform ation in
the Language for w riting box to check. • C om panies should pay for their employees to receive
train in g an d education.
LANGUAGE FOR WRITING supporting an opinion • Adults can be better at learning new things th a n
Support an opinion by adding more inform ation and giving children.
examples.
b Make a note of th ree m a in points to support your opinion.
Adding more information
T h ink of examples for each point.
• On top o f that, .../ In a d d itio n ,...
It's im porta nt to le arn n e w things. In a d d itio n , it se e m s th at C Now write the paragraph. Use the ph rases in the Language
le arning n e w things is actu a lly good for your brain. for w riting box to support your opinion w ith extra
• ...a ls o as well. inform ation and examples.
It's im porta nt to le arn n e w things a nd it se e m s it's actu a lly
good for yo u r brain as w ell.
Giving an example
• ... su ch as ... for in st a n c e ,... for e x a m p le ,...
English a nd French use d to be the m ost im porta nt
languages to learn, bu t n ow o th er la ngu ages are becom ing
incre asingly essen tia l, e.g. C hinese a nd Arabic.
33
A w om an's life: 1914 vs 2014
1 Look at the photos. Work with a p a rtn e r an d discuss the
possible con nection betw een the th ree photos.
2 How do you th in k life was different for w om en in Britain

one h u n d re d years ago? Discuss your ideas with a partner.
Write one idea for each heading.
• Family Life • Work
• Marriage • Women's Rights
3 O Watch the video. Did the presenter m ention any of your

ideas from exercise 2?
4 O Watch again and choose the correct options to answ er

the questions.
1 How m any people visit the m u s e u m every year?
a About half a million.
b Nearly a million.
2 Why didn't m an y w om en receive a full education about
one h u n d re d years ago?
a Only a few schools allowed girls to complete their
education.
b It was un u su al for girls to stay at school until
eighteen years old.
3 W hat had the suffragettes achieved by 1914?
a They had changed the lives of m any women,
b They had persu ad ed society to pay m ore attention to
women's rights.
4 W hich w om en got the vote in 1918?
a The w om en who h ad carried out certain jobs during
the First World War.
b P roperty-ow ning w om en who were also over a
certain age.
5 What does the presenter say about women in Britain today?
a There are more working w om en th a n at any other
tim e in history,
b The n u m b e r of w om en at work is increasing faster
th a n the n u m b e r of men.
5a E 0 3 Work in small groups. Make a list of five skills

needed in society one h u n d re d years ago. Then m ake a list
of five skills needed today. Are the lists very different?
b Com pare your lists w ith an o th er group. W hich skills do

b o th groups agree are im p o rtan t in society today?
34
3.1 3.2 3.3 3.4 3.5
Review
1a Cross out the options which are not possible. 6a Complete the conversation w ith the ph rases in the box.
1 I couldn’t/c a n 't / w asn’t able to swim until I was nearly ten.
2 It was difficult, but I finally succeeded in / m anaged to /
was able to learning.
3 However, I still couldn’t / can't / can swim very far.
4 I m anaged to / could / succeeded in pass my driving test
the th ird tim e I took it.
5 I was quite good at driving, but I c o u ld n 't/w a s n 't able
to / m anaged to park correctly.
6 After I passed, I can / was able to / m anaged to drive to
see my parents.
b Work w ith a partner. Explain why the forms you crossed

out are incorrect.
2a 3.101 Listen an d write the sentences you hear.
b Work w ith a partner. Decide if the sentences are about

obligation (O), lack of obligation (LO), perm ission (P) or
lack of perm ission (LP).
3a Match 1-5 to a-e to make expressions.

1 be a tem ptation
2 deal b the right choice
Make sure let me show you What next
3 m ake c w ith a problem
The firs t thing you do is While you're doing that
4 resist d to a challenge How do you you do it like this
5 rise e patient
A 1_______________________________ to put some flour
b Choose one of the com pleted ph rases an d tell your p a rtn e r in a bowl, with a little salt. T hen you crack an egg into
about a time in your life w hen you did this. the bowl.
B I’m not very good at t h a t . 2___________________________
4a W hich verb can be used w ith each group of phrases? crack the egg w ithout getting bits of shell in the bowl?
1 b e / have a good leader, confident in yourself, reliable A No problem, 3________________________________ . Look,
2 d e a l/ m anage a team, tight schedules you crack it on the edge of the bowl, like this. T hen you
mix it in an d add the milk.
3 m a ke / work hard, well u n d er pressure
4________________________________you mix it very
b W hich th ree skills are most im p o rtan t for a manager? thoroughly, so there are n ’t any lumps.
Discuss w ith a partner. B 5_________________________________ ?
A T hen you have to wait for about thirty m inutes.
5a 3.11))) Listen to the first p art of six co m pou nd adjectives 6________________________________ you can get ready
an d complete th e m w ith a word from the box. w hatever you w ant to put on the pancakes. T hen you
heat some oil or b utter and put some m ixture in the
-going -hand -known -looking -speaking -working pan. W hen the first side is cooked, you flip it over.
Look,7________________________________ .
b Write a sentence using each com pleted com po und B Wow! That's clever.
adjective. Com pare your answ ers w ith a partner.
b 3.12))) Listen a n d check your answers.
C Work with a partner. Write a sim ilar conversation

explaining how to do som ething, using the p hrases in
exercise 6a.
35
Space
4.1 Living on water
GOALS ■ Talk about living on w ate r ■ Talk about predictions and decisions
Vocabulary & Speaking

living on w ater
1 Work with a partner. Look at the photos
a n d use the words in the box to describe them.
at sea beach canal coast ferry float inland

NEWS I M E B e I mo n e y a r t s + l if e p e o p l e
island lake mainland ocean reeds sand waves
2a Read the article from a business m agazine an d look at Living on water

the photos. W hat does the article say about each of them?
As cities become bigger, those who can’t move inland
Discuss your answ ers w ith a partner.
are starting to consider moving out, onto the sea itself.
There are already cultures where a life on water is
b How m any of the words in exercise 1 can you find in the
nothing new. Islands made from reeds float in the
text? U nderline them. middle of Peru’s Lake Titicaca, home to an ancient
community. Venice is made up of 118 islands; and
3 Work with a p artn e r or in small groups and discuss the the Thai capital, Bangkok, with its canals, is famous
questions. for its floating markets. Fishermen live at sea for long
1 W hat do you th in k are the advantages and periods, but could large numbers of people really move
disadvantages of living on water? onto the water?
2 Do you agree th a t large n u m b ers of people will start Koen Olthuis, the Dutch founder of Waterstudio.nl
living on water, rather th a n on land? W hy/W hy not? and a floating architecture expert, thinks so. His
3 Would you like to live on water? W hy/W hy not? company is involved in a project in the Maldives, a
group of islands just 1.5 metres above sea level. By
2100, their beautiful beaches and white sand could
be completely underwater. However, before the
architects can solve this problem, some cash has to
36 Om Oxford 3000™
4.1 4.2 4.3 4.4 4.5
5a Complete the blog entry about a trip to Peru using will or be

Grammar & Speaking will/be going to for
going to and the verbs in brackets.
predictions an d decisions
4a Work w ith a partner. Complete the sentences w ith the Trave^Blog
correct form of w ill/be going to to make predictions.
1 The rise in sea levels___________ cause huge problems. Destinations Them es Shop Bookings Insurance
will
s going
2 Look at those black clouds. I t ___________ rain.
to be So, yesterday we to o k the train from La Paz,
b Complete the sentences w ith the correct form of w ill/be Bolivia, into Peru, stopping at Puno, and today we
1
we are going to (visit) the floating islands on Lake
going to for decisions.
visit Titicaca. I can’t wait. Ever since I first heard about
3 You look a bit confused. Don’t worry, I ll help you. these islands in a geography class many years
is going
4 T o n y ___________go to California next spring. ago, I’ve w anted to see them . Actually, I d on ’t really
to
enjoy boat trips, but I’m sure the water on the lake
C Check your answ ers with a partner. 2 will be (be) quite calm, as it’s a clear sunny
day. It’s quite cold, though, so 13 (take) an
d Read the G ra m m a r focus box an d choose the correct m going to take
extra sweater to keep warm.
options to complete the rules.
I’m really interested in finding out more about how
people live there. I believe we 4 will be able to ask
GR A M M A R F O C US
(be able to) ask them questions
will/be going to for predictions and decisions
through a guide. I’d love to know
Predictions what people eat - a lot of fish,
• When we w ant to talk about what we believe or think I suppose! I’d also like to know
about th e future, we use 1 w ill / be going to. what they think the future holds
• When there is some evidence in th e present to support for them and their families.
the prediction, or an action is starting or clearly on the way, Do they think their children
we u s e 2 w ill / be going to. will
5 stay (stay) on the
islands? W hat e ffe c t6 is
Decisions
te c h n o lo g y __________
going to (have) on
• When we make a decision at th e mom ent of speaking,
the ir lives? I know they already
we use 3 w ill / be going to.
have solar pow er and even black
• When we have already made a decision, w e use 4 w ill / be and white TVs.
going to.
Just thought! It w ould be great
-*■ Grammar Reference page 142 to have som e photos for the
W
blog, so I 7__________
ll (take) my
v
camera, too. Just hope I d on ’t

drop it in the w a te r...
b Com pare your answ ers w ith a p a rtn e r and give

reasons for your choices.
To do this, Waterstudio will create a luxury floating
development (with a conference centre, golf course and C 4.11 Listen and check your answers.
185-villa resort), and use the money from this to develop
artificial islands to provide houses for the Maldives’ poorer 6 ifiVKi Work w ith a partner. Look at the interview
citizens. questions. Im agine you are som eone who lives in one
of the four places pictured in exercise 1, an d write a
As well as building on the water, architects are now
starting to think about building under the water. AT Design conversation, answ ering the questions (don't m ention the
have produced plans for a 10 km2 floating city off the coast nam e of th e place).
of Hong Kong, with islands above the water connected • What is the best thing about living here?
by underwater tunnels and walkways. If and when it is • Are there any disadvantages?
completed, the city will have gardens, a huge entertainment • Tell me about a typical day. What are you going to do today,
arena for sports matches and concerts and even its own for example?
farms, making it self-sufficient. People will be able to • Do you think you'll ever move away? Why/Why not?
travel back and forth from the mainland by ferry, and the • What do you think life w ill be like here in fifty years?
designers predict that it will be a huge tourist attraction.
7 Read your conversation to an o th er pair. Can they guess
So, it seems that a life at sea will have a lot to offer!
where the person being interviewed lives?
37
4 .2 Forest bathing
GOALS ■ Talk about the natural world ■ Talk about probability
Vocabulary & Speaking th e n atu ral world

1a 4.2 )J Listen to two people w ho have each been to one of the
places in photos 1-4. W hich ones has he/she been to?
b W hich words helped you decide?
2 Choose one of the other photos and make some notes

describing it using the words in the box.
6a Work w ith a partner. Look at the predictions an d complete
cliffs greenery forest fresh air pools landscape
th e m w ith the nu m b e rs in the box.
peaks season scenery soil steep sunset sunshine
rocks valley(s) waterfalls 3 8.5 30 50 52 61 92
1 In the US people now s p e n d hours a day looking

3 Take tu rn s to listen to your p a r tn e r’s description and
at a screen, and this trend w ill d efin itely spread arou nd
decide which photo he/she is describing.
the world as sm artp h o n es becom e m ore com m on.
2 The percentage of British people living in cities is likely
Grammar & Listening probability to rise t o % by 2030.
3 Countries such as Botswana, where in 1950 only %
Read the quotation. W hat do you th in k might be the of people lived in a city, m ay end up in a similar
benefits of forest bathing? Discuss w ith a partner. situation.
‘Shinrin-yoku, or forest bathing, is sim ply 4 N ow adays % of Botsw ana’s population lives in
visiting the forest (or other natural area) a n d cities an d this percentage w ill probably rise further.
w alking slowly, taking in everything th a t you 5 Walking in a forest fo r m inu tes improves m ood
can see, hear, sm ell a n d even taste.’ an d m ight even stop you getting ill.
6 After a tw o-hour walk some people showed a %
5a 4.3))) Listen to a radio interview an d note dow n th ree increase in the white blood cells n eed ed to help fight
benefits of spen ding tim e in green spaces. disease.
1 _____________________________________________________________ 7 The Japanese governm ent w ill b u i l d more forest
2 _______________________________________ b athing trails w ith in the next ten years, a n d other
3 ___________________________________________ countries m ay follow.
b Com pare your list w ith a partner. b 4 .4 ))) Listen a n d check your predictions.
38 OlW Oxford 3000t'

4.1 4.2 4.3 4.4 4.5
7a Look at the sentences in exercise 6a. Read the inform ation 9a Write the predictions so they agree with your own
in the G ram m a r focus box an d choose the correct options opinions about the future, using a probability ph rase from
to complete the rules. the G ram m a r focus box.
GR A M M A R F O C US will/may/might to talk about 1 By 2030 / eighteen cities / have more than

probability tw e n ty million inhabitants.
• Modal verbs
2 Pollution / increase.
We can use the modal verbs will, m ay and might to talk
about how sure we are about something. Might/m ay
3 Food prices / rise as we need m ore space for people
suggests a 1 smaller / greater possibility than will.
to live.
• Adverbs and adjectives
We can also use the adverbs probably, p ossib ly and 4 Food / on the top of tall buildings.
definitely and the adjectives likely and unlikely to give more
information about how sure we are. 5 Cities / more green spaces.
Definitely, prob a bly and possib ly com e2 after / before the
6 People / get much fresh air.
modal verb in positive sentences and 3 a fter / before the
modal verb in negative sentences. 7 Every block of flats / a com m unal garden.
L ikely and unlikely are followed by 4 infinitive + to /
infinitive w ith o u t to 8 People / spend as much tim e in nature.
-* Grammar Reference page 143

b C om pare your ideas w ith a partner. Give reasons for your
b Com pare your answ ers w ith a p artn e r and give reasons for opinions.
your choices.
10 I EMM Work in small groups and discuss your ideas.
• How o fte n do you get o u t into green spaces? Can you
PRONUNCIATION intonation - certainty describe a tim e you did? W hat m ade it m em orable?
• How im p o rta n t do you th in k access to nature and green
Our intonation can often signal how certain we feel about what
spaces is? Why?
we are saying.
• Do you th in k this access to nature w ill becom e m ore or less
im p o rta n t in the future? Why?
8a 4.5))) Listen to four statem ents an d write th e m down.
VOX POPS VIDEO 4
b Answer questions 1-3.
1 In positive statements, does the stress fall or rise on
the m odal verb (w ill/m a y/m ig h t) or on the adverb
{probably/possibly/definitely)!
2 Is it the sam e in negative statements?
3 W here does the stress fall in sentences using (un)likelyl
C 4.5))) Listen again a n d repeat.
39
GOALS ■ understand consonant-vowel linking ■ understand idiomatic phrases about places
5 4.10 ))) Listen again an d complete th e sentences from the

Listening & Speaking
interview.
consonant-vow el linking 1 I just c a n 't _____________________ .
2 I'm starting t o ______________________space.
1 a Look carefully at the photo for one minute. T hen close the
book and tell your p a rtn e r as m any things as possible that 3 They m i g h t______________________one day.
you rem em ber seeing in the photo. 4 I'v e __________________ new spapers, too, going back
to 1995.
b Work with a p a rtn e r an d discuss the questions. 5 So your house m u s t , then?
1 W hat adjectives would you use to describe the room? 6 To be honest, she's not very happy. But ?
2 Why do you th in k people h oard things in this way?
6 Work w ith a p a rtn e r a n d discuss the questions.
3 W hat would it be like to live with som eone who did this?
1 W hat kinds of objects do you keep for a long time?
2a 4 .6 ))) Listen to two phrases. How m any words do you hear? 2 Why do you keep them?
1 2 3 Is your room /office/house tidy or untidy?
4 Do you get stressed when your living space is very untidy?
b W hat h ap p en s to the w ords w hen you say th e m at norm al
speed?
C 4 .7 ))) Read an d listen to the inform ation in the Unlock the

code box about consonant-vowel linking.
a
U NLO CK T HE C O DE
understanding consonant-vowel linking
When one word finishes in a consonant, and the next word

begins w ith a vowel (or the other way round), the consonant
often becomes 'attached' to the vowel. This means that it is
difficult to hear the correct words:
The person you are listening to actually said: I'll a sk h er /adseska/,
but you hear: Alaska.
While you are listening, you have to check that w hat you hear
makes sense in the situation.
3a 4 .8 ))) Listen to six phrases and write dow n w hat you hear.
Com pare w hat you have w ritten w ith a partner.
b 4 .9 ))) Listen again to the sam e phrases in sentences.

Practise saying the phrases linking the w ords naturally.
4 4.10 ))) Listen to an interview w ith Maurice, a person who

ho ard s things, an d answ er the questions.
1 W hat kinds of things does M aurice hoard?
2 W hat does he keep in the garden?
3 How does his wife feel about it?
Om Oxford 3000™
4.1 4.2 4.3 4.4 4.5
9a Look at the photo. Can you use any of the idioms in

[ Vocabulary & Speaking idiom atic phrases
exercise 7 to describe w hat you see?
about places
7 Read the conversations. Choose a or b as the better
m ean in g for the idiomatic ph rases in bold.
1 A H ow ’s th e new job? Do you feel at hom e yet?

B I'm starting to. But I'm not used to working nine to five!
a feel healthy
b feel relaxed and comfortable
2 A I th in k we n eed to move to a bigger office.

B I agree. We've run out of space here!
a We don't n eed more,

b We've used it all.
3 A W h at’s your journey to work like?

B It's awful, we're packed in like sardines on the Tube.
a uncom fortably crowded

b smelling a lot
4 A Do you live in the city centre?

B Well, actually, we live m iles from anywhere.
a in the suburbs
b far from other people
5 A Are you sure you k n o w h o w to get there?

B Relax, I know this p a rt of tow n like the back of
my hand.
a be very fam iliar w ith a place
b be new to a place
6 A Have you lost something?

B I can't find my glasses, I’ve looked all over the place. b 4.11 ))) Richard's friend Abby is visiting h im on his first day
in his new flat. Listen to the conversation. W hat problem
a everywhere in this room
did Richard have?
b in every room
C 4.11))) Listen again. W hat do you th in k these ph rases mean?
7 A Have you heard? Carlo’s buying a house.
• make yourself at home
B Yes, he told me a while ago that he and Liza were
• make room
th in k in g of settling down.
• have (got) a lot of room
a choosing a p e rm a n e n t hom e • take up space
b buying a bigger house • get rid of (something)
8 Read the Vocabulary focus box. 10a Complete these sentences so they are true for you.
1 If your work space is in a mess, it's a s i g n ...
V O C A B UL A RY F O C US idiomatic phrases 2 It's im p o rtan t to m ake room in your life f o r ...
It is often easier to learn idioms in a topic group; for example, 3 The th ing in my hom e I would most like to get rid o f ...
places. 4 I don't/didn't w an t to settle dow n u n t i l ...
I fe e l a t h om e here. 5 The place I feel most at h om e is ...
They're thinking o f s e ttlin g dow n.
They are generally fixed phrases. b Work in small groups. Discuss your sentences and see
I've looked a ll over the place NOT I've I w hat you have in com m on.
41
4 .4 Speaking and writing
Avoid repetition ■ Make enquiries
Reading & Writing avoiding repetition

1a Read the description taken from a travel website. W hich place in the
photos do you th in k it is describing?
**
The, TaM ffl& r BLO G ABOUT C O N T A C T US © 0 ©
Wandering th ro u g h __________________ is the nearby countryside, is found by walking miss the fascinating antique market, selling
like stepping back in time. Narrow streets around the top of the medieval city walls. silver and brass, furniture and rare books.
and houses with orange-red roofs are Still in excellent condition, they are a lovely
Fancy a picnic? Stop off at Forno A Vapore
surrounded by m ountains and green fields. place to walk, shaded by trees. Or enjoy the
Amedeo Giusti for home-made sandwiches,
In spring the meadows are full of brightly sunshine by strolling through the beautiful
made with tasty local produce. O r sit outside
coloured wild flowers. seventeenth-century gardens of the Parco
at Vineria I Santi and watch the world go by
Villa Reale. If you’re lucky enough to visit
Perhaps the best view of the ancient city, and while you eat a variety of delicious snacks.
on the third weekend of the month, don’t
b W hich p a r a g r a p h ...? Essaouira, M orocco

a describes places to eat
b describes w hat you can do there
c describes how the place looks
C Does the description m ake you w ant

to go there? W hy/W hy not?
2 Read the inform ation in the Language

for w riting box an d answ er the questions
3a Read an o th er description. W hich place in th e photos is

Make your descriptive w riting more interesting by:
being described this time?
• referring to the same thing w ith different phrases and words
... surrounded by mountains and green fields. In spring the
•
meadows are full o f brightly coloured wild flowers.
using a m ixture of nouns and reference words
The Tdiê&e^ ©0 ©
... walking around the top o f the medieval city walls. Still in is known as ‘the windy city’. The
excellent condition, they provide a cairn walkway, shaded buildings are mostly painted white, and there is a red-brick
by trees. wall around the city.
• addressing the reader directly, using imperatives and questions It is too windy at the beach to enjoy sunbathing, but the beach
... enjoy the sunshine ... is very nice for surfers. The city is a relaxed place, and it is
nice to walk around the streets. You can go shopping and buy
Fancy a picnic?
nice things, such as boxes made from thuja wood.
• using a variety of adjectives
You can eat nice food such as grilled sardines at Chez Sam.
narrow ancient tasty fascinating
Chez Sam is at ’s port.
1 Find two other words in the description w hich have the
sam e m e an in g as ‘w alking’.
2 Find an o th er word in the last parag rap h w hich has the b How could this description be improved? Discuss with a
sam e m e an in g as 'delicious'. p a rtn e r and write an im proved version together.
3 List at least five adjectives used to add interest to the
4 Choose a place you know quite well and write a similar
description.
description, using the Language for writing box to help you.
4 Find three examples of imperatives addressing the reader.
42
4.1 4.2 4.3 4.4 4.5
8a Put the conversation in the right order,

Listening & Speaking enquiries
a Yes, that's right. It's in the basement,
4.12 )| W hen you travel, you often n eed to call people to b Yes, just one last question. Do I n eed to take
m ake enquiries. Listen to som eone m aking an enquiry a towel w ith me, or are they provided?
and choose the correct situation. c T h a n k you. Could you tell m e the opening
• Asking about opening hours hours, please?
• Asking about lost property d Hello, I u n d e rs ta n d that the hotel has a gym? ___
• Asking about hotel facilities e It’s open from 7 a.m. until 9 p.m.
f Hello, how can I help you? J_
g T h an k you, that's great.
h Can I help you w ith an y th in g else? ___
b 4.13))) Listen an d check your answers.
C Work w ith a p a rtn e r a n d role-play the conversation the

custom er then has with the manager.
9a Do a role-play w ith a partner. On your own, choose

one of these situations.
You have to check out of your hotel room at 11 a.m.,

but you are not leaving the city until 4 p.m. You n eed
som ew here to leave your luggage. Call the front desk of
the hotel an d ask for help.
You work in a big company. You th in k you left your

phon e in the canteen at lunchtim e. Call the m ain
reception of the com pany and ask them to check.
You have just started a course at your local college,

but you now have a problem with the class time. You
would prefer to study later or on a different day. Call the
secretary and ask if you can change class.
6a How did the w om an ask the waiter to check for her?
Tell a partner. b Take tu rn s to m ake your enquiries. Use the Language for
A Check for me. speaking box to help you.
B Could you check for me?
C I w onder if you could check for me. LA N G U A GE F OR SPE A KI N G making enquiries
When we make enquiries, we generally use polite forms in
b Work w ith a partner. Cross out the letters or words to make English.
tru e statements.
Dealing w ith enquiries
1 A / B / C is a n instruction a n d the other two are polite H ow ca n I help you?
enquiries. Could I j u s t c h e ck so m e det a ils?
2 A / B / C is the m ost polite form. Can I help you with a nything else?
3 Polite forms in English often use more I few er words Making enquiries
an d conditional / im perative forms. Could you c h e ck this n u m ber for m e?
I w o n d er if you could c h e c k this n u m ber for me.
7 Work with a partner. Ask politely, starting with I wonder if,... Ju st one la st question.
1 for a phone num ber.

2 for some information.
3 if som eone can repeat w hat they said.
43
4.5 Video
Songdo
1 Work with a partner. Discuss the m ean in g of the phrases
in bold. Find exam ples of some of these phrases in the
photos.
In my t o w n , ...
a you can see a lot of large property developm ent
projects at the m om ent,
b m an y people use environm entally friendly forms of
transport such as w alking or cycling,
c designers are developing cutting-edge technology to
help keep pollution levels low.
d there are fast transport links to the c o u n try ’s other
m a in cities.
2 Tell your p a rtn e r if you thin k the sentences in exercise 1

are tru e (T) or false (F) about your hom etow n. Why?
3 O Watch the video. Answer the questions.

a Why did city p lanners decide to develop a new city?
b How is Songdo different to m any other cities?
4 O Watch again. Complete the s u m m a ry w ith the words in

the box.
businesses u n iversity park space w a ste and rubbish

land pollution
City developers are building Songdo on 1____________ which

was underwater until some years ago. There are plenty of
green spaces in the city, and there is a la rg e 2____________
in the centre w ith skyscrapers all around it. Property
developers have built 80,000 new homes as well as schools
and a 3 . The city aims to watch 4____________
levels carefully by using technology to measure energy use and
car use. Designers are also planning a system which will soon
use the population's 5 to generate renewable
energy. Families like living here because there is so much
6___________. Planners also hope that they w ill soon see
more 7____________ in Songdo when transport links w ith
Seoul are even faster.
Songdo is a city of the future, and it could become a model for
many other cities around the world.
5a ifivia Work with a partner. Student A lives in Songdo and

loves it. Student B has a small business and young family,
and is thinking of moving to Songdo. Discuss w hether or not
Student B should move to Songdo.
b Work with an o th er pair and com pare your ideas.
44
4.1 4.2 4.3 4.4 4.5
Review
1a Complete the replies w ith the correct 3a Choose the best words to complete the text.
form of will or going to an d the verbs in
brackets.
In 1998 British a rtist Richart Sowa created
1 A I just can't do this m a th s problem. his first artificial island. He filled nets with
B Don’t worry, I ___________(help) you. em pty plastic bottles, covered them with
A Can you lend me £20? w ood and 1 and then planted
B I suppose so. m angrove plants. The island had a tw o -
A Thanks, I prom ise I __________ storey house and three 2 ,
(give) it back next week. where Sowa could relax and sunbathe.
Unfortunately, the island was destroyed
A I'm starting college next week.
by a hurricane in 2005, but Sowa has now
B Really? W h a t __________ (study)?
built an even better one, with tw o sea-w ater
A Have you got any plans for your
3 and even a solar-pow ered
birthday? 4 . His house also has a washing
B Yes, I ___________ (have) a big party. machine powered by the 5__________ .
A Why have you got your coat on? Sowa believes t h a t 6 islands
B I ___________(get) a few groceries could be built on riv e rs ,7 and
we need from the superm arket. oceans all over the world, saving space,
A You look tired. and meaning that people’s hom es would be
B Yes, you’re right. I th in k I _________ safe when the level of the w ater rose.
(go) to bed now.
b Tell your p artn e r about some plans you 1 a season b sand c sea
have already m ade about: 2 a peaks b canals c beaches
• holidays 3 a pools b rocks cliffs
c
• w o rk or study
4 a coast b sand c waterfall
• celebrations
5 a waves b beaches c forests
2a Choose the correct options to complete 6 a fresh b steep c floating
the sentences. 7 a peaks b lakes c greenery
1 I m ig h t/ I ’m not likely to get a new car
soon. My old one is 10 years old now. b Would you like to live on an island like this? Work with a p a rtn e r and th ink
2 I'll probably / I ’m going to go out of th ree advantages a n d th ree disadvantages of living there.
tonight, but I haven't quite decided yet.
4a Read the conversation betw een a receptionist (R) and a guest (G) and
3 I'm definitely going to / I ’m going
complete each sentence with up to four words.
definitely to live abroad one day.
R Hello, G rand H o te l.1_________________you?
4 I m a y / w o n ’t move house soon. It's too
G Hello, I th in k I may have left my briefcase at reception this m orning.
expensive at the m om ent.
I w onder 2_________________ if it’s been h an d ed in?
5 I will likely / definitely visit Bolivia
R Certainly. Could 13_________________ some
one day.
? W hat colour was it?
6 I probably w on’t / w on’t probably move G It's black, an d it has my initials on it, MHG, Miguel H ern an d ez Garcia.
to ano ther city. I like living here. R T h an k you ... one m o m e n t... Yes, we have it.
G T h at’s great. 15_________________ I could com e an d pick it up this
b Change th ree of the sentences so they are
evening?
tru e for you. D iscuss your sentences w ith
R Yes, any time. Can I help you with 6_________________ ?
a partner.
G No, th a t’s all. T h an k you for your help, though. I really
7
b 4.14))) Listen and check your answers.
C Have the conversation with a partner. Close your book and try to rem em ber it.
45
f______
Entertainment
5.1 Universally popular?
GOALS ■ Talk about different genres of films ■ -ing form and infinitive w ith to
3 5.1 )| Listen to a review of both films and answ er the

Vocabulary & Listening going to th e m ovies
questions.
W hat are your favourite kinds of films? 1 W hich genre/k in d does the reviewer say each film is?
• action film s • science fictio n 2 W hich film does the reviewer prefer?
• com edies • anim ated film s 3 W hich film has won a prize?
• m usicals • rom corns
• th rille rs • h o rro r film s 4a Complete the sentences with the w o rds/phrases in the box.
2 Work w ith a partner. Look at the film posters. W hat kind THE SECRET LIFE OF W A L T ER M IT T Y
of film do you th in k each one is? W hich film would you
action hero actors cast (n) character performance
probably prefer to see? Why?
plays (v) remake (n) scenes special effects stars (v)
1 Ben Stiller______________________in the film The Secret

Life o f Walter Mitty.
2 The film is a / a n of a film made in
1947.
3 He the p art of the m ain
_____________________ , Walter Mitty.
4 Mitty dream s of being a / a n _____________________ who
rescues people from dangers.
5 The filmed in Iceland and the
Him alayas have a m a z in g ____________________ , and
show Mitty doing apparently impossible things.
6 A lthough there are several very good
in t h e , Stiller's________
is th e best.
b Complete the sentences with the w ords/phrases in the box.
W2tf%: A flOMor LCVE AN [7 FURY

animated characters plot (n) set (v) voiced
1 Rio 2096: A Story o f Love a n d Fury is a / a n ____________

film, w hich i s _____________________ in three different
periods of Brazil's history.
2 The m a i n _____________________ a r e _________________
by Brazilian actors, Selton Mello and Camila Pitanga.
3 The is quite difficult to follow if
you don't know about Brazilian history.
C Have you ch anged your m in d about w hich film you would

prefer to see? W hy/W hy not? Discuss your reasons w ith a
partner.
46 OlW Oxford 3000™

5.1 5.2 5.3 5.4 5.5
7a Work w ith a partner. Complete the description of the plot

Grammar & Speaking -ing form and
of Stepping on the Flying Grass, a film from Indonesia, by
infinitive w ith to choosing the correct form of the verb. In some sentences,
bo th forms are possible.
5a Look at the extracts from the review and choose the
correct form of the verbs: -ing or infinitive with to. Some
verbs can take bo th forms.
1 Walter Mitty is a quiet m a n who secretly d ream s of
b e in g /to be an action hero.
2 Soon, however, his adventures start b e co m in g / to
becom e real.
3 He decides setting o u t / to set out on a journey to find a
missing photographic negative.
4 At the start of the film, we m eet the m a in character, a
T upinam ba In d ian in Brazil, attem pting s a v in g / to save
his tribe.
5 After he fails s a v in g / to save th e m an d the w o m an he
A beautifu l film about the dreams o f village school
loves, he magically tu rn s into a bird. children in rural Indonesia, Stepping on the Flying Crass
6 He hopes b e in g / to foe w ith Janaina, the w o m an he is both visually stunning and tru ly m oving.
loves, once more.
W hen th e ir teacher asked them to w rite an essay about
7 We th e n see the couple living in 1825 a n d 1970 before th e ir dearest dreams and wishes, a group o f village
returning/ to return to the future in 2096. schoolchildren begin 1 (think) seriously about
8 It is a disturbing future where poor people can't afford w hat they plan 2__________ (do) w ith th e ir lives.
b u y in g / to buy water.
Puji enjoys 3 (be) useful and just wants
9 He an d Janaina continu e fig h tin g /to fig h t against evil. 4 (help) others. M ei fantasizes a b out 5
10 The story is told w ith such passion that you can't help (become) an actress. She spends hours practising in fro n t
enjoying/ to enjoy it. of the m irror, b u t does she really love 6 . (act),
or is it actually her m other's dream? Agus's fa m ily can't
b Check your answ ers with a partner. a ffo rd 7 (eat) any special fo o d at home, but
he really w a n ts 8 (eat) at an authentic Padang
6 Read the inform ation in the G ram m a r focus box and restaurant in the city. W hen an o p p o rtu n ity arises to
com plete the rules w ith verbs or prepositions from make some money, he decides 9 _ (make) his
dream come true. As the film progresses, he gradually
exercise 5 w ith a partner.
realizes that fo r dreams to come true you need 10
(work) at them .
GR A M M A R F O C US -ing and infinitive with to
-ing form
b 5.2 )| Listen and check your answers.
• A fter some verbs we use the -ing form of other verbs:
avoid, imagine, finish, miss, recommend, suggest, 1_______
8 ifcvia Complete the questions with the correct form of the
These include verbs expressing likes and dislikes:
verbs in brackets. Work w ith a partner. Ask an d answ er the
can't stand, enjoy, feel like, hate, like, love, prefer
questions.
We also use the -ing form after prepositions:
about, after, at, by, in, on, 2_________, 3_________ 1 Do you a v o id ___________ (watch) any particular genre
of film? If so, which one? Why?
infinitive w ith to
• A fter some verbs we use the infinitive w ith to of other 2 Are there any actors you really can't s t a n d __________
verbs. These include: (watch)? W hy/W hy not?
afford, agree, aim, appear, expect, intend, manage, need, 3 Do you lik e ___________(watch) films based on books
plan, seem, tend, want, would like, 4 , that you have enjoyed (read)? Why/Why not?
5
>6 >7 >8___________ 4 Have you ever enjoyed a film you didn't ex p ec t________
both forms (like)? Why did you change your mind?
• Some verbs can be followed by both -ing and infinitive w ith
5 W hat do you t e n d ___________ (think) is the most
to, w ith little or no change in meaning (though note that we
im portant: the plot, the cast or the script? Why?
don't usually use tw o -ing form s next to each other):
begin, can't stand, hate, like (= enjoy), love, prefer, 6 Are there any films you h o p e (see) in the
9 10 near future? Why do you w a n t (see) them?
■4 Grammar Reference page 144

O VOX POPS VIDEO 5
47
5.2 Mosquito smasher!
GOALS ■ Describe a video game ■ Use present perfect simple and past simple
Vocabulary & Reading adjectives to

describe a video gam e
1 Work with a p artn e r or in small groups and discuss the
questions. Nigerian video games
• Do you play any games on your phone, computer or tablet?
• W hich adjectives could you use to describe any of the score highly
games?
am using disappointing dull enjoyable e n te rta in in g

M e e t Sh a r p Sule! H e w o r ks h a r d t o m a k e
in te llig e n t o rd ina ry original predictable silly a livin g b y d ash i n g t h r o u g h t h e st r e e ts o f
surprising unexciting vio le n t La g os, N i g e ria o n his bik e, a v o i d in g ca rs,
t r u c ks a n d p o t h o les, w h il e c o lle c t i n g t h e
co ins he n e e d s t o r e a liz e his d r e a m o f
E22M30ESH3Z1 w ord stre ss in longer w o rd s
o w n i n g a b i g g e r t r a n sp o r t b usin ess.
In longer w ords w ith more than tw o syllables, it is im portant to
put the stress on the correct syllable to be understood. There are p lenty o f people just like Sharp Sule in Lagos,
b u t he's actually a character in an original new video
2a Put the adjectives in exercise 1 with m ore th a n two game, designed, as Hugo Obi, founder of M aliyo Games,
syllables into the colum ns according to the stress pattern. says, 'to showcase African culture to the w orld, throu g h
games'.
• • • • • • • • • • • • • • Over the past few years, a g ro w in g m iddle class tha t
0iwiu.sivu) is looking fo r entertainm ent has resulted in Nigerian
movies and music sweeping across the continent, as
sub-Saharan Africa becomes increasingly connected
online. N o w game publishers hope to achieve the same
success.
b 5.3))) Listen, check and repeat. Last year Nigerians b o u g h t an astonishing 21.5 m illion
m obile phones, so more and more people are looking
for entertaining apps and games.
3 Read the article an d answ er the questions.
1 Why is the video gam es industry growing so fast The global video game industry is now w o rth $66 billion
- more than H ollyw ood - b u t so far m any o f the games
in Nigeria?
produced have been rather unexciting and predictable.
2 W hat is special about the gam es produced by
In contrast, M aliyo aims to produce som ething clever,
Maliyo Games? amusing, and definitely African.
3 W hich adjectives does the writer use to describe
As well as Sharp Sule, M aliyo has also recently produced
video games?
another h ighly enjoyable game, Mosquito Smasher.
Like m any video games, it's quite violent - b ut the
only things tha t get h u rt are the mosquitos, a constant
irrita tio n in Lagos and in m any other countries around
the w orld.
In fact, the games do seem to have a w o rld w id e appeal.

European companies have already copied Mosquito
Smasher and Nigerian com pany Gamsole, w hich a few
m onths ago became the first in the region to gain more
than 1 m illion app dow nloads, said m ost of its fans log
in from Brazil, India and the US.
48 Om O xford 3000™
5.1 5.2 5.3 5.4 5.5
6a The article on page 48 is about daily life in Lagos, Nigeria.

Grammar & Speaking present perfect Read a blog about living in New York and choose the
sim ple an d past simple correct form of the verbs.
4 Look at these extracts from the article. W hich of the verbs

in bold are about a specific, finished tim e in the past and
ABOUT EVENTS BLOG CL SEARCH
which are about unfinished time?
1 Over the past few years, a growing middle class that
is looking for e n tertain m en t has resulted in Nigerian BLOG ENTRY/26 JULY
movies and music sweeping across the continent,
as su b -S ah aran Africa is b ecom ing increasingly 1 1’ve lived / 1lived in New York fo r about three years
co nnected online. now. It’s an exciting place to live, but there are quite
a few annoying thing s about it, too. For a start, it’s
2 Last year Nigerians bought an astonishing 21.5 million
incredibly expensive.
mobile phones, so more an d more people are looking
for en tertain ing apps a n d games. When 2 I ’ve m oved / 1m oved into my flat three years
ago, the rent was already quite high, but i t 3 has gone
5 Read the G ram m a r focus box an d choose the correct up / wenf up three tim es since then.
options to com plete the rules. It can also be quite a violent place. 4 1haven’t been /
I w asn’t m ugged yet, but my best friend has. Luckily,
GR A M M A R F O C US time expressions with present she w asn’t actually hurt; 5 th e y’ve ju s t taken / they ju s t
perfect and past simple took her bag.
We use the present perfect to talk about And the tra ffic - it’s dreadful. It 6 has taken / took me
• 1 finished / unfinished tim e periods more than an hour to get to w ork today, and nearly as
So far m a ny o f the g a m es prod u ced h ave bee n ra th er long to get home.
u n excitin g ...
H o w e ver, 7 I ’ve never lived / 1 never lived anywhere
• a past action w ith a 2 past / present result
where there is so m uch to do. Over the past m onth
Europe a n co m p a n ies h ave cop ied M osquito s m a s h e r...
8 I ’ve been / 1 w ent to the theatre three tim es, as well as
Other tim e expressions often used w ith the present perfect: to a num ber of great art exhibitions. 9 I’ve also ju s t / 1
ever, for, ju st, never, sin ce, y e t also ju s t started salsa classes. You can find everything
We use the past simple f o r 3 finished / unfinished tim e from everywhere here.
periods.
So, although living in New York has som e bad points,
L ast ye a r N igeria ns bought an aston ishing 2.5 million mobile on balance I d on ’t think I want to live anyw here else in
p h o n e s... the world.
Other tim e expressions often used w ith the past simple:
last, in January, on W ednesday, recently, when, y esterd a y
-* Grammar Reference page 145 b 5.41 Listen an d check your answers.
7a ifevm Work in small groups. Describe the positive or

negative features of a video gam e you know th at you would
include in a video gam e like Sharp Sule. If you don't know a
video game, m ake one up.
b Use the questions below to plan a video gam e an d present

your idea to other students.
• Who is/are the main character(s)? Give them some
background.
• What do they have to do in the video game?
• w h a t adjectives could you use to describe your video game
and make it attractive to people?
C Describe the video game.

GOALS ■ understand linkers ■ Use extrem e adjectives
R e a d in g & S p e a k in g u n d erstan d in g linkers
The kids are in bed, the house is quiet, and my wife and I turn on
the TV. W hat’s on? It doesn’t really matter, because thirty seconds
later, I’m w orking on my laptop. M eanwhile my wife is on
Facebook on her phone. This is a typical evening in our house.
And w h a t’s more, it’s how many of us w atch TV. The second
screen is part of m odern-day life, especially for young people.
A second screen can be a tablet, a sm artphone, a laptop or a

hand-held gam ing unit used w hilst w atching TV. S m artphone
and tablet owners in particular are very keen on second-screen
viewing. People use second screens to look at things tha t are
related to or totally different from what they are watching on TV.
- r* g ( S -
Comments Like • Comment • Share V
The more ways we have to interact with people the

1 Work in small groups an d discuss the questions.
b etter - it’s absolutely essential we are accessible
• How m uch TV do you watch on average each day? all the time, especially / w h a t’s m ore with a job like
• Do you do an y th in g else while you are w atching TV? mine, where custom ers email at all hours of the day
and night.
2a Look at th e headlin e an d the photo a n d discuss w hat you
th in k the article is about. If you ask me, it is extrem ely rude. N obody talks to
each other any more. My son plays gam es all day.
b Read paragraph s 1 and 2 a n d check your ideas. M eanwhile / A s w ell my daughter spends her days
chatting online. It’s absolutely infuriating.
3a Work with a partn er and look at the highlighted expressions
in paragrap h 1. W hich ph rases are linkers for...? 3 On the one hand / In addition, I d on ’t like the idea
1 adding information of constantly looking at screens, but on the other,
2 emphasizing something I m ust adm it that unless the program m e is absolutely
3 saying tw o things happen at the same time fascinating, I tend to check emails and messages
4 giving both sides of the argument while I watch.
b Read the inform ation in the Unlock the code box about
linkers to check your answers.
4 Read the three com m ents on the article above and choose
UNLOCK THE CODE the correct options.
linkers
5 Read the whole article a n d answ er the questions. Check
We use linkers to organize information when we speak and your answ ers w ith a partner.
write. They are like signposts and have different purposes:
1 W hat two types of technology are used m ost for
• adding information: as well, w h a t's more
• saying tw o things happen at the same time: m ea nwhile second-screen viewing?
• emphasizing: above all, especia lly 2 W hat kind of people like second-screen viewing?
• giving both sides of the argument: on the one h and 3 In w hich countries are second screens most popular?
And least?
C Read the rest of the article. Add the highlighted phrases to 4 W hat is the advantage of second-screen viewing?
the categories in exercise 3a. 5 What is the m ain disadvantage of second-screen viewing?
5.1 5.2 5.3 5.4 5.5
8 Work w ith a partner. Here are some m ore extreme

Vocabulary & Speaking extrem e adjectives
adjectives. Can you work out w hat the underlined
adjectives mean?
6 Look at sentences 1-2 from the com m ents in exercise 4.
How does the w riter feel? W hich w ords does he/she use to 1 I can ’t walk any further. I'm absolutely ex h au ste d . I’ll
express h is/h e r feelings? have to sit down.
1 It's absolutely infuriating. 2 She was absolutely a m a z e d w hen she saw her sister
standing at the front door. They h a d n ’t seen each other
2 ... the pro g ram m e is absolutely fasc in a tin g ...
for ten years.
3 That smells absolutely delicious. I love the smell of
garlic. W hat are you cooking?
3 A recent study carried out in Brazil, Germany, Russia,
the UK, and the USA showed that viewers use second
4 It's absolutely astonishing. This is the first tim e you
screens to chat (72%); to follow /like program m es (57%); h aven’t been late this year!
to share posts (61%); to w atch clips (61%); to find 5 I c a n ’t carry that. It’s absolutely en o rm o u s. I'll need
inform ation (66%); and for gam ing (49%). In addition, the some help to get it up the stairs.
study found that Brazilian viewers used second screens 6 Put the heater on. It’s absolutely freezing in here.
the most, while those in Germany used them the least.
4 Of course, second screens are both good and bad for EM U EH M sIZl extreme adjectives
TV com panies. On the one hand, they can take our
attention away from the TV. On the other hand, they can when we use extreme adjectives, we stress both the adverb
improve our viewing experience with interesting information and the adjective.
and chat. One thing is for sure: w ith apps and social
media on the rise, the second screen is here to stay. 9a 5.5))) Listen to the sentences and underline the stressed
syllables in the adverbs and adjectives in bold.
Like • comment • Share \/
1 I'm absolutely exhausted.
2 She was absolutely am azed.
7a M atch adjectives 1-7 to adjectives a-g w hich have a similar 3 That smells absolutely delicious.
m eaning. 4 It's absolutely astonishing.
1 bad a essential 5 It’s absolutely enorm ous.
2 annoying b terrifying 6 It’s absolutely freezing in here.
3 good c awful
4 im portant d infuriating
b Practise the stress.
5 interesting e impossible C 5.6))) Now listen to the sentences in exercise 8 and practise
6 difficult f brilliant them, stressing the extrem e adverbs and adjectives.
7 scary g fascinating
b W hich adjectives are stronger? 10 bfcMM Work in small groups. W hat is your reaction in these
situations? Why? Use some extrem e adjectives to express
c Read the inform ation in the Vocabulary focus box about how you feel.
extrem e adjectives to check your answers. • You are having a meal w ith a friend who keeps looking at
his/her phone and sending messages.
V O C A B UL A RY F O C US extreme adjectives • You settle down to watch your favourite TV programme and
• Use extreme adjectives when you w ant to make the a friend calls you.
meaning of the adjective much stronger: • A friend invites you to dinner, but leaves the TV on and
bad - * awful; d ifficu lt -*• impossible; annoying -* infuriating; keeps watching while you are eating.
im portant -* essential; interesting -* fascinating; scary -* • Your flatm ate wants to play noisy video games, but you
terrifying w ant to watch a TV documentary.
• To make extreme adjectives sound even stronger, use

absolutely:
The game was absolutely brilliant.
• With non-extreme adjectives, use very, or extremely:
The film was extrem ely scary.
51
GOALS ■ Write a film review ■ Compare and recommend
3a Read the inform ation in the Language for w riting box

Reading & Writing a film review
about contract linkers.
1 a You are going to read a review of the classic American film, LA N G U A GE F OR WRITI N G contrast linkers
The Shaw shank Redemption, based on a book by Stephen
King. W hat information do you expect to find in the review? We use the following linkers to show that things are different.
Although/Even though
b Com pare your ideas w ith a -e below. Although I do n't like a ction films, I loved this one.
a the writer's opinion d who stars in the film Despite/ln spite of
b the plot/storyline e w hether the book is D espite se e in g the film tw ice, I still didn't u ndersta nd the
ending.
c the n am e of the director better th a n the film
However
2 Read the review and m atch the inform ation from the H owever, I loved the re st o f the film.
review (a-e) to the p arag rap h it is in.
P aragraph 1 b U nderline the linkers and w hat follows th e m in the review.
P aragraph 2 _____________________
P arag raph 3 _____________________
P aragraph 4 _____________________
Home Reviews
TIM MORGAN
ROBBINS FREEMAN
The Best Film of All Time?

W hat is your favourite film o f all tim e? W e are inviting fans to po st reviews this
m onth. Then you can vote for your favourite.
The Shawshank R edem ption was directed by Frank D arabont and is

based on a novel by Stephen King. Starring Tim Robbins and Morgan
Freeman, the film is surprisingly sad in places, but essentially, it is a
positive story about friendship and hope. Despite failing at the box
office when it was originally released in 1994, it has now becom e a
m odern classic.
The film is set in the late 1940s in the USA. Tim R obbins plays A ndy
Dufresne, a banker who is falsely sent to prison fo r killing his wife. At
first, A ndy finds prison life d ifficult. Flowever, he soon makes friends
with another prisoner, Ellis ‘Red’ Redding (Morgan Freeman), w ho is in
for life. A ndy gets a job in the prison library and helps w ith the prison’s
finances. This changes everything for A ndy and allows him to spend
years planning the surprising events at the end of the film.
Darabont makes few changes to King’s original novel, and m anages

T h e S h a w s h a n k R e d e m p tio n to make the end result even more exciting than the book. Thom as
kkkt k Newm an’s soundtrack creates an exciting atm osphere throughout
the film.
Director: Frank Darabont The Shawshank R edem ption is te rrific entertainm ent. Freeman’s
Cast: Tim Robbins, perform ance is very moving, and Tim R obbins gives one of his best
Morgan Freeman perform ances of his career. Although the film is a little slow in places,
Release date: 1994 the end is absolutely brilliant and I highly recom m end it to everyone.
52
5.1 5.2 5.3 5.4 5.5
Complete the extracts from a review of the film One D ay 7 5.7))) Listen to extracts from conversations about music and
with the correct contrast linkers. Then check with a partner. e n tertain m en t an d answ er the questions.
Conversation 1
W hich statistic surprises one of the speakers?
Conversation 2
Do they both w an t to watch the p ro g ram m e about the
environm ent?
Conversation 3
W hat doesn’t the speaker recom m end?
8 5.7))) Listen again and complete the sentences. W hich

*907 «CS
phrases tell you w h at the sp eak er’s opinion is?
1 The statistics look m u c h _____________________ .
2 T h a t _____________________ !
3 _____________________ that if you have to go to work the
next day!
9 Complete the sentences with ph rases from the Language

for speaking box to express w hat you think about these
topics, an d finish the sentences so they are tru e for you.
1 _____________________ going to 3D versions of films ...
* * * * * 2 _____________________ sitting th ro u g h a whole opera ...
3 _____________________ sure that I like jazz...
One Day is a story about love and friendship based on 4 The first tim e I went to a live c o n c e r t_______________ ...
David N icholls’ very successful novel. The tw o main
5 Listening to recorded music is ...
characters, Emma and Dexter (Anne Hathaway and Jim
Sturgess) meet at university and becom e friends LA N G U A GE F OR SPE A KI N G
1 they grow apart during the next
comparing and recommending
few years. The story follow s them on the same day
every y e a r ... Comparing
It's nothing like as good a s ...
Sturgess plays the upper-class Dexter with great skill. I e xp e cte d it to be ..., but it's not really,
2 __, H athaway’s perform ance is it's m o re / le ss... than I thought it w ould be.
the best in the film ,3 her terrible
Recommending (or not)
English accent.
I'd re a lly reco m m e n d you see / he a r/ w a tch ...
N icholls’ novel was a charm ing, clever rom antic I w ouldn't reco m m e n d it.
com edy about how the w orld has changed over the I'm not a t all su re a bout that.
past tw e n ty years. 4 it is not as I'm p re tty su re th at I ...
brilliant as the novel, the film One Day is still funny, It's really/ not worth + noun or + -ing
entertaining and w orth seeing. it sou n ds/ looks ... gre a t / fa nt astic / a w ful / boring...
5a T hink about a film you have recently enjoyed. Make notes 10a ifcwa Use the phrases in exercises 8 and 9 and the
on the film using the points from exercise lb and the Language for speaking box to m ake notes for a short talk
language in the Language for writing box on page 52. on one of these topics or one of your own.
• My favourite music
b Write a review of th e film.
• A film /TV series I really enjoyed/really didn't enjoy
• A great videogam e
Listening & Speaking com paring and b Work in small groups. Talk for a m in ute on your topic.
recom m ending
C Listen to the person talking and ask questions to find out
6 Work with a p a rtn e r an d discuss the questions. m ore information.
1 W hen do you like to listen to music?
2 Is th ere one film you th in k everyone should see? Why?
3 W hat TV prog ram m es do you never miss? Why?
53
Film studies
1a You are a film production student an d you w ant to make
a movie. W hen would you usually do each of these tasks?
Put the tasks in th e correct column.
add m usic/special e ffe c ts d ire c t the actors

e d it th e scene m ix th e sound record th e sound
sh oo t the film w rite the scrip t
Before filming During filming After filming
b W hich of these tasks can you see in the photos?
2 O Watch the video. Complete the course details w ith the

words in the box.
jobs places process sem esters stages years
Name of course: Film production course

Length of course: 2 1___________
Number of 2____________: 4
Number o f 3____________: 25
Aim of course: during the course, you will be involved in all
of the 4____________ of the film-making5____________ and
you will get valuable work experience doing many of the
6 you can find in the modern-day film industry.
3 O Watch again. Choose the correct options to complete

the sentences.
a These days it is co m m on for people to have / w a n t a job
in the film industry,
b The City College of New York is now / has always been a
free university for poorer students,
c Classes are always fu n / usually fu ll because there are
just twenty-five places on each course,
d At the end of the course, students will get a degree /
begin to work in film production.
4a irivtH Work with a partner. You are going to create a

general knowledge quiz about the film industry. First,
write down the n am e of a fam ous ...
• film • actor • director
b Write five questions using your ideas from exercise 4a.
C Work w ith another pair. Read your general knowledge quiz

to each other. Can you answ er all the questions?
54
5.1 5.2 5.3 5.4 5.5
Review
1a Complete the statem ents w ith the correct form of the verbs 3 Complete the two texts w ith the words in each box. In each
in brackets. case there are two words you do not need.
1 I tend (prefer) w atching a film
action hero anim ated based on character plot
to reading a book.
starring
2 I can't s ta n d _____ (watch) horror films.
3 Once I’ve started a film I always carry on The W ind Rises is a/an 1 _film,
_____________________ (watch) it to the end, even if I 2 a short story by Tatsuo Hori. The
don't like it. main 4 is an aircraft designer, Jiro
Horikoshi, and the 4 is basically an
4 W hen I see w ell-known actors are in a film, I always
account of his life.
e x p e c t______________________(enjoy) w atching it.
5 I never s e e m _____________________ (find) the time to
w atch m any films. actors cast plays perform ances scenes
special e ffe cts
6 If I got the chance, I'd lik e ______________________(be)
in a film.
The 5 of The B est Exotic M arigold
H otel are all very w ell-know n 6 , and
b W hich of these statem ents are tru e for you? Discuss with th e ir 7 have generally been highly
a partner. praised, especially that of Judi Dench, who
8 a recently w idow ed housewife.
2a Choose the correct options to complete the text.
4 Divide the adjectives in the box into those that have a

Animated films for positive m ean in g and those that have a negative one.
grown-ups am using clever disappointing

e n te rta in in g o rdinary original
dull enjoyable
predictable silly
Anim ated film s used to be clearly aimed at the under surprising unexciting vio le n t
tens. But in the 1990s, Pixar, Dream works and other
com panies 1has started / started to make film s which
2 has appealed / a ppealed to both kids and adults. 5a 5 .8 ))) Listen to six sentences. Rewrite each sentence
Take Toy Story, for example, w hich 3 has b ecom e / you h e a r to m ake it stronger. Either change the norm al
becam e a top -se lling film adjective to an extrem e adjective, or use a modifier.
as soon as it was released,
and 4 has made / made $361 b Com pare your sentences w ith a partner. Check that
million since then. together you have at least two different ways of m aking
each sentence stronger.
A relatively new developm ent,
however, is anim ated film s
6a 5.9 ))) Listen to some negative opinions about a film and
w hich are actually fo r adults.
complete the sentences w ith up to th ree words.
Hayao Miyazaki, for example,
5 has b ecom e / becam e 1 It w a s _____________________ good as I expected it to be.
w orld -fa m o us in recent years 2 It’s really n o t _____________________ .
for film s such as S pirite d
3 I _____________________ it.
Away. His latest film, The
4 I’m you w ouldn't like it.
W ind Rises, 6 has been / was
one of the Best Anim ated 5 It was m uch less in te re s tin g _____________________ .
Feature Film nom inees
fo r the O scars this year, b Work with a partner. Change each p hrase to make it
alongside the more usual positive.
children’s films.
C Tell your p a rtn e r about a film or TV p ro g ram m e you have
seen using some of the phrases (positive or negative). Talk
b Do you enjoy an im a te d films? W hy/W hy not? Discuss w ith for 1-2 m inutes each. Try to use as m an y of the adjectives
a partner. and opinion ph rases as possible.
55
In control?
6.1 Man and machine
GOALS ■ Talk about machines in our lives ■ Use defining and non-defining relative clauses
Vocabulary & Reading m achines

1 Do you prefer to be a passenger or the driver in a car. Why?
2a Complete paragrap hs 1 an d 2 in the online car m agazine Your car is now in charge:
driverlesscars are already here.
article with the words in the box.
brake (v) busy tra ffic dr-tve r-less lane m o to rw a y

park (v) steering w heel
1 Driving along the 2 in
the driver presses a button on the 4 .
b Complete paragrap hs 3 an d 4 of the article with the words The car is now driving itself.
and phrases in the box.
This may sound like science fiction, but driverless
accidents a t speed injured ju n c tio n s overtake (v) cars are already on the roads in California. Many cars
speed lim it tra ffic lights tra ffic jam s can a lre a d y 5 themselves by the side of
the road, 6 autom atically when the car
needs to slow down, and warn the driver if they are
C 6.1 ))) Listen an d check your answers. slipping out of the c o rre c t7 , so going
driverless is ju st the next step.
d W hich words and p hrases are illustrated in the photos?
Driverless cars come with fast broadband, allowing
W hat is hap p en in g at the junction?
them t o 8 other cars safely, and even
communicate w ith 9 as they approach
10____________ . Being stuck in 11_____________ could
become a thing of the past, as driverless cars will be
able to d riv e 12 much closer to each other.
More than fifty million people die or a re 13

in road 14 every year, and 90% of these
accidents are caused by human error. G oogle’s
driverless car sticks to the 15 and
doesn’t get tired. So w o u ldn ’t it be m uch safer if all
cars were driverless?
3a Work w ith a partner. Answer the questions on advantages

and disadvantages of driverless cars.
1 Would driverless cars actually reduce busy traffic or
traffic jams? W hy/W hy not?
2 Would they reduce the n u m b e r of people injured in
accidents? W hy/W hy not?
3 Who might particularly benefit from not having to hold
a steering wheel or use th e pedals?
4 Would you trust the car's com puter with your life?
b Work w ith another pair and com pare your ideas.
56 Om Oxford 3000T'
6.1 6.2 6.3 6.4 6.5
Grammar & Speaking defining and

non-defining relative clauses
4 Read com m ents a-c. Are they for or against driverless cars?
© Ecco254 © Dobs © Itsme22

I hate c o m m u tin g to w o rk - it ’s @ Lucyloop - P eople D riverless c a rs w o u ld p ro vid e tra n s p o rt to
so s tre s s fu l.1 H aving a c a r that w ere w o rrie d a b o u t p e o p le w h o c a n ’t d rive th e m se lve s, such
drives its e lf w o u ld be w o n d e rfu l se a t b e lts to o at one as blind p e o p le o r th o s e w h o are p h ysica lly
fo r me, and 2 a n yo n e e ls e who tim e ! 4 M y cousin, d is a b le d .5 M y o w n p h ysical d isab ility, which
has to drive a lot, b u t d o e s n ’t who has actually been I have h ad since birth, m eans th a t I w ill never
enjoy it. I m u st s pe nd a b o u t 15 in one o f these cars. be ab le to d rive a ‘re a l’ c a r, so a d rive rle ss
hours a w e e k d riv in g .3 T h in k o f said he fe lt p e rfe c tly c a r c o u ld really ch a n g e my lif e . 6 It w o u ld
all th e e x tra tim e that I could safe, and so w o u ld I. also be g re a t fo r p e o p le whose eyesight has
use to check m v emails o r read g o t worse with age, o r w h o have s im p ly lo st
a book. c o n fid e n c e in th e ir d riving.
5a Read the inform ation in the G ram m a r focus box and 6a 6.2))) Complete the extract from a newspaper article with the
m atch exam ples 1-6 in exercise 4 to a-f in the box. correct relative pronouns. Sometimes no relative pronoun
is necessary. Listen and check your answers.
G R A M M A R F O C US defining and non-defining
relative clauses
• We use defining relative clauses to identify who or w hat we I II

are talking about.
1 Who or that - for people a Intelligent machines 1
2 Which or that - for things b ____________ can serve us in supermarkets, give
3 Whose - for possessions c ____________ us directions and even drive for us
We can leave out the relative pronoun if it is the object of the are becom ing part of all our lives. Amazon drone
verb. d ___________ Some of the things 2
machines can do now w ould have seemed impossible
• We use non-defining relative clauses to give extra
just a few years ago. And there's more to come. Amazon
information.
promises ro b ot drones 3 w ill deliver our
It is already clear w ho or w hat we are talking about.
packages, and Rolls-Royce says robo-ships, 4
1 Who (NOT that) - for peoplee ____________ w o n 't need any crew, w ill soon be sailing our seas.
2 Which - for things f ____________
We use commas around the relative clause, to show that it But w h a t w ill this mean fo r our workers? Some think
is extra information. tha t only people 5 skills are b ette r than
the machines' abilities w ill have w ork. Those 6
-►G ra m m a r R e fe re n ce page 146 d o n 't have high-level skills risk being unem ployable, or
w ill have to w o rk fo r very low wages.
b Look at the sentence Think o f all the extra tim e th a t I could
use to check m y em ails or read a book. W hat does 'that'
b Decide which exam ples in the article are defining relative
refer to? Why can it be left out?
clauses an d which are non-defining.
C C om pare answ ers w ith a partner.
7a Work w ith a partner. Make two lists, one of argum ents

for and one of argum ents against intelligent machines.
b Work w ith an o th er pair. One pair should argue in favour

of intelligent machines, the other should argue against.
W hich a rg um ents are most convincing?
57
6.2 Controlling the weather?
GOALS ■ Talk about the climate and extrem e w eather ■ Talk about recent events and changes
Vocabulary & Speaking clim ate an d extrem e w eather
1a Look at the photos and use the words in the box to PRONUNCIATION compound nouns
describe w hat you can see.
2a Look at the com p oun d no uns in the box and divide them
climate change crop damage destroyed housing into two columns, according to w hich word carries the
decrease/increase in rainfall drought fires floods m a in stress: the first or the second.
global warm ing heatwave high tem peratures
landslide strong winds tropical storms climate change global warm ing strong winds
water shortages tropical storm s w ater shortages crop damage
b Do you th in k climate change an d extrem e w eather events b 6.31 Listen an d check your answers.
are caused by global w arm ing?
C Work w ith a partner. T hink about w hat p art of speech each
C Put the rest of the words into the correct column. word is, e.g. no un or adjective, an d work out a rule.
E xtrem e w e a th e r events E ffects/C onsequences of

e x tre m e w e a th e r events 3 Work in small groups. Discuss these questions.
1 Do you th in k the w eather has been getting worse in
recent years? W hy/W hy not?
2 Do you th in k an y th in g can be done to control extreme
weather? If yes, what?

6.1 6.2 6.3 6.4 6.5
7a Complete the s u m m a ry of the listening w ith the correct

Grammar & Listening present perfect
form of the verbs in brackets.
sim ple an d continuous
In recent years, there 1 (be) a
4a 6 .4 ))) Listen to the start of a radio interview. Why are noticeable increase in extrem e w eather events.
scientists researching ways to control the weather? Many scientists now agree that clim ate change
2 _ (cause) this increase. The
b 6.5 )| Listen to the rest of the interview and answer the questions. science correspondent in the program m e 3
(just finish) researching ways in w hich scientists
1 W hat is cloud seeding?
around the world 4 (try) to artificially
2 Why d o esn ’t cloud seeding work well in drought areas? control or change w eather patterns. These scientists
3 How can cloud seeding help prevent hurricanes? 5 (explore) various techniques, including
4 Why do people worry about using cloud seeding? cloud seeding, over the past few years. However, many
people are worried about putting chem icals into the
5 W hat solution have scientists in Geneva found?
atm osphere. Recently one team of scientists in Geneva
6 (discover) a way to use lasers to
5 Look at these extracts from the interview and answ er the
control the weather.
questions.
a
‘... it seems tha t one group of scientists has found a b 6.6))) Listen and check your answers.
solution.’
f________________________________________________________________
8 Read the news item an d discuss w ith a partner. W hat kind
‘Professor Jean-Pierre W olf and Dr Jerom e of solutions might be possible?
Kasparian... have been experim enting w ith using
lasers to control the weather.’
1 W hich action began in the past and is still continuing?

2 W hich action was com pleted at some point before now?
WORLD B U SIN E SS WEATHER SPORTS
6a Add the two exam ples in exercise 5 to the correct place in
the G ram m a r focus box. World News > Thailand
GR A M M A R F O C US present perfect simple and S tatistics from Thailand’s M eteorological

continuous D epartm ent show tha t in the last four decades,
average tem peratures in the c o u n try ’s north-east
• w e use the present perfect simple for completed actions region have steadily increased. In addition, the
which happened at some point before now and still have an seasonal rains have been arriving later and later
influence on the present. over the last ten years. C rops have died from
Subject + h ave / h as + past participle w ater shortages.
1
However, although the problem is very serious,
• We use the present perfect continuous for unfinished local people have begun to find new and
actions which started in the past and continue up to now. im aginative solutions.
It often answers the question H ow lo n g ...?
Subject + h ave / h as + bee n + present participle
2
We don't generally use present perfect continuous w ith 9 irivia Work w ith the sam e partner. Read about two
state verbs, such as be, h ave and know. different rice farmers from Thailand. Student A, tu rn to
page 128. Student B, tu rn to page 133.
Q VOX POPS VIDEO 6

b Complete the sentences w ith the correct form of the verbs
in brackets.
1 It now seems clear that temperatures (rise) over
the past decades, a n d the trend looks likely to continue.
Clearly if changes in w eather p a t te r n s ________
(happen) as a result, we should be trying to prevent
furth er w arm ing.
M any s cien tists _________(study) the effects of global
w arm in g on w eather p attern s a n d ________ (publish)
the results of this research.
59
GOALS ■ Recognize linkers in conversation ■ understand and use adjective suffixes
Listening & Speaking linkers in conversation
W HAT THINGS CAN’T YOU LIVE W ITHO UT? <-

In a s tu d y o f 2 ,0 0 0 p e o p le fro m th e UK a g e d 18-65:
6 in 10 said the things

they can’t live w ith o u t
1 in 2 0 said th ey need a
have changed as they
foreign holiday once a year
have g o t o ld er
For W O M E N
chocolate, said they could
a best friend, easily live w ith o u t
and a cup of th e ir sm artphone,
tea are o f high com puter, and social
im portance n etw o rkin g , but
i SSSK SI
\
said they w ould find it
For MEN it is very d ifficu lt
fo o tb a ll and a
cooked breakfast 59
THE TOP TEN

m say every item
they own is replaceable
1 Internet connection 6 Cup of tea

b 6 .8 1 Listen an d com plete th e extracts.
2 Television mil 7 A strong relationship 1 _____________________ , som ew here w here th e w eather
is a bit m ore reliable.
3 A best friend 8 Car
2 _____________________ , I'm sure th e challenge keeps
4 Daily shower 9 Glasses you healthy.
3 _____________________ , w e've just booked tw o w eeks
5 Central heating 10 Coffee ^ ^ exploring the lakes and volcanoes of N icaragua.
I c a n ’t w a it...
1 In a recent survey in th e UK, people talked ab o u t th e item s
they could n 't live w ithout. Look at the infographic an d 3a W hat do you th in k the m e an in g /u se of each m issing
discuss th e in form ation w ith a partner. p h rase is in exercise 2b? D iscuss w ith a partner.
1 Do th e results surprise you?

b 6.9 )| Read and listen to th e inform ation in the U nlock the
2 Do you th in k th e results w ould be different in code box about linkers in conversation to check your answers.
your country?
3 W hat do you th in k w ould be in th e top ten? U NLO CK T HE C O DE
linkers in conversation
2a 6.7))) Listen to som eone being asked w hat she co u ld n ’t
We use linkers to show how ideas are connected and to help
live w ithout. W hat does she answ er?
listeners to follow the conversation. For example:
• to get someone's attention we may say actually, in fa ct
• to paraphrase we may say in o th er w ords, to p u t it a nother
way, wh a t I m ean is
• to return to a previous topic we may say a s I w as saying,
anyway, a nyhow

6.1 6.2 6.3 6.4 6.5
4 W hich sentence a -d follows 1-4 m ost logically? 8 Add th e co rrect suffix to com plete th e adjectives in
1 I w ear a lot of m ake-up to feel confident. th ese sentences.
2 I also th in k it will cost too m uch money.
-al -y -ous -able -ful -less
3 I th in k you should always try som ething new.
4 I hate w aiting at bus stops or in train stations. 1 Eating chips is not very h e a lth .
2 M obile phones used to be really enorm ______ . Now
a W hat I m e an is, I'm a bit im patient,
th e y ’re m uch sm aller an d lighter.
b In other w ords, don't stick w ith th e sam e old th in g s -
3 M ost of o u r possessions are replace . We could
you’ll get old before you should, live com fortably w ith a lot less.
c Actually, I never leave hom e w ith o u t p u ttin g it on.
4 She's really m usic . She can play th ree different
I just don't w an t people to see m e w ith o u t it.
in stru m en ts, an d sing.
d Anyway, to get back to th e point, I don't agree w ith the
5 This guidebook is com pletely use . All the
idea at all.
in form ation is out of date.
6 My shoes may not be fashion but they are very
5a 6 .1 0 ))) Listen to four m ore speakers. W hat item s can 't they
live w ithout? com fort .
7 I th in k th is cheese is off. It’s very sm ell .
b 6.10))) Listen again and com plete the extracts. 8 She loves w earing very colour clothes.
Speaker 1 :_____________________ , I’m in charge.
Speaker 2 :_____________________ , I usually w ear flat ones 9a C om plete th e sentences so they are tru e for you.
to get to th e event. 1 The one possession I ow n th a t is not replaceable i s ...
Speaker 3 :_______ _, w here is it? 2 To be successful in life, I th in k you should ...
I h ad it a m om ent ago, w ait it m ust be ... 3 I feel nervous w hen ...
Speaker 4 : , I th in k th e real reason 4 I'm /I'm not a practical person. I c a n /c a n ’t ...
I love it so m uch is ... 5 The m ost sociable person I know is ...
6 At w eddings, it's trad itio n al to ...
6a Work in sm all groups. D iscuss th e th in g s you feel you can't
7 I th in k w hat I eat is h ealth y /u n h e alth y because ...
live w ithout. Give your reasons, using th e p h rases in the
U nlock th e code box on page 60. 8 I find it easy/difficult to be cheerful w hen ...
9 I feel com fortable w hen ...
b M ake a list of the top five th ings you can 't live w ithout. 10 I'm totally useless a t ...
11 I’d love to /hate to take p art in dangerous sports b e c a u se .
Vocabulary & Speaking adjective suffixes 12 I th in k you need to be very careful w hen ...
7a Look at these sentences from th e listening in exercise 5

b C om pare your answ ers in sm all groups.
an d un d erlin e th e adjectives.
1 Get nervous about catching the train.
2 l find it very stressful.
3
4
They're rather uncomfortable.
l only wear them to special events. h e lp le s s
careless
5 It reminds me of all the happy times I had ...
6 I'd be helpless w ith o u t it. .W Q S h o b le
b How do you know they are adjectives? Read the doudydanaerous
ea sw u
V ocabulary focus box and check your answ ers.
' ■
V O C A B UL A RY F O C US adjective suffixes
care?ytyu s e f u l
We can make adjectives from verbs and nouns by adding
suffixes. Some of the m ost common adjective suffixes are:
-ful -* careful, ch eerfu l
-less - » h elpless, c a re less
-ous - * da ngerous, n ervous
-able -» w ash able, socia ble, reliable
d iffic u B ffifp 'S c a ,
-a! - » m usical, pra ctica l
-y -* cloudy, d usty
traditiondn e r v o u s
re D a c e a b e
61
GOALS ■ w rite a professional email ■ Change arrangements
2 Read th e L anguage for w riting box and find at least five

Reading & Writing w riting a professional exam ples of in ap p ro p riate language in th e em ail in
em ail exercise 1 .
1 Read the em ail from a stu d en t to a professor. How do you LANGUAGE FOR WRITING
th in k th e professor reacted? Why? writing a professional email
Subject box
Put enough inform ation in the subject box so that the
recipient (the person receiving it) can see instantly who it
is from and w hat it is about.
S u b je ct: R E deadline for re port
Addressing th e recipient
Generally use the surname and title and 'Dear', not 'hi' or
'hello'.
D ear Dr S m art,
If you are on an equal level, you might use the first name.
D e ar Chris,
Certain set phrases can be useful.
Thank you for your email.
I w o nder if you could help me.
I would like to apologize f o r ...
Unfortun ately, I will n ot be able t o ...
Using abbreviations
The kinds of abbreviations you can use on social media are
not appropriate.
Using too much punctuation
Avoid using exclamation marks (!) and emoticons, e .g .:)
Signing off
Always sign o ff w ith your name (full name if they might not
know who you are) and one of the following.
B est w ish es,
M a ny thanks,
Sent: Monday 09.52
Yours sincerely, (this is the most formal way)
To: prof.c.d.whitm ann@ rham .ac.uk
From: snookums@ yahoo.com 3a Work w ith a p artn er. Rewrite th e em ail in exercise 1 to
m ake it appropriately professional.
Subject: Help!!!
Hi Prof W can u help me w / essay u set thurs? i no b Swap your em ail w ith a n o th er pair. C om pare w hat
u w ent over it in class but I m issed class. Too much you w rote.
WORK!! lot. pleeease help :)
4 Your boss h as set you a d ead lin e for a piece of work.
Danny
You have been ill an d w ill m iss the deadline. W rite
a professional em ail to your boss, apologizing and
explaining w hat has h appened.
62
6.1 6.2 6.3 6.4 6.5
Listening & Speaking changing

arrangem ents
5a 6 .1 1 ))) Listen to a ph o n e conversation betw een tw o friends,
Pedro and Sara, and answ er th e questions.
1 W hy c a n ’t Sara m eet tom orrow lunchtim e?
2 W hy can't P edro m eet after work?
3 W hat h as Sara arran g ed to do on Thursday?
Pedro
b Check your answ ers w ith a partn er.
6a C om plete extracts 1-6 from th e phone conversation.

1 T here's b e e n _______________________ .
2 I’ve g o t__________________ tom orrow lunchtim e.
3 How after w ork instead?
4 I'm really sorry, b u t I _______________then.
5 I’m playing te n n is w ith
my sister.
6 I’ll speak to her, th en you.
b 6 .1 2 ))) Listen, check a n d repeat. 8a irivm Work w ith a p artn er. Choose one of these situations.
You have arran g ed t o ...
Replace th re e of th e p h rases in exercise 6 w ith th ese
• go to th e cinem a.
m ore form al alternatives, using th e L anguage for speaking
box to help you. • have a lu n ch tim e m eeting in a restau ran t.
• work on a p resen tatio n in the library.
1 I’ll confirm it w ith you.
2 I’m not available then. b Take tu rn s to have a phone conversation, using the
3 W ould you be able to ...? prom pts, th e p h rases in exercise 6a and th e L anguage for
sp eak in g box to help you.
LA N G U A GE F OR SPE A KI N G
changing arrangements
Changing arrangements
I'm m e a nt t o b u t ... Say hello and say who you
Say hello.
We had thought w e ’d . . but n o w ... are.
H ow a bout gettin g to g e t h e r...?
Would you be able to m e e t o n ...?
It's difficult for you to
Saying you are/aren't free
You need to change the change it because you're
I'm ( not) available then. tim e/place because of busy at w ork/you have
I ca n ('t ) m ake it then. work/fam ily/studies. fam ily problems/you are
Th a t's fine with me. going on holiday.
Confirming arrangements
I'll confirm it with you. I'll g e t b a ck to you.
Suggest a different tim e/ Say why you can't do that
place. time.
Find a tim e you are both happy w ith and agree to meet.
1▼
Say you'll check your diary Say that's OK and finish
and confirm later. the call.
63
M ist catchers
1 Look at th e photos, w hich show som e m ist catchers in the
A tacam a D esert. M atch th e w ords an d p h rases in th e box
to th in g s in th e photos.
a container a net a pipe drinking water moisture poles
2 Work w ith a p artn er. A nsw er th e questions using som e of

th e w ords from exercise 1 .
a W hy do you th in k people use m ist catchers in th e
A tacam a desert?
b How do you th in k m ist catchers work?
3 O W atch th e video. Check yo u r ideas from exercise 2.

W ere you right?
4 O W atch again. M atch th e two halves of th e sentences.

1 There are a few areas in the desert w hich have had no rain
2 The m ist catchers in th e Cerro G rande Reserve have
been collecting rainw ater
3 The fog drifts over th e land from
4 Some w ater pipes carry w ater straig h t to
5 W ater conservationists m ay find th is system useful in
6 People in th e A tacam a D esert have been u sing w ater
collection techniques
a other dry regions aro u n d th e world,
b th e Pacific O cean,
c the fields w here crops are grow ing,
d for h u n d re d s of years,
e for about six years,
f since history began.
5a Work in groups. Read th e situation.
There is a serious lack of fresh water in your country. Water

shortages have become common. You can't live without water
and so you need to save every drop!
Plan how to deal w ith th ese w ater shortages, at hom e or in

your school. List your ideas u n d er these two headings.
• Saving w ater
• Collecting w ater
P resent your ideas to th e class. D ecide w hich ideas are th e

best and why.
64
6.1 6.2 6.3 6.4 6.5
Review
1 a Work w ith a p artn er. How is th e inside of th is car different 3a M atch th e tw o halves of each com pound noun.
from a stan d ard car? W ho m ight w an t a car like this? 1 clim ate a w arm ing 5 land e shortages
2 crop b change 6 strong f w inds
b Read th e article an d com pare it w ith your ideas.
3 global c waves 7 tropical g slides
4 heat d dam age 8 w ater h storm s
b 6.13))) Listen an d check your answ ers. P ractise th e

p ro n u n ciatio n w ith a p artn er.
4 C om plete th e questions using th e present p erfect sim ple

or co n tin u o u s form of th e verbs in brackets. If b o th are
possible, use th e p resen t perfect continuous.
1 Do you th in k th a t th e w e a th e r_____________________
(get) w orse in recent years? W hy/W hy not?
2 __________ y o u ___________ (enjoy) the w eather
recently? W hy/W hy not?
Why should a c a r1 is self-driving look like an 3 W h at’s th e w orst w eather y o u _____________________
ordinary car? The Swiss company Rinspeed has designed a car
(experience)? W hat happened?
2 _transforms into a mobile office. This would allow
the passengers, 3 now don't have to drive, to use
4 (Roughly) how m any tim e s __________ y o u ___________
their tim e to work or relax. (see) snow? Is it com m on in your country?
5 __________ th e r e (be) any w eather-related
The steering wheel would slide away and a desk, 4
d isasters in your country? W hat happened?
would be large enough for a laptop, could be pulled out
instead. The driver, 5 . seat would be moveable, 6 __________ y o u ___________ (listen) to th e w eath er
could turn to face the other passengers to chat, or just relax forecasts recently? If so, why?
and watch the films 6 _ would be available on four
separate screens. 5 a 6.14 )JWrite down each word you hear and then add the correct
suffix to each root w ord you h ear to m ake an adjective.
C C om plete the article using that, who, which or whose.
b Work w ith a p artn er. T h in k of at least two m ore adjectives
Use th a t w here possible.
w ith each suffix used in exercise 5a.
2a C om plete the sentences w ith up to two w ords. T he first
6a Put th e conversation in th e right order.
letter of each is given.
a Ah, I'm m ean t to be m eeting my b ro th er and
1 You should keep b o th h an d s on th e s__________
his wife for d in n e r next Saturday. But I'll talk
w__________ w hen you are driving.
to th e m an d get back to you.
2 Before you decide to o___________a car, m ake sure th e b Hi, Joanne,
road ahead is com pletely clear. c Hi, it's Joanne here. 1
3 D on’t drive over th e speed 1__________ . d Oh dear. Sorry, b u t I’m not available then.
4 If the t___________1___________ are tu rn in g orange, you How about next Saturday?
should stop ra th e r th a n try a n d ru sh th ro u g h . e OK, th a t’s fine.
5 M any people fall asleep w hile driving on the f You know we w ere supposed to be going to
m __________ , so take reg u lar breaks. the cinem a on Saturday? I'm really sorry,
6 D on’t p___________on th e pavem ent; it can be but th ere's b een a change of plan. C an we go
dan g ero u s for blind people. on Sunday instead?
b Check your answ ers w ith a p artn er. D ecide together w hich b 6.15))) Listen and check your answ ers.
are the th re e m ost im p o rtan t pieces of advice. Say why.
C Work w ith a partn er. W rite a sim ilar conversation.
Practise your conversation together.
65
Ambitions
7.1 Good prospects
Young Europeans flock to

Argentina for job opportunities
A mix of Italian, Spanish and English accents stand out in
Vocabulary & Reading w orking conditions Buenos Aires neighbourhoods such as San Telmo, as the city
welcomes a growing number of young professionals who
1 Work w ith a p artn er. Look at th e cities on th e m ap an d have come here looking fo r jobs and a more relaxed lifestyle.
discuss th e questions.
Two years ago, Hanson decided to change his occupation,
1 W hat do you know about each city a n d /o r th e country? leaving his job at a London financial services firm to teach
2 If you h ad to choose one of th ese cities to live in, w hich English privately to business executives in Buenos Aires.
one w ould you choose? Is th e re anyw here else you'd 'The company was making people re d un d an t/ he says.
like to live an d work? 'Sunny Buenos Aires is a welcome change from th a t stress.
The clim ate is perfect, getting a job here was p retty easy
2 Work w ith a p artn er. Read th e extract from a m agazine and the people are g re a t/
article and answ er th e questions.
For Chiara Boschiero, a 33-year-old film producer from Italy,
1 W hich co u n tries do m any of th e young people m oving A rgentina has provided better career prospects. 'In Italy,
to A rgentina com e from? it is very d iffic u lt fo r a d ire ctor under 40 to make a film .
2 W hat reason for m oving does each person give? But A rgentina is young, and there are many directors and
3 Is each person happy w ith th eir decision? producers here younger than I am who are very successful.'
66 Our Oxford 3000™

7.1 7.2 7.3 7.4 7.5
3 U nderline any w ords from th e box in th e article. W hat do Read th e in fo rm atio n in th e G ram m ar focus box and
you th in k they m ean? com plete it w ith exam ple sentences a-d .
a M aria w ould spend all day calling people an d getting
career prospects jo b s a tisfa ction occupation
now here.
pro m o tio n q u a lificatio n (make) redundant
rent-free accom m odatio n salary sick/h o lid a y pay b D erm ot d id n 't use to be a m anager,
unem ployed w o rk in g con ditio n s w o rk in g hours c M aria designs gardens,
d Joaquim u sed to live in Lisbon.
4 M atch th e oth er w ords in th e box in exercise 3 to th e
GR A M M A R F O C US used to and would for past
definitions.
habits and states
1 the m oney a person receives for th e work they have done
• We use used to/didn't use to + infinitive for finished habits
2 an exam you have passed or course you have com pleted
and states: things that were true but are not now.
3 th e pleasu re you get from your work
1
4 a place to live th a t your em ployer pays for
2
5 a m ove to a higher position or m ore challenging job
• We can also use would to talk about finished habits and
6 m oney you get w hen you are tem porarily not at work
typical past behaviour.
7 when you are not able to find a job 3
8 the period of tim e w hen you are w orking
• However, note that we CANNOT use would to talk about
9 th e situation you w ork in past states, only actions and typical behaviour.
Dermot used to live in Ireland. NOT Dermot would live in
5a Work in sm all groups. D ecide th e five m ost im p o rtan t
Ireland.
reasons why som eone m ight choose a job an d p u t th em in
order of im po rtan ce. • used to/didn't use to is only for past habits. For present
habits we use the present simple.
b W hat o th er reasons can you th in k of? 4
-*■ Grammar Reference page 148

Grammar & Speaking used to an d would
9a Choose th e co rrect options to com plete the sentences. Use
7.1 )| Listen to th ree people who m oved abroad to work. used to only or b o th used to an d would.
1 W hich cou n tries did each sp eak er m oved to/from ? 1 I _____________________ like staying up very late, but
• Dermot • Maria • Joaquim now I'm in bed by 10.00 p.m. every night.
2 W hat reaso n s do they give for th e ir move? W hen I w as a teenager, I play a
lot of sport, but now I just w atch th em on TV.
Work w ith a p artn er. Look at th e following statem en t about
3 I ____________________have very long h a ir w hen I was
one of the speakers an d answ er th e questions.
a teenager.
D erm ot used to work in Ireland. He w ould spend a lot less 4 I get very nervous before
tim e a t work. ex am in atio n s w hen I w as at university.
Was this true in the past? Is it true now? How do we know? 5 W hen I w as a child, I _____________________ spend
h ours m aking m odel cars and planes.
6 I ____________________th in k life w ould be easy w hen
I b ecam e an adult - b u t that's not tru e at all.
b M ake th e sentences tru e for you an d com pare your

answ ers w ith a partn er.
10 EES3 Work w ith a p artn er. S tudent A, tu rn to page 128.

S tudent B, tu rn to page 134.
© VOX POPS VIDEO 7
67
7.2 Ask an expert
GOALS ■ Talk about experts and high achievers ■ use question forms
Vocabulary & Reading high achievers

1 Work w ith a p artn er. The photos show th re e people w ho
are well know n as experts. W hat do you th in k they are
expert at? Do you recognize any of them ?
2 Read biographies 1-3 an d check if your ideas w ere correct.
1 Daniel Barenboim
Daniel Barenboim was born in 1942 in Buenos Aires,
and moved to Israel in 1952. A talented musician, he
began to learn the piano at five and gave his firs t public
concert aged seven. As well as being an excellent musician
and conductor, he is also well known fo r his w ork with
young people. In 1999 he co-founded the West-Eastern
Divan orchestra with Professor Edward Said to unite
Israeli and A rab musicians. Barenboim has also set up
a num ber o f o th e r projects to encourage young people
to play music and has received various awards for his
achievements.
2 -> Jane Goodall

Jane Goodall was born in London in 1954. In her early
tw enties, she went to Tanzania, in itia lly as a secretary to
the a nth ro po lo g ist Louis Leakey. However, Jane was hard-
3a Work w ith a p artn er. Look at the highlighted w ords in
w orking and am bitious, and soon became a researcher
herself, studying the behaviour o f wild apes and
th e biographies an d decide if each one is a noun, verb or
chimpanzees. Her discoveries changed many beliefs about adjective. Work out w hat they m ean.
ape behaviour, and she became an e xp e rt on the subject.
In 1991 she set up Roots & Shoots, a global environm ental b C om plete th e sentences using a suitable w ord from the
and hum anitarian youth education program m e now based article. C om pare your answ ers w ith a p a rtn e r and give
in more than 100 countries. reasons for your choices.
1 M any people never becom e really
3 ^ Re becca A d Iin g t o n becau se they are too shy.
2 H e’s v e ry ___________ He w ants to becom e President
Rebecca Adlington was born in M ansfield, UK, in 1989. one day.
A t nineteen she suddenly became fam ous as a cham pion
3 She is to the highest m ark in
swimmer, a fte r winning tw o gold medals at the Beijng
O lym pics, the firs t British sw im m er for 100 years to h er class.
achieve this. She also did well at the London O lym pics, 4 If you w an t to becom e a __________ , you will need to
winning tw o bronze medals. In 2 00 5 , A d lin g to n ’s sister train every day.
became dangerously ill, w ith encephalitis*. She recovered, 5 She never w on any for h er , but
but A dlington has said th a t her sister’s illness made h er research changed the world.
her ‘more d e te rm in e d ’ to succeed. In 2013 she retired
from swimming, but uses her fame to raise money for an 4 ifcwa Work w ith a p a rtn e r or in sm all groups and discuss
encephalitis charity.
th e questions.
1 To becom e an expert at som ething, w hich is m ore
■ encephalitis an infection or allergic reaction which causes the
im p o rtan t - h a rd w ork or talent?
brain to swell
2 Is being am bitious always a good thing? W hy/W hy not?
7.1 7.2 7.3 7.4 7.5
6a Read th e inform ation about question form s in the G ram m ar

Grammar & Speaking question form s
focus box, th e n add an exam ple for each type of question
from the qu estio n s in exercise 5.
5a The th ree experts all took p a rt in an interview in a British
new spaper. Look at th e questions an d answ ers an d try to G R A M M A R FOCUS questions
guess w hich person is answ ering. D iscuss your answ ers
w ith a partner. Direct questions
• In questions we normally put an auxiliary verb (do, does,
b Based on th e ir answ ers, w hich person w ould you m o st/ did) before the subject.
least like to m eet? Why? 1
• If the question word is the subject of the question, we don't
use do/does/did.
2
indirect questions
1 Which living person do you most admire,
• We use indirect questions to make questions more polite. The
and why?
word order doesn't change and we don't use do/does/did.
M y mum. She is the most tho u gh tful person tha t
I've ever known. Could you tell me which living person you most admire?
3
2 How would you like to be remembered?
• Note that to make yes/no indirect questions we use if
As someone who enjoyed life, was bubbly and
would you mind telling me if you think you are ambitious?
worked hard.
I'd like to know if you think you are ambitious.
3 Would you mind telling us what you most
dislike about your appearance? -» Grammar Reference page 149
M y big shoulders.
b Look at the questions in exercise 5 and m ake them indirect.
7 M ake interview questions u sing th e prom pts. M ake at least

tw o in d irect questions.
1 Do you like giving interviews?
No. 1 Give an exam ple of an em b arrassin g m om ent.
W hat / happen?
2 When were you happiest?
2 W hat / favourite smell?
When I d id n 't have to give interviews.
3 Like / w atch sport? W hy/W hy not?
3 W hat would your super power be? 4 Tell m e ab o u t a tim e w hen you felt angry.
To travel back in tim e - in o rd e r to spend a day W ho / m ake / angry a n d why?
w ith M ozart.
5 How / relax?
4 W hat makes you unhappy? 6 W hat / th in k / greatest achievem ent?
When I d on ’t understand something. 7 Tell / favourite film?
8 it-Via Work w ith a p artn er. Go to page 128 an d p repare

3 *
your questions.
W hat is your most treasured possession?
I d on ’t like possessions.
2 W hat is your earliest memory?

When I was two, a d ragonfly flew near
me. A man knocked it to the ground
and tro d on it. I rem em ber crying because
I’d caused the dragonfly to be killed.
3 How would you like to be remembered?

As someone who helped to change a ttitu d es
tow ards animals.
liepoog euep £ uiioquejeg lejueo z uoj6unpv eooeqey l.
69
GOALS ■ understand paraphrasing ■ Use collocations
Reading & Speaking un d erstan d in g

paraphrasing
The Festival of Errors
1a Look at th e statem ents. W hat do they m ean? Do you agree 1 Some French education specialists recently put on a
w ith them ? D iscuss w ith a p artn er. festival in Paris to encourage children to m ake m istakes.
1 I have not failed. I have sim ply fo u n d ten thousand ways Yes, it's true! The(experts)were worried th a t young people
th a t w on't work. (Thom as Edison) in France were not creative an d innovative enough for
the m odern world. Since they believe th a t a school system
2 Failure is the key to success; each m istake teaches us
th a t concentrates on m arks an d grades will reduce the
something. (M orihei U eshiba)
ability of the kids to produce new ideas, the activities in
the week-long event showed the participants the wonder
b Look at th e first statem en t in exercise la . W hich w ord or
an d pleasure of getting things wrong.
phrase is expressed in different words in the second statement?
2 Most people believe in success. In sport, politics and
2a Read th e in fo rm atio n in th e U nlock th e code box about business, success is king. Look at our education systems:
p arap h rasin g . they're based on the idea of encouraging people to be
successful. We reward success in exam s, for example,
U NLO CK T HE C O DE with entrance to university. We reward success at
understanding paraphrasing university with a good job. People who do well in their
jobs get prom oted to higher positions, an d so on.
To avoid repetition, writers talk about the same thing in different
3 But there are reasons why we should value failure
ways. Writers use a synonym (either a word or phrase that
as well. The problem with the success model is th a t
means almost the same thing) to refer to the thing. Sometimes
it tends to give credit for safe behaviour. We follow
the new phrase has a different grammatical form.
the procedures, obey the rules. More im portantly, it
encourages people to hang on to old ideas. On the other
People who do well in their jobs get promoted
hand, people who like to take risks, th in k creatively, an d
come up w ith new, perhaps impossible, ideas, are told
My colleagues are pretty ambitious.
they are failures. In a very fast-changing world, this is
Most people who work here\want to get to the top
not good practice.
4 A nother point of view is provided by Dr Astro Teller who
b Read p arag rap h 1of th e article. The u n d erlin ed w ords or
works for Google, a com pany fam ous for its incredible
p h rases are p arap h rased later in th e parag rap h . Circle the
successes, an d equally unbelievable failures. He says th a t
p h rases w hich are th e ir n e a r synonym s. if you criticize people for having good ideas, they will
give up. His exam ple is: im agine you send out a group of
3a T hink of two reasons why doing a task an d failing could be scouts* to a new land to find m ountains to climb. They do
good for you. their best to find one, but can't. If you blam e them when
they come back, those scouts will q uit.
b Read th e rest of th e article. W hat reasons does th e w riter
give for the value of failure? 5 And w hat about learning a language? Sometimes you
have to take risks, because otherwise it becomes difficult
to com m unicate. If you're trying to talk to a person,
an d they don't understand you, then you have to find a
completely different way of saying w hat you w ant to say!
So m aking a m istake can m ean you also m ake progress!
■ scout a person sent ahead to get information
7.1 7.2 7.3 7.4 7.5
The u n d erlin ed w ords in p arag rap h s 2-5 are synonym s for Read th e in fo rm atio n in th e V ocabulary focus box about
w ords that com e earlier in th e article. Write th e words they collocations.
refer to.
V O CABU LARY FOCUS collocations
Paragraph 2 do w ell be su cce ssfu l There are several different types of collocations organized by
Paragraph 3 give c re d it fo r word class, noun, verb, adjective, etc. The most common are:
Paragraph 4 unbelievable • verb + noun -► obey the rules

blam e • adjective + noun -> a good job
q u it • verb + adverb or adverb + verb - » think creatively
Paragraph 5 talk to • adverb + adjective - » hugely important
When you record collocations, it is essential to note down
5 A nsw er th e questions. the grammar words like a or my as well. If you use the wrong
grammar words, it w ill sound unnatural.
1 A ccording to th e article, how are successful people
e.g. I always try to do my best. NOT halways-try-to d o -th e -best.
rew arded at work?
2 W hy can failure be useful? W hat does it teach us?
3 W hat is th e exam ple of th e scouts in p arag rap h 4 9 Work w ith your p artn er. W rite a su m m ary of th e article,
supposed to show? using your ideas from exercise 6 an d th e collocations in
exercise 7 to help you.
4 W hat does th e w riter th in k you need to do to
co m m u n icate in an o th e r language?
10a C om plete th e questions about work and study w ith
collocations m ade from one w ord in colum n A and one
6 Work w ith a p artn er. W hat are th e m ain ideas from th e
w ord in colu m n B.
article th a t you b o th agree with?
Colum n A C olum n B
V o c a b u la ry & S p e a k in g collocations job job
take em ployees
7 Find th ese collocations in th e article in exercise 3. In your o b e y/fo llo w creatively
ow n w ords, w hat do you th in k they m ean? te m p o ra ry risks
supervise satisfaction
Paragraph 2 1 a good job th in k the rules
2 g e t prom oted
3 higher positions 1 W hich is m ore im p o rtan t - a good salary
or a /a n /- ?
Paragraph 3 4 fo llo w the procedures
2 At work, is it b etter to obey th e rules, or t o __________ ?
5 obey the rules
3 Have you ever h ad a ? W hat w as it? Did you
6 th in k creatively
w an t it to becom e p erm an en t?
7 com e up w ith ideas
4 Have you ever h ad a job w here you h ad t o __________
Paragraph 4 8 do th e ir best
o th e r __________ ? Did you like th e responsibility?
Paragraph 5 9 take risks 5 W ould you like a job w here you h ad to com e up w ith
10 co m p le te ly d iffe re n t new ideas, or one w here you sim p ly __________ ?
vv
11 make progress
6 Do you find it easy t o and com e up w ith
new ideas? How do you do it?
1 I ™ *
b 7.2))) Listen an d check your answ ers.
11a hfcvm Work with a partner or in small groups. Ask and answer
the questions in exercise 10. Give reasons for your answ ers.
b R eport th e tw o m ost in terestin g answ ers to th e class.
?
71
GOALS ■ Write an application letter or email ■ A sk for and give clarification
2a W hich of th e th ree ad v ertisem ents in exercise 1 is

an application letter or em ail A suncion applying to?
1 Work w ith a p artn er. Read th e adverts an d answ er th e
questions. 1Dear / To
1 W hich advert n eeds people who are interested in A 2 This em ail is about / 1am w riting regarding your
learn in g about different cultures? advertisement f o r __________ posted on the Jobs &
2 W hich needs people who have ideas ab o u t th e latest Training website this month.
trends? B 3As you w ill see from the a tta ch ed CV, / Read the
3 W hich advert needs people w ith good group work skills? CV and yo u ’ll see that, at present, I am working as an
4 W hich ap p eals to you m ost? And least? Why? assistant manager in an international relocation office,
helping companies set up abroad. In my present position,
my main responsibility is organizing project teams to help
Tea m le a d ers n ee de d for companies find good locations in other countries, and I
recently won a company award for this work.
im mediate start! C With my work experience and skills, I believe I would be
Want to get into management? decision-makers who are good ideally suited to a management position in your company.
Already got experience? with people to organize and lead I am highly organized, hard-working and positive. My
We are looking for new and teams of up to ten employees
in our new branches across business knowledge and IT skills are up to date, and I am
experienced leaders to manage
our expanding group of coffee the country. Opportunities for also very active in the world of business networking. I am
shops. We want excellent international travel. now ready for more challenges in my working life.
A pplications to Raj at admin@ coffeehouse.com. 4/ want to / 1 w ould like to work for your company as it
No phone enquiries, please. has a very good reputation for quality and customer care.
5 You need to give me the chance to / 1 w ould like the
o p p o rtu n ity to use my skills to help your company grow.
Study trips abroad

D 6 Please invite me fo r / 1 w ould be happy to a tte n d
an interview and I would be able to start work at the
Have the experience of a lifetime: spend two months beginning of next month. 7 If you need further information,
studying abroad. Trips available for studying science, sport, please / Do you want to know m ore? Then call me on
art, local culture or languages. Included in the trip: 01422 44327, or email me at asuncion@email.com.
• Overnight visits to places of local interest E 81look fo rw a rd to hearing from you. / 1am waiting fo r
• Short stays with local families
yo ur call.
Applicants should have at least a school leaver’s certificate, Yours sincerely,
plus a strong interest in travel. Send applications to Carmen
Asuncion Rico
Ramos at studytrips@travelabroad.com or apply online.
b Read th e in fo rm atio n in th e Language for w riting box.

Social bloggers wanted for Work w ith a p a rtn e r to choose th e correct p h rases for 1-8
in A suncion's em ail.
online lifestyle magazine LA N G U A GE F OR WRITI N G formal phrases
Are you good with words and happy to write in your own If we are applying for a job, we need to sound formal in the
language and/or English? initial letter/email to make a good impression. We use fixed
phrases like:
We are looking for writers with something to say about social
media, fashion, food and entertainment. Our readers love to Formal Neutral
learn about w hat’s new around the world. If you have great
ideas and experiences to share with our magazine’s online I am writing regarding... / wanted to k n o w ...
community, apply now to Sam Fielding at sam@wordcount.com. I would like t o ... I'd like to ...
Interviews start next week (face-to-face or Skype). I would be happy to a tte n d ... I'd like to come t o ...
1look forward to hearing from you. Let me know.
72
7.1 7.2 7.3 7.4 7.5
Here is a list of things people usually include in an 7a 7.3))) Listen to people in job interview s. W ho answ ers each
application em ail or letter. W hich paragraph was each in? question from exercise 6 a?
• Give th e reason for w riting A LiYan _____ M arina _____
• Say you are sen d in g your CV P arissa _____ Ken
• Give inform ation about your cu rren t situation Sophie _____
• Give inform ation ab o u t your skills ______
b 7.3))) Listen again and com plete the phrases the people used.
• Say why you w ould be good for th e job/
Li Yan
com pany/course ______
1 Could m ean?
• Give extra contact details ______
2 Well, _ _, I spent th re e years w orking
• W rite a closing sentence asking th e reader in a sim ilar situation in ,
to reply
Parissa
3 I'm not w hat
4a Choose the advert you w ould m ost like to reply to and
job w ill I have?
m ake notes for an application em ail using th ese headings.
4 Yes... i n ______ ., w hat are your goals for
• w ork experience • reasons for applying
the next few years?
• job and personal skills
Sophie
W rite the application em ail. Use your notes, the Language 5 C o u ld ____________ ., please?
for w riting box on page 72 an d p h rases from A suncion’s Marina
em ail to help. 6 Let m e ___________
Ken
7 W h a t____________ ., w hat m akes you ...?
Listening & Speaking clarification
8 Could that?
5 Look at th e photo an d im agine you are w aiting for a job
interview . W hich person in th e photo w ould you feel m ost PRONUNCIATION sounding polite
like? Tell your p a rtn e r why.
In a situation like an interview, it is important to sound
interested and polite.
8a 7.41 Listen to th e eight p hrases in exercise 7b. M ark the

intonation, th e rise an d fall, in each phrase.
C ouldyou explain w h a t you m e a n ?
b 7.4 )| Listen again an d practise the phrases.
9a ifcMM Work in sm all groups. Read each other's application

em ails or letters. Together, choose four questions from
exercise 6 a and add two more.
b Interview each other. Use th e ph rases in th e L anguage for

sp eak in g box to ask for an d give clarification.
asking for and giving clarification
6a Read the interview questions. W hich do you th in k is th e
m ost difficult to answ er? Ask for clarification
Could you expla in w h a t you m ea n?
1 W here do you see y ourself in five y ears’ time? I'm not su re I understa nd. Do you m ean ...?
2 W hat m otivates you an d w hat doesn't? Give clarification
3 W hy should we em ploy you? L et m e give you a good e x a m p le ... Well, for in st a n c e ...
4 W hen w as th e last tim e you h ad a disag reem en t at Get time to think
work, and how did you deal w ith it? L et m e s e e ... L et m e th in k ... Now, w h a t's the word again?
5 If you w ere a ty p e of food, w hat w ould you be?
Tell each o th er th e two best answ ers each person gave
b W hy do interview ers ask questions like these?
an d explain why.
73
7.5 Video
M oving abroad to work

1 Work with a partner. Guess the m eaning of the phrases in bold.
a I'm bored w ith my life here, so I’m going to try my luck
som ew here else,
b This job has good prospects, an d I’ll have the ch an ce to
obtain new skills, too.
c I don't live in th e sam e tow n as my job, so I'll need to
com m ute to w ork by train ,
d It’s exciting to start anew doing a different job in
an o th er country.
2 Look at the photos. W hat job do you th in k Z suzsanna does?

W here do you th in k she h as lived?
3 O Watch the video. W hich of the following are m entioned?

a her education in H ungary
b reasons for m oving abroad to work
c the career benefits of m oving abroad
d finding new friends in th e UI<
e the challenges of m oving abroad
f retu rn in g to H ungary
g difficulties people m ight have w hen they go hom e
4 O Watch again. Complete the table showing the differences

betw een life in H ungary an d th e UK.
Hungary The UK
Cost of living
A typical
working day
Travelling
to work
5a ifcvta Look at these reasons for m oving to a new country for

work. W hy w ould you decide to move? Put th ese reaso n s in
order of im p o rtan ce for you ( 1 = m ost im portant).
to challenge m yself to have a m ore relaxed
to find new friends lifestyle
to im prove my career to learn a new
prospects language
to have an adventure any o th er reason
b C om pare your ideas w ith a partn er. Do you have sim ilar
reasons?
74
7.1 7.2 7.3 7.4 7.5
Review
1a Read the sentences an d cross out th e form s w hich are not 4a 7.5))) Listen to th e definitions and choose w hich w ord of
possible. Som etim es b o th form s m ay be correct. each p air is being defined.
1 W hen I w as little, I used to / w ould w an t to be a pop star 1 am bitious / fam ous
w hen I grew up. 2 hard-w orking / d eterm in ed
2 I used to / w ould practise in front of th e m irro r w ith a 3 w ell-know n / expert
h a irb ru sh as a m icrophone. 4 talen ted / fam ous
3 My m o th er used to / w ould laugh, but kindly. 5 hard-w orking / w ell-know n
4 She used to / w ould tell m e th a t I could be an y th in g 6 d eterm in ed / talen ted
I w anted.
5 But she used to / w ould w arn m e th a t it w ouldn't be b T hink of a person you could describe using all or som e of
easy to be a pop star. the adjectives in exercise 4a. Tell your p artner about him /her.
6 I really used to / w ould believe I could do it, but now I'm
5a 7.6))) Listen an d w rite dow n th e w ords you hear.
quite happy being a dentist!
b Work w ith a p a rtn e r an d put the w ords together to
b Talk to your p artn er. Tell th em ab o u t th e am bitions you
m ake six collocations. T hen w rite a sentence using each
had w hen you w ere a child, using used to an d w ould
collocation.
w here appropriate.
6a P ut th e w ords in th e right order to m ake th e sen ten ces/
2a M ake questions using th e prom pts.
questions.
1 W hat / being successful / m ean to you?
1 r e p e a t/y o u / please / th a t / could ?
2 W ho / successful / in your family?
2 you / m ean / explain / you / could / w hat ?
3 W hat / your biggest goal / in life?
3 m e / exam ple / give / let / you / good / a .
4 W hat / one job / you w o u ld n 't like to do?
4 I / sure / u n d erstan d / not / I'm .
5 W hich / b etter - an indoor / outdoor job? Why?
5 w ord / th e / w h at’s / again ?
6 W h a t/y o u r d ream job?
6 exam ples / th a t / som e / you / could / of / give ?
b M ake the questions in d irect using Would you m in d telling
b Work w ith a p artn er. D ecide w hich of th e expressions in
m e ..., I'd like to k n o w ... or a n o th er suitable starter. T hen
exercise 6 a are a) ways of asking for clarification b) ways of
use th e questions to interview your p artn er. Ask follow-up
giving clarification an d c) ways of getting tim e to think.
questions.
3a Read th e text an d com plete it w ith one w ord in each space.

The first letter is given.
A ccording to a recent survey, about co m fo rt o f your own home. However,

20% of w orkers around the w orld w ork many people also felt tha t if they
from hom e at least once a week, and weren’t in the office, they were less
nearly 10% w ork from hom e every day. likely to be given 4 p__________ as
There are obvious advantages. You can the boss m ight not notice the ir good
often fit in y o u r 1 w __________ work. Being out of the o ffice could
h__________ at any tim e th a t’s therefore dam age th e ir 5 c
convenient for you, and you d on ’t p . Equally, they m ight be
have to spend som e o f y o u r2 s_ more likely to be made 6 r
on travelling to and from the office. if the com pany got into trouble,
T h e 3 w __________ c___________ m ight because they had not been able to
also be a lot b ette r in the peace and build a relationship w ith the boss.
b Do you, or w ould you like to, w ork from home?

W hy/W hy not? D iscuss w ith a p artn er.
Choices
8.1 World happiness report
GOALS ■ Talk about happiness factors ■ use real conditionals
Vocabulary & Listening happiness factors

Work w ith a p a rtn e r or in sm all groups. P ut th e w ords an d
p h rases in th e correct category in th e table. Some w ords
m ay fit into m ore th a n one category.
balanced diet childcare cultural activities healthcare

high taxes neighbours physical activity pollution
poverty strong economy volunteer
Health
Money
C D iscuss th e questions together.

Family/Society
1 Are you su rp rised by any of the countries n am ed in the
list, or th eir position? If so, why?
Leisure 2 W hat do you th in k is good about your country and how
it does th e th ings m entioned in exercise 1 ?
3a 8 .1 1 Listen to an extract from a p odcast about D enm ark,

2 a W hich factors are m ost im p o rtan t in order to have a good w hich w as recently n am ed the happiest co u n try in the
quality of life? W ith your p a rtn e r or group put th e four world. N um ber th e ideas show n in the photos in the order
categories in order of im portance. in w hich they are discussed.
b Read an extract from a n ew sp ap er article about th e UN b 8.1 ))) Listen again. W hat do they say about each photo?
World H appiness Report. A ccording to th e report, w hat
m akes a co u n try a happy place to live in? C Do you th in k th e sam e things are im portant? W hy/W hy not?
W o r ld H a p p in e s s
You might think that the happiest country
1 Denmark 6 Canada
in the world would have plenty of sunshine,
but you’d be wrong. According to the recent 2 7
Norway Finland
United Nations W orld H appiness R eport,
nearly all of the top ten countries are well 3 Switzerland 8 Austria
known for long, cold, dark winters. But what
they do have is a strong economy, reliable 4 Netherlands 9 Iceland
government, and people who look after
themselves and each other. 5 Sweden 10 Australia
8.1 8.2 8.3 8.4 8.5
b M atch th ese sentences to a -c in th e G ram m ar focus box.

• M oney d o esn ’t m ake you happy unless everyone has
enough.
• If people work a th irty-seven h o u r week, they have
quite a lot of leisure tim e.
• If you look a bit fu rth e r dow n the list, you'll see th a t
m oney isn't everything.
5a C hoose th e correct option in each sentence.

1 I f / Unless people spend m ore th a n an ho u r travelling to
work, they are generally less content.
2 I f / Unless you have som e close friendships, you will
find it h ard to be happy.
3 I f / Unless you do regular exercise outdoors, you'll be
able to work m ore efficiently.
4 People ten d to be hap pier i f / unless they are in a long-
term relationship.
5 I f / Unless people are active in work and free tim e,
th ey 'll probably be healthier.
b 8 .2 ))) Listen and check your answ ers.
PRONUNCIATION intonation in if sentences

6a 8 .2 ))) Listen again. W hich clause rises in intonation?
W hich clause falls?
b 8 .2 ))) Listen again an d repeat.

Grammar & Speaking
L__________________________________ real conditionals
4a Look at the in fo rm atio n in th e G ram m ar focus box and 7 C om plete th e sentences w ith th e correct form of th e verbs
choose the correct options 1-4. in brackets.
Use a m odal verb w here possible.
GR A M M A R F O C US sentences with i f -r e a l 1 If th e y ___________ (not have to) pay to visit m useum s,
conditionals
th e n p e o p le __________ (visit) th em m ore often.
/f-sentences usually have two clauses: the //-clause and the 2 Extrem e w eath er e v e n ts ___________ (happen) m ore
result clause. often a n d ___________ (be) m ore severe un less we
• When we talk in general about things that can possibly ___________ (do) so m eth in g ab o u t clim ate change.
happen, we use: 3 If p aren ts (be) allow ed paid tim e off after
If + 1 present simple / will, 2 present simple / w ill the b irth of a baby, th e y ___________ (decide) how to
if people enjoy their job, they are happier in general. sh are th e tim e.
a _______________________________________________ 4 P e o p le __________ (tend) to have m ore job satisfaction
• When we talk about specific situations in the future, and if th e y ___________ (work) reasonable h ours and in
their possible results, we use: p leasant conditions.
If + 3 present simple / will, 4 present simple / w ill 5 If th e r e __________ (be) a cheap and reliable public
if you eat a balanced diet, you'll feel healthier. tra n sp o rt system , p e o p le ___________(use) th e ir cars
b _______________________________________________ less.
• We can use modal verbs, particularly can and may, in either 6 D octors say th a t if y o u ___________ (eat) lots of fresh
clause. fruit an d vegetables a n d ___________ (exercise)
if you can cycle for thirty minutes a day, it may add one to regularly, y o u __________ (probably live) longer.
two years to your life.
8 ifc.VK< Work in groups of four. Take th e roles of governm ent
• Unless usually means except if.
m in isters an d discuss th e budget. T urn to page 129.
c ________________________________________________
-> Grammar Reference page 150 O VOX POPS VIDEO 8
77
8.2 What makes a hero?
GOALS ■ Talk about personality and behaviour ■ Talk about unreal situations in the present and future
2a Read the m agazine article and com pare your ideas w ith
Vocabulary & Reading personality and your partner.
behaviour
1 a Read the th re e short descriptions. W hich of these people
do you th in k are heroes? W hy/W hy not? D iscuss w ith a
p a rtn e r or in sm all groups. W hat makes a hero?
Kerry Clark was sitting in the backyard of his farm when
he saw a small plane crash in the nearby woods. He
rushed over there im m ediately and started to rescue
people, even though the plane was on fire and m ight
explode any minute.
‘S om ebody needed to help,’ Clark said afterw ards.
‘You do it because you have to.’
But if you saw a crash, would you risk your life to help?
Was Clark crazy or unusually brave? Researchers
at Berkeley University have spent the last five years
studying what exactly makes people act heroically.
They have made some fascinating discoveries...
• One in five people has done som ething heroic, such
as helping another person in a dangerous situation,
or being honest when they find out about som ething
unfair, even if it risks their safety or job.
• The more educated you are, the more likely you are to
be a hero.
• Kind, generous people are more likely to be heroes.
One third of the heroes in the study had also
volunteered up to 5 -9 hours a week.
• Men reported heroism more than wom en. However,
this may be because w om en can be a bit em barrassed
about their heroic actions.
• Having been lucky enough to survive a disaster
yourself makes you three tim es more likely to be a
hero and a volunteer.
The researchers believe that we are all capable of
becom ing heroes. It’s about learning to make the right
choices in a particular situation, about doing the right
thing even if we are afraid. Everyone needs to realize
that they are responsible for making the w orld a better
A boy w ho stops place. They have created an online course, the Heroic
another child being Imagination Project, to train ordinary people to becom e
attacked, even though less selfish and more heroic. For example, to stay calm in
he may get hurt a d ifficu lt situation, so tha t we d o n ’t just autom atically do
L himself. a
w hat everyone else is doing.
b W hat other k inds of people or behav io u r could be b Did an y th in g discovered th ro u g h this research surprise
considered heroic? you? W hy/W hy not?

8.1 8.2 8.3 8.4 8.5
3a Work w ith a p a rtn e r as Student A an d Student B. Find C Read th e in fo rm atio n in th e G ram m ar focus box an d check
seven highlighted w ords in th e article to m atch to your set y our answ ers to exercise 4.
of definitions.
GR A M M A R F O C US unreal conditionals
S tu d en t A
1 th in k in g only about yourself and not of o th er people • We use lf+ past tense, would + infinitive without to to talk
about a hypothetical/unreal situation in the present or
2 not excited, w orried or angry
future and its imaginary result.
3 having stu d ied an d learn t a lot If I saw someone in trouble, I would (I'd) go and help.
4 norm al, not different from others
• The clauses can be in any order, but we don't use a comma
5 acting like a hero if the would clause comes first.
6 caring abo u t others • After if we use were instead of was.
7 telling the tru th 1 in certain fixed phrases:
S tu d en t B if I were you, I'd keep quiet.
8 having good luck 2 in a more formal style:
If I were stronger, I would stop that bully!
9 happy to give m ore th a n is usually expected
10 ready to do th in g s th a t are dan g ero u s or difficult • When we are not sure about the result, we can use might or
could instead of would.
w ithout show ing fear
If you tried to help, you could/might hurt yourself.
11 feeling fear
• We can also use could to mean would be able to.
12 having th e job of dealing w ith so m eth in g If someone had an accident, I could help him because I
13 feeling u n com fortable because of so m eth in g silly you know first aid.
have done
14 not sensible, not logical
b Test your p a rtn e r on your set of words. 5a C om plete th e sentences using th e correct form of th e verbs
in brackets. Use m odal verbs w here possible to express
u n certain ty or ability.
Grammar & Speaking u n real conditionals 1 If I ___________ (be) braver, I ___________ (be) a
firefighter.
4 a Work w ith a p artn er. Look at th e following sentence from
2 W e ___________ (volunteer) m ore if w e ___________
the text and answ er th e questions.
(have) m ore tim e.
I f you saw a crash, w ould you risk your life to help?
3 W h a t__________ y o u ___________ (do) if_y o u __________
1 W hat form is th e verb after ip. Is this talking about (see) som eone being robbed?
som ething th a t h ap p en ed in th e past, p resen t or future? 4 If we _ (win) th e lottery, we _ _ (give)
Is this situation real or im aginary? som e m oney to charity.
2 W hich word in th e second clause tells us we are talking
5 I (not do)a job if i t __ (be) risky or
about an im ag in ary situation?
dangerous.
b Look at the following sentence an d answ er th e questions. 6 H e ___________ (be) so em b arrassed if h e __________
(know) people w ere talking about his heroism .
I f I saw som eone in trouble, I m ight/could/w ould help.
1 W hich two m odal verbs express possibility? b 8.3))) Listen an d check your answ ers.
2 W hich m odal verb m ean s w ould be able to?
C Work w ith a p artn er. How does using would, could or
m ig h t change th e m ean in g of each sentence?
6 MAM Work in sm all groups. Go to page 129, discuss the

scen ario s an d com plete th e o th er tasks.
79
GOALS ■ Recognize changing sounds in linked words ■ use prefixes
Listening & Speaking sound changes

1 Work w ith a p artn er. Look at th e photos of Icelandic
cu ltu re and answ er th e questions.
1 W hat do you th in k each photo tells us about Iceland?
2 W ould you see th e sam e th in g s in your country?
2 8.4))) Read an d listen to th e in form ation in th e U nlock the

code box.
6 U NLO CK T HE C O DE
changing sounds when we link words
Speaking at natural speed, we often change the last sound of a
word to make it easier to say the words together, for example,
3 8.5))) Listen to th e phrases. U nderline th e so und th a t
when one word ends in sounds t or d and the next word starts
with sounds such as b, p, k, g, m. Listening to natural speech,
changes.
these changes can make groups of words more difficult to red p ram should go
understand. could be cold m etal
w ritte n form -» natural speed w hite coffee hot pepper
would move -* /wo(b)mu:v/ m ild coffee hot m ilk
that place -* /dEepleis/
8.1 8.2 8.3 8.4 8.5
4a 8 .6 ))) Listen to th e first p a rt of a p o d cast an d com plete th e 7 Look at th e high lig h ted w ords in th e article an d m atch the
text w ith tw o w ords in each gap. m ean in g s of each prefix to th e definitions below.
1 badly 3 too (m uch)
If you 1 anywhere in the w orld to live, where
2 again 4 not
would you go? 2 not be the m ost obvious
choice, but I d on ’t 3 _ here. I cam e to study
V O C A B UL A RY F O C US prefixes
earth science at the University of Iceland. Iceland has
volcanoes, glaciers and earthquakes. 4 _ you Prefixes are groups of letters that added to the beginning of a
see here? I cam e to study the natural world, but I stayed word change the meaning of the word:
in Iceland because I love the way of life. mis- (= do badly) misjudge, misbehave
re- (= do again) replace, rearrange
in- (= not) inactive, inconvenient
b 8.7))) Listen to the rest of the podcast and answer the questions. over- (= too much) overpriced, overspend
1 W hy do Icelanders leave th e ir babies outside to sleep?
2 W hat Icelandic habit used to m ake Julia feel annoyed? 8 Use th e prefixes re-, under-, over- or mis- and th e w ords in
3 W hat did Julia discover Icelandic people don't worry about? brackets to com plete the sentences. Check your answ ers
4 W hat skill do 10% of Icelanders have? w ith a p artner.
5 W hy does Julia now enjoy Icelandic food? 1 In th e sum m er, n o rth of th e Arctic Circle, it stays light
tw enty-four h ours a day. The stars stop com ing out at
5 Work in sm all groups an d discuss th e questions. night an d d o n ’t ___________ (appear) u n til August.
1 How do you th in k life in Iceland w ould be different 2 If you m ove to a very different culture, people may
from life in your country? easily __________ (u n derstand) your behaviour.
2 Do you th in k you w ould enjoy living in Iceland? 3 I haven't got a lot of m oney this m onth, so I'll have to be
W hy/W hy not? careful I d o n ’t ___________ (spend).
4 I u sed to w ear very sm art suits to the office, but people
prefixes h ere are m uch m o re (formal) and even
w ear jean s to work.
6 Read an onlin e article ab o u t cu ltu re shock. W hat four 5 The flight h ad to be (schedule) due to the
different stages can you identify? W hat stage do you th in k bad w eather. We arrived back a day late.
Julia is at? 6 P aren ts can be very em b arrassed if th eir children
r 1 ___________ (behave) in public.
BLOGENTRY/5JUNE Q, SEARCH 9a T hink about an in teresting place you have been to.
Use th e questions below to p rep are a short talk about it.
ABOUT EVENTS BLOG Use at least th r e e w ords w ith prefixes.
• What is interesting about the place?
When you first arrive in a foreign culture, often your
• w h a t facts do you know about the place?
first reaction is completely positive. Everything seems
• Why might you choose to move there?
exciting, different and fascinating. It’s an adventure. If
• What things about the culture might be very different
you’re just on a short holiday, you’ll probably never leave
from your own?
this phase, but if you stay longer, your attitude can start
to change.
b Talk for about two m in u tes about th e place. Listen to
As you start to realize how little you really understand y our p a rtn e r's talk an d ask at least two questions about
the new culture, life can get frustrating. People th e place.
misunderstand what you’re trying to say, or they may
laugh at you for saying something incorrectly. Even
simple things, like posting a letter, can seem impossibly
difficult, and you are likely to overreact by getting angry
or upset when things go wrong.
With time, though, you start to adjust, to become more
comfortable with the differences and better able to
handle frustrating situations. Your sense of humour
reappears. Finally, you reach the stage of feeling able
to be enthusiastic about the culture once again, enjoy
living in it, and maybe even prefer certain aspects of the
culture to your own.
81
GOALS ■ Take notes while listening ■ Prepare and give a short talk from notes
Writing & Listening talcing notes

1 M ake a list of at least five decisions you have m ade today.
1 Put th e decisions in order of im portance.
2 Tell a p artn e r about one of the m ore im portant
decisions on your list. Did you m ake it quickly,
or th in k about it for a long time? Did you discuss
it w ith anyone else?
2 8 .8 ))) Listen to th e b eg in n in g of a lectu re about m aking

decisions an d tick th e topic th e speaker m entions.
• Types of decisions we make
• Why we all make bad decisions
• The number of decisions we make
3a 8 .8 ))) Look at th e note a stu d en t took du rin g

th e lecture. Listen again an d com plete th e note.
In,tro: Av. person. - approx.

decisions/day!
5 8.9))) Listen to the next part of the lecture. Complete the notes
using abbreviations. Com pare your answ ers w ith a partner.
b Look at th e abbreviations. W hat do you th in k th e full
w ords are?
Factors a ffe c tin g decision-m aking
4a Read the in fo rm atio n in th e L anguage for w riting box
an d check your answ ers. • 1___________________ o f decisions vVe m a k e -
too m a n y decisions m a k e brain tired.
LA N G U A GE F OR WRITI N G taking notes
• To m a k e 2____________________decisions,
When taking notes, to write quickly and save time: do it early.
• write only the key information; leave out prepositions
and articles:
• Also consider kovJ m a c k 3___________________
Av. person - the average person yon need. Poss to have too m uck.
• use abbreviations (often the beginning of the word): • Stress can m a k e you t k in k more
in tro - introduction 4___________________positive results tk a n
av. - average 5
approx. - approximately
b Work w ith a p a rtn e r an d look at th e abbreviations. W hat

do you th in k they are short for? 6a 8.10 )| Listen to th e last p a rt of th e lecture an d take notes on
pers __________ poss th e m ain points, u sing abbreviations w here you can.
info __________ probs __________
neg __________ abt __________
adv __________ im p __________
disadv __________ no.
b C om pare your answ ers w ith a partner.
82
8.1 8.2 8.3 8.4 8.5
8a P rep are an d give a tw o -m inute talk. Choose a topic and

m ake notes for th e introduction, the m ain body and the
conclusion. Use the Language for speaking box to help you.
Social: A difficult decision I have m ade.
The co u n try I w ould m ost like to m ove to.
Work: A job I w ould like to do.
How to be a successful m an ag er/o th er job.
Study: The course I w ould m ost like to study.
How to pass exam s.
LANGUAGE FOR SPEAKING giving a talk

introduction
• introducing yourself/your topic:
Hello, everyone. I'm _________ a nd I'm h ere to talk to you
a b o u t I ' m going to talk a b o u t...
• talking about the structure of your talk:
first ly ,. . . , then . . . , a nd fin a lly...
Main body
• sequencing your points:
the first poin t I'd like to talk a bout i s . . . , our n ext ( factor) is
. . . , the third a nd la st ( f a c to r ) ... is ...
• starting a new section:
L e t's m ove on n ow to look a t ...
Conclusion
• starting the conclusion:
So w e've looked a t ... N ow I'd like to finish with ...
• inviting questions:
giving a talk D oes anyone h ave a ny q u estio ns? A re there a ny qu estions?
7a Look at som e of th e p h rases from th e lecture. M atch each b Work w ith a partn er. P ractise th e talk you have prepared.
group a-f to a category ( 1 - 6 ).
C Give your talk to th e class or to your group. As you listen
a I’m going to talk about b Does anyone have any to oth er talks, decide w hat th e m ost interesting piece of
... / firstly ,... / t h e n ... questions? in form ation in each talk is. C om pare your choice w ith a
/ an d fin a lly ... Are there any questions? p artn er.
After you have given your talk, com plete th e self-

the first one I'd like to d Hello, everyone.
assessm ent of your p erform ance by circling a n u m b e r at
talk abou t is ... / I’m ___________ an d
our next (factor) is ... / the end of each sentence.
I’m here to talk to you
the th ird and last a b o u t... / I'm going to 1 = n eed s im p ro v em en t, 2 = OK, 3 = excellent
(facto r)... i s ... talk a b o u t...
I spoke slowly and 1 I made appropriate 1
clearly. 2 eye contact w ith the 2
e So w e’ve looked a t ... f Let's m ove on now to 3 audience. 3
Now I'd like to finish look a t ...
I was happy w ith my 1 I used positive body 1
w ith ... use of grammar. 2 language (e.g. I looked 2
3 confident and smiled). 3
1 in troducin g yourself/your topic
2 talking about th e stru c tu re of your talk l used a range of 1 I was happy w ith my 1
phrases from the key 2 use of vocabulary. 2
3 sequencing your points
language box. 3 3
4 startin g a new section
5 startin g the conclusion 10 ifcWM Work w ith a partn er. Talk ab o u t th e assessm ent in
6 inviting questions exercise 9 an d together choose tw o things th a t w ere good
ab o u t your talks an d tw o ways you could im prove in the
b C heck your answ ers w ith a partner. Use th e L anguage for future.
speaking box to help you.
83
H appiness in Mexico
1 Look at th e photos. W hich photos s h o w ...
1 a strong bond betw een close friends?
2 a close-knit com m unity?
3 tw o generations sp en d in g tim e together?
2 Work w ith a p artn er. M atch th e factors used for m easu rin g
h ap p in ess to statem ents a-e.
1 H ealth
2 W ealth
3 Social sup p o rt
4 F reedom to m ake choices
5 Political satisfaction
a ‘If I have a problem , my friends, fam ily and neighbours
are all ready to help.'
b ‘I can rely on my governm ent to keep o u r co u n try safe
and secure.'
c 'I feel I can do a n y th in g I w ant in my life.'
d ‘I e a rn enough m oney to live quite com fortably.'
e 'I am usually well, and I d o n ’t suffer from stress.'
3 O W atch th e video. W hich of th e reasons below m ake

M exico a happy country?
• increasing wealth • Good w eather
• A friendly society • A healthy lifestyle
• Green spaces
4 O Watch again. Decide if sentences a-f are true (T), false (F)
or if th e video d o esn 't say (DS). C orrect th e false sentences.
The UN World H appiness R eport says ...
a h ealth an d w ealth are th e tw o m ost im p o rtan t factors
w hen m easu rin g a p o p u latio n ’s happiness,
b D enm ark w as hig h er on th e list th a n all th e oth er
n o rth ern E uropean countries,
c m ost people expected M exico to be hig h er on th e list
th a n th e USA.
In M exico,...
d people know th a t th e ir fam ilies will usually help th em
w hen life gets difficult,
e it is norm al for people to m eet up w ith th e ir neighbours,
f the fine w eath er is th e m ain reason for th e population's
happiness.
5a |E S 3 W hich activities increase or decrease your happiness?
b Work w ith a p artn er. C om pare your answ ers an d say why
each activity increases or decreases your happiness. Do
you and your p a rtn e r have a lot in com m on?
84
8.1 8.2 8.3 8.4 8.5
Review
1 a Choose the co rrect option to com plete the sentences. 4a Divide th e following adjectives into positive and negative
C an m o n ey b u y h ap p in ess? (som e m ay be both).
1 Ifyou spend it on th e right things, m oney m u s t/ can /
afraid brave crazy calm educated embarrassed
has to buy happiness.
generous heroic honest kind lucky ordinary
2 Most people will be happier u n le ss/if/w h e th e r you spend responsible selfish
tim e w ith th em rath e r th a n sp en d m oney on them .
3 If you're going on holiday, you should / w ould / will
C om pare your answ ers w ith a p artn er. Explain the reasons
be h appier if you pay for it straightaw ay.
for your choices.
4 People should buy experiences rath e r th a n things,
especially if they are / will be / are going to be older. 5a Complete each sentence w ith a prefix and word from the box.
5 People don't enjoy th in g s as m uch u n less they will have
to / have to / have w ork h a rd for them . mis-
appear arrange behave ground heat
re-
human married model pronounced
8.11))) M ark in exercise la w h eth er th e in to n atio n rises or super-
store w ater
under-
falls at th e end of each clause. T hen listen an d check.
1 A ___________is a kin d of really large shop.
C W hich sentences do you agree or disagree w ith? D iscuss
2 The L ondon__________ railway is often called the 'Tube'.
w ith a partner.
3 D iving eq u ip m en t allow s you to breathe
2a 8.12))) Listen to th e b eg in n in g of six sentences. W rite dow n 4 If my coffee goes cold, I just it in the
w hat you hear and com plete the sentence in any way you like. m icrowave.
5 I d id n 't u n d erstan d w hat she said because s h e ________
b C om pare your sentences w ith a p a rtn e r an d explain w hat one of th e w ords.
you w rote.
6 After her h u sb an d died, she n e v e r__________ .
3a Rew rite each sentence, using one of th e w ords or ph rases
C hoose an o th er w ord and prefix. D efine it, giving clues to
in the box to replace th e u n d erlin ed w ords.
help your p a rtn e r guess it.
a balanced diet childcare cultural activities healthcare
6a M atch p h rases a -f to th e correct section of th e talk 1-3.
high taxes leisure tim e neighbours physical activity
pollution poverty a strong economy volunteer 1 In tro d u c tio n ____________
2 The m ain body
1 The people w ho live in your street can help you if you
3 The conclusion
have a problem .
a The th ird an d last p o int i s ...
2 Being poo r can definitely m ake you unhappy.
b Now I'd like to finish w ith ...
3 At th e w eekends I w ork for n o th in g at a charity.
c I’m going to talk a b o u t...
4 It’s im p o rtan t to eat health ily .
d Let's m ove on now to talk a b o u t...
5 T here are plenty of o p p o rtu n ities to enjoy th e a rts in my
tow n. e Hello, everyone. I’m ...
f D oes anyone have any questions?
6 Exercise really helps m e to stay fit an d healthy.
Plan a 1-2 m in u te talk about a good decision you m ade.
Work w ith a partn er. Choose th re e of th e oth er w ords and
M ake sure you use som e of the p h rases to signpost each
w rite sentences using them .
section of your talk.
C C om pare your ideas w ith an o th er pair.
Take tu rn s to listen to your p a rtn e r's talk. W hich ph rases
did your p a rtn e r use?
85
I _______________________________________________________
Appearances
9.1 Real beauty?
GOALS ■ Describe appearances ■ Make comparisons
Vocabulary & Reading describing physical

appearance
1a Work in sm all groups. M ake a list of five th ings th a t m ake a
person attractive - not just physical ap p earan ce.
b Look at photos 1-6. W hich w ords from th e box can you use
to describe th e people?
blond(e) clean-shaven curly double chin dyed

elderly fringe going bald grey in good shape
tw enties large forehead long eyelashes middle-aged
moustache overweight large jaw round face
shoulder-length slim spiky stubble thick eyebrows
w ell-built
C Work w ith a p artn er. Put th e w ords in exercise lb in th e

correct category in th e table.
Age
Build
BEAUTY FASHION B EA U T Y PEOPLE
BEAUTY NEWS WHAT TO WEAR STYLE FILES SHOWS & TRENDS
Facial fe a tu re s As other people see you?

1 Dove, the beauty com pany famous for its cam paigns to
make people feel better about themselves, have created the
Hair
most interesting film they've ever done.
2 For the film Dove, Real Beauty Sketches, they asked a group of
women to tu rn up to a place they h ad n 't been to before, and
2a 9.11 Listen to th re e descriptions. For each description, say then make friends with another wom an there. They were
w hich perso n in exercise l b is being described. later asked to go into a room and describe their own faces,
honestly, to a complete stranger who was hidden behind a
b 9.1))) Listen again an d note w hich w ords an d expressions curtain: police artist, Gil Zam ora. All the women were very
negative about their appearance. They used phrases like
you h ear from exercise lb to describe th e people.
'round face' and 'big forehead'. Once the sketch was done,
Zam ora thanked them and they left.
3a Read th e first tw o p arag rap h s of a m agazine article.
W hat do you th in k th e beauty com pany w as try in g to 3 Next, each w om an was asked back into the room to describe
prove th ro u g h th e ir experim ent? D iscuss w ith a p artn er. to Zam ora the face of the w om an they had m ade friends
with. Already, you get the idea of w hat Dove was trying
b Now read th e rest of th e article an d check if your ideas to prove; the descriptions were so much more positive. A
w ere correct. 'protruding jaw', for example, was described as a 'nice and
th in chin'.
86 OlW O xford 3000T'

9.1 9.2 9.3 9.4 9.5
4 Work w ith a p a rtn e r an d discuss th e following questions. b Look at th e high lig h ted form s in th e article. W hich use a
1 Do you th in k it's tru e th a t w om en ten d to believe they m odifier?
are less attractive th a n they really are? W hy/W hy not? 1 _______________________________________________________________
2 Are m en equally self-critical? W hy/W hy not? 2 _________________________________________
3 D oes it d ep en d on age? Do you becom e m ore or less 3 __________________________________________________
self-confident as you get older?
C Look at 3 in th e G ram m ar focus box.
1 W hich m odifiers m ake the difference betw een th e
G ra m m a r & S p e a k in g com parison things being co m p ared bigger/stronger?
a _________ b c____ d
5a Look at the highlighted forms in the article, and add
2 W hich m ake th e difference sm aller/w eaker?
exam ples from th e article to th e G ram m ar focus box.
a _________ b_____ ___
G R A M M A R FOCUS comparison
6 C om plete th e sentences using a com parative form of the
We use comparatives to compare people and things w ith
adjectives in brackets an d a m odifier w here possible.
each other.
round -* rounder; attractive -* more attractive 1 W hy is th e cam paign only about w om en? Are m en
a _________________________________________________ ______________________(confident) wom en?
To make a negative comparison use less + adjective. 2 Actually, I th in k m en can b e _____________________
Many women thought they were less attractive than (insecure) as w om en, can 't they?
they actually were. 3 The cam paign is n o t _____________________
b (supportive) of w om en as it says. W hy is it im p o rtan t to
We use a m odifier when you want to give more detail about be beautiful anyw ay?
the degree of difference between things. 4 Surely, th ere a r e ______________________(valuable)
a bit a little a lot far much very much th in g s being beautiful.
To say something is the same use (just) a s ... as; to say 5 T h e _____________________ (big) problem I have
something is not the same, we use not as/so ...as.
w ith th e advert is th a t it's m ade by a beauty products
We use superlatives to compare a person or thing w ith all com pany.
the other people or things in the ir group,
6 A lthough th e cam p aign is selling beauty, I still th in k
c __________________________________________________
th e advert i s _____________________ (good) adverts th a t
-♦ Grammar Reference page 152 m ake w om en feel bad about them selves.
7 W hich of th e statem ents in exercise 6 do you agree or

disagree with? Why? D iscuss w ith a p artn er.
ES M Z E M ilZ l changing stress

4 W hen the two sketches were done, Zam ora put them side 8a 9.2))) Listen to th e sentences and m ark w hich w ord in each
by side and asked the women back in to take a look at sentence carries the m ost stress.
both pictures, revealing the sketches from the women's
1 The descriptions w ere m ore positive.
descriptions of themselves, and the sketches the strangers
had helped him to draw. 2 The descriptions w ere m uch m ore positive.
3 The descriptions w ere far m ore positive.
5 The difference between the two sketches in every case
4 The descriptions w ere a bit m ore positive.
is incredible. Looking at her self-described portrait, one
w om an described her face as 'a lot more closed off and 5 T heir descrip tio n s w eren’t as positive as th e ir friends'.
fatter, sadder, too,' while her second one 'looks much
friendlier and happier.' b C om pare your answ ers w ith your partner. W hat do you
notice about th e ch an g ing stress?
6 'We spend a lot of tim e as women trying to fix the things
th a t aren't quite right, an d we should spend more time C 9.2))) Listen again an d repeat.
appreciating the things we do like,' she goes on. 'We seem
to feel less beautiful th a n other people think we are.'
7 'Do you think you're more beautiful th a n you say?' 9 hfevW Work w ith a p artn er. Go to page 130.
Zam ora asks one woman. 'Yes,' she admits.
© VOX POPS VIDEO 9
8 This is one cam paign th a t will make you think, and
hopefully, feel far more beautiful.
87
9.2 Paintings
GOALS ■ Describe paintings ■ Speculate and make deductions
Vocabulary & Listening

describing paintings
1 Look at th e paintings. W hich p ain tin g is
a) abstract, b) a landscape, c) a portrait?
W hich p ain tin g do you like best? Do
you norm ally like th is kind of painting?
D iscuss w ith a p a rtn e r or in sm all groups
2 Work w ith a p a rtn e r or in sm all groups.

W hich of th ese w ords an d p h rases could
you use to describe each of th e paintings?
bright colourful curves detailed

historical looks modern mysterious
old-fashioned seems soft colours
straight lines tells a story traditional
warm
3a 9.31 Listen to two speakers talking about

the paintings. W hich paintings are they
talking about?
b Did they choose any of th e sam e words

and phrases as you?

9.1 9.2 9.3 9.4 9.5
4 9.3 )| Listen again and com plete sentences 7 Read th e in form ation in th e G ram m ar focus box. Com plete rules 1-4.
1-5 to describe w hich p a rt of th e p ain tin g
each speaker is talk in g about. GR A M M A R F O C US deduction and speculation
1 In the- bottom le ft-k a n d corner there We use the following modals to tell the listener how sure we are
are som e m en w ith dogs. about something.
• must - when you are very sure something 1 is / is not true:
2 Ju st________________________________
It must be either an old painting or a painting o f a historical scene.
there's a group of w om en.
• can't - when you are very sure something2 is / is not true:
3 T h ere’s lots of snow on the It can't be a window...
g round an d on th e m o u n tain s • might/could - when you are not sure, but you think something3 is / is not
i n ________________________________ . possible:
4 People are skating on it in the valley They might be going out to hunt.
tow ards t h e ________________________ They could be cooking something.
of the picture. We use look + adjective - when something 4 is / appears to be ...
5 The w om an is in t h e _________________ It looks cold.
of th e picture, but t h e _______________ -> Grammar Reference page 153
is also really detailed.
8a Com plete sentences 1-10 about th e p ain tin g s in exercise 1 w ith suitable
5a C om plete sentences 1-5 about p ain tin g 2,
m odal verbs. Som etim es m ore th a n one answ er is possible.
using th e p h rases in exercise 4.
S p eak er 1
1 ________________________________________
there are som e sharp, snow y m o u n tain 1 The riv e r___________b e frozen over, because they're skating on it in the
peaks. valley.
2 __________________________ 2 I t __________ be sum m er; i t too cold.
th ere are four or five tall black trees, 3 The h u n te rs ___________ be com ing back from the h u n t because one has
w ith no leaves. so m eth in g on his back.
3 ________________________________ 4 The p ain tin g be a few h u n d red years old, I suppose.
there are som e houses. S p eak er 2
4 ________________________________ 5 I t __________ be a p ictu re of an old story or som ething.
som eone is w alking over a snow y 6 I t __________ be a m o d ern painting; it looks too
bridge. old-fashioned.
5 The p e o p le _________________________ 7 I t __________ be a m irror; I can see th e reflection of her face.
look very sm all.
S p eak er 3
b 9.4 )| Listen an d check. 8 The ab stract p a in tin g __________ be very m odern. I do n ’t th in k it was
p ain ted a long tim e ago.
9 I t __________ be older th a n you th in k . People started p ain tin g abstracts
Grammar & Speaking deduction m ore th a n one h u n d re d years ago.
an d speculation 10 I t __________ be a p ain tin g of a m an d rill. I c a n ’t see a m a n d rill in the
p ain tin g at all!
6 Look at these extracts from th e listening.
W hich p h rase is u sed w hen you are sure b 9.5))) Listen an d check your answ ers.
about som eth in g (S), and w hich w hen you
are not sure about so m eth in g (NS)? W rite
dow n S or NS w ith each phrase.
PRONUNCIATION sentence stress - speculating
1 ... it m u st be either an old p ain tin g 9a 9.51 Listen again to th e sentences in exercise 8 a. W hich verb is stressed
or a p ain tin g of a historical scene. m ore, th e m odal verb or th e m ain verb?
2 ... they m ig h t b e going out to h u n t . ___
3 They could be cooking s o m e th in g .___ b 9.5))) Listen again an d repeat.
4 It c a n ’t be a window.
5 It looks cold. 10 Work w ith a p artn er. S tudent A, tu rn to page 130. S tudent B, tu rn to
page 134.
89
GOALS ■ Question a text ■ Use phrasal verbs
questioning a text
myblog POSTS ABOUT FOLLOW ARCHIVE
1 Look at th e title an d photos from a recent blog,
and in one sentence answ er th e question:
What do you think the text is about?
Seeing faces
2 Look at som e of th e key words from the blog in th e box below,
and change your sentence from exercise 1 if you need to.
Nowadays, all aspects of human behaviour are
faces houses laugh meaning museum scientists the subject of scientific research and enquiry. And
teapots website som etim es we can learn about ourselves from even the
seem ingly silliest things.
3 Read p arag rap h 1 of th e blog and th in k ab o u t th e question: One exam ple com es to mind from my recent surfing
What do you want to fin d out from the text? on the internet. I’m an architect, and like m ost people,
I often use the internet for professional research. The
Use th e photos, key w ords an d th e s ta rt of th e blog to w rite
other day, I was looking for pictures o f interesting houses
a question you w ant the text to answ er. For exam ple: fo r an article tha t a m agazine had asked me to write,
Which 'silly things' will the text talk about? and I cam e across a w ebsite called ‘ Houses that look
like Faces’.
4 Read p arag rap h s 2-4 of th e blog an d see if you are able to
answ er your question. The w ebsite interested me, (and really made me laugh)
not only because the houses looked like faces, as you
5 Read th e in fo rm atio n in th e U nlock th e code box about m ight expect, but because they seemed to express
questionin g a text. em otions as well. Som e looked happy, som e looked a bit
irritated, and several looked really sad! I noticed that the
S
U N LO CK T HE C O DE w ebsite had a huge num ber of visitors, and I w ondered
questioning a text w hy this m ight be.
If you ask questions about a text before and while you read it, I talked to som e of my colleagues about this, and found
you will be more likely to understand it. out that, in fact, there are w ebsites devoted to all kinds
Sometimes the questions will be quite general: of o bjects that resem ble faces. Taps, teapots, tape
Do I want to read this text? recorders - it seem s as if we can’t help making out faces
What is the text about? where there aren’t any. And once we have seen them, it
is the text going to give me useful information for my job/study/ is im possible ‘n o t’ to see them.
research? O f course, in som e cases, the photos are fakes, but they
At other times, they will be more specific: started me thinking about why this happens. I did som e
What is the author writing about? research and found out that this phenom enon is called
What is the main point he/she is making? pareidolia1. S cientists have com e up with various ideas
Where is the museum/gallery/city...? to explain it. One is that humans are ‘p rogram m ed’ to
see faces, perhaps because it helped us to survive many
6a Look at p arag rap h s 5 -6 of th e blog. W hich of questions 1-4 thousands of years ago, or because we sim ply try to find
meaning and patterns in chance lines, blobs, and colours.
do you expect to be answ ered?
A nother idea is tha t we want to see faces, so we do.
1 W hich o th er w ebsites h as th e w riter visited?
The study of pareidolia is a serious business. A German
2 How does th e h u m a n eye work?
design studio is making a database of such faces. And
3 Why do h u m a n s like to see faces w here they don't interestingly, images of som e of these houses were put
actually exist? up on a wall at Exploratorium , a museum of ‘science, art
4 How do w ebsites a ttract visitors? and human p ercep tio n ’ in San Francisco as an exam ple
of how we find patterns in everyday objects.
b D iscuss w ith a p artn er. How did you choose? W rite two
m ore questions you w ould like th e text to answ er.
pronounced /pasri'doolio/ o © o
C Read the p arag rap h s an d check if your questions have
been answ ered.
90 OlW Oxford 3000T'

9.1 9.2 9.3 9.4 9.5
Work w ith a p a rtn e r an d answ er th ese questions. b Check your answ ers in th e V ocabulary focus box. M ake a
1 Did any p a rt of th e blog answ er your questions? note of w h eth er a p h rasal verb is separable or inseparable
w hen you learn a new one.
2 Do you th in k asking questions before an d w hile you
read helped you to u n d e rsta n d th e text better?
V O C A B UL A RY F O C US phrasal verbs
• There are many common phrasal verbs in English. The
Vocabulary & Speaking p hrasal verbs meaning is often very different from the tw o separate words.
They contain a main verb and one or tw o particles
M atch th e p h rasal verbs in bold from th e blog to th eir (prepositions or adverbs).
m eanings. The pla ne took o ff at 6.30 a.m.
1 I cam e acro ss a w e b s ite ... consider I'm looking forw ard to the party.
2 we can 't help m a k in g o u t faces fix an d display • These verbs are often separable. An object pronoun like it,
w here there a re n ’t a n y ... h er or us must come between the verb and the particle.
find an answ er
We looked up the word. OR We looked the w ord u p ...
3 they started m e th in k in g ab o u t find by chance But
why this h a p p e n s... m anage to see We looked it up in the dictionary. NOT We looked up i t ...
4 Scientists have com e u p w ith • With an inseparable verb, the object always comes after the
various ideas to explain it. particle.
5 im ages w ere p u t u p on a w a ll... We looked a fte r the baby. We looked a fte r him.
9a True (T) or false (F)? D iscuss th e rules w ith a p artn er.

10a 9.6))) It is im p o rtan t to be able to h e a r p h rasal verbs. Listen
1 Phrasal verbs co n tain a m ain verb and one or two
to th e eight sentences an d w rite dow n the p h rasal verbs.
particles (like up or out).
1 OK
2 They are very rare.
2
3 Some p h rasal verbs can be sep arated by an o th er
w ord or words. 3
4
5
6
7
8
b 9.6))) Listen to th e sentences again and decide w hat the

p h rasal verbs m ean. Check your answ ers w ith a partner.
C W hen could you use the verbs in exercise 10a? M atch them
to th e situations.
W hen you w an t to ...
invite som ebody to your h o u s e .__________
talk about a fu tu re event th a t you are excited about.
talk about som ebody startin g a new hobby,

describe your relationship to som ebody older in your
fam ily.__________
move an event u n til a later tim e.
talk about your relationship w ith som ebody,
say th a t so m eth in g is continuing.
talk about so m eth in g you had to stop doing because it
w as too difficult.
11 ifcvid W rite four questions using a p h rasal verb from

exercise 10a. They m ust be real questions! Ask your
p a rtn e r the questions. Tell th e class th e m ost interesting
th in g you found out.
91
^ 9.4 Speaking and writing
GOALS ■ Take part in online discussions ■ Make effective complaints
Reading & Writing taking p a rt

in online discussions
1 Look at the photos. Do you th in k th e
people are d ressed appropriately for
work? W hy/W hy not? D iscuss your
ideas w ith a partn er.
2 Read th e question in an o n lin e discussion

forum . How w ould you answ er it? Check
w ith a partn er.
Forum. HOME ABOUT US BLOG CONTACT US
Problem solved? 2 replies

I just don’t know howto dress for work any more. I see Reply • Favo urite • Forw ard
colleagues wearing jeans, shorts, flip flops... how do I know

if what I’m wearing is appropriate? And does it even matter
these days?
RECENT C O M M E N T S
Jay Cape Town

That’s a great question. Thanks fo r posting it! Rules about what we wear
have changed so much in the last few years, and not everyone likes this.
However, in my opinion, these changes are good, especially in the office. I
24
OCTOBER
don’t think appearance should be im portant there. People should judge us
on the work we do, not the clothes we wear.
Reply • Favo urite • Forward
7:21 PM
Chiara Turin
I read your comment w ith interest. As you say, things have changed a
lot. Many people, young and old, are not as form al at work now. I believe,
though, th a t how we look still m atters a lot. The issue is not really about
25
dressing in a form al or inform al style, but it is more about matching or
‘fittin g in’ w ith our colleagues. In other words, we need to dress to suit
OCTOBER where we work.
11:37 AM Reply • Favo urite • Forward
3 Read th e two co m m en ts on th e question asked in th e discussion

forum . W hich co m m en t do you agree w ith m ost? Why?
92
9.1 9.2 9.3 9.4 9.5
4a Read th e inform ation in th e L anguage for w riting box.

Listening & Speaking m aking com plaints
LA N G U A GE F OR WRITI N G taking part in
discussion board posts 6 W hat you w ear at work could cause problem s. T h in k of
o th er situations th a t m ight cause problem s at work.
To add a post to a discussion board, make connections with
what other people have written. 7a 9.7))) Listen to the sta rt of two conversations.
Th a t's a very im porta nt /grea t question.
Thanks for com m enting o n / p ostin g... 1 W hat is th e problem in each one?
I re a d your post / co m m e n ts with interest. 2 W hich conversations are betw een friends, an d w hich
A s you s a y ,... betw een a boss an d an em ployee? How do you know?
You m ake so m e good / interesting points.
As previously co m m e n t e d ,... b 9.8))) W hat w ould be a good result for each conversation?
D iscuss th e question w ith a partner, and then listen to
check w hat actually hap pened.
b Choose the best com m ent to com e next. Explain your
choice to a partn er.
8a M atch 1-5 to a -e to com plete extracts from the
conversations.
26 Post A 1 I'm sorry to have to say this,

No one cares what people look like 2 Look, it's a bit aw kw ard, but
OCTOBER nowadays. You can make your own rules 3 I’d like to apologize
12:06 PM and you shouldn’t w orry about what other 4 It w ould really help
people think. 5 W ould you m ind
Reply • Favo urite • Forw ard
a for being so annoying,
b if you could just clear up your stuff,
26
OCTOBER
Post B
You make some good points, Chiara. As
previously commented, people should judge
c b u t I need to talk to you about som ething,
d tak in g th e calls in your ow n tim e?
e I'm afraid there's so m ething I'm not happy about.
15:56 PM us on the w ork we do. It seems, however,
th a t very often they don’t, and research
b 9.9))) Listen, check an d practise.
shows this.
Reply • Favo urite • Forw ard Work w ith a p artn er. Read th e in form ation in th e
L anguage for sp eak in g box. Go to page 131 an d choose
one of th e tasks.
C Underline six m aking connections phrases in the three
com m ents posted in the forum. LA N G U A GE F OR SPE A KI N G
complaining effectively
> Work in sm all groups. Take p a rt in w ritten discussions. Introducing th e complaint
1 On your own, choose one of th e questions. S orry to both er you, b u t ...
W rite it at th e top of your piece of paper. I'm afraid th ere's a proble m with ...
Th ere's so m ething I'm n ot h appy a b o u t...
• Is it right to judge people by how they dress?
Can I h ave a w ord?
• Is getting w ork experience more im portant than having
It's a bit a wkw ard, b u t ...
qualifications?
Explaining th e problem
• is it OK to use office equipm ent to print or copy things
for your personal use? To be h o n e s t ,...
The proble m 's bee n going on f o r ...
2 W rite a post u n d er your q u estion to start th e discussion. They k e e p ... - in g ...
3 Exchange w ith som eone in your group. Read the I think it's unfair t h a t ...
q uestion an d th e first post, an d add your post to th e w e're getting a bit fe d up with it.
discussion. Proposing a solution
4 Exchange w ith a different student. Read an d th e n add Do you think you c o u ld ...?
your post. C ontinue u n til you have ad d ed a p ost for Apologizing
each question. I'm so rry a bout that. I didn't m ean to ...
I'll m ake su re ...
We often get more formal when we are making a complaint,
especially if we feel uncomfortable about it.
93
9.5 Video
The selfie
1 C om plete th e sentences w ith w ords from th e box.
bust selfies s e lf-p o rtra it p o rtra it
a Do you like th e s to n e of B eethoven sitting

on top of th e piano?
b In Van G ogh's___________ , we see th a t he p ain ted
h im self w earing a ban d ag e over one ear.
c M any celebrities p o s t____________ of them selves on
social m edia so everyone can see th eir latest image,
d I sat for two days while the artist painted m y ___________ ,
2 Work w ith a p artn er. D escribe th e photos, u sing som e of

th e w ords in exercise 1 to help you. W hich of th ese art
form s w ould you choose to see in an a rt exhibition?
3 O W atch th e video. C om plete th e statem en t w ith th e best

option.
M odern-day se lfie s ...
a are com pletely different to th e p o rtraits in the N ational
P ortrait Gallery,
b are very sim ilar to th e p o rtraits in th e N ational P ortrait
Gallery.
c share a few sim ilarities w ith th e p o rtraits in th e
N ational P o rtrait Gallery.
W atch again an d answ er th e questions.

a W hat did Oxford D ictionaries do in 2013?
b W hy have artists b een creatin g p o rtraits of people for
h u n d red s of years?
W hat negative opinions of selfies does th e p resen ter
m ention?
d W hat is th e value of selfies?
e W hat can great p o rtraits show us th a t selfies m ight not
be able to?
5a Choose a question, A-D. Go aro u n d th e class, ask

your question an d note dow n th e answ ers people give you.
A Do you take selfies? Why/Why not?

B Do you like looking at other people's selfies?
C What do you do w ith selfies you have taken?
D What do you think of selfies?
b Work in groups, w ith a Student A, B, C and D in each group.

R eport your answ ers. D oes your group th in k selfies are a
good th in g or not?
94
9.1 9.2 9.3 9.4 9.5
Review
1 Work w ith a p artn er. D escribe th e people in th e photos. 4 C om plete th e sentences w ith the m ost suitable w ords or
Give as m uch d etail as possible. p h rases from th e box.
bright colourful curves detailed historical looks

modern mysterious old-fashioned seems soft colours
straight lines tells a story traditional warm
1 The p ain tin g uses a lot o f_____________________ ,

w ith very few curves.
2 A lthough it w as p ain ted nearly 100 years ago, it still
feels q u ite _____________________ .
3 It as if it w as p ain ted outside.
4 It’s very bright a n d _____________________ , w ith reds,
blues, yellows and black and w hite.
5 The p ictu re o b v io u sly _____________________ ; you can
see exactly w hat's going to h appen next.
6 The m an in th e foreground seem s
because we can 't see his face.
5a 9.11))) Listen a n d w rite dow n as m uch of th e text as you can.
b Work w ith a p artn er. Try to reco n stru c t the text.
C 9.11))) Listen again to check. How m any p h rasal verbs can

you find?
6a P ut th e conversation in th e right order,

a Do you have th e receipt?
b Do you th in k you could get th e m anager?
He m ight rem em b er selling it to me.
2a W rite five sentences co m p arin g th e two people in the c Er, no I don't, actually,
photos, using m odifiers an d at least one (not) a s ... as d I only bought it a few w eeks ago, but it
construction. keeps tu rn in g itself off.
e Oh, I'm sorry to h ear that. W hat seem s to
b C om pare your sentences w ith a p artn er. Do you agree? be th e problem ?
f Sorry to b o th er you, but I’ve got a bit of a
3a 9.10 ))) Listen to each sentence an d w rite a conclusion, using
problem w ith th is tablet, i
might, m u st or can't an d the w ord in brackets.
g Well, I'm afraid I can 't help you, then.
She's wearing a uniform . (police officer)
S k c wLiakt be a police officer b 9.12 )| Listen an d check your answ ers.
1 (curly)_____________________________________________
2 (very old) C W ith a partn er, role-play the conversation th e custom er
3 (in good s h a p e )_____________________________________ th e n h as w ith th e m anager.
4 (clean-shav en )_____________________________________
5 (going b a ld )________________________________________
b Work w ith a p artn er. D escribe som eone in th e class. After

each sentence, say w hat your conclusion is.
A He's got blond hair.
B It can't be M arek because he's dark.
95
10W Compete and cooperate
A W
10.1 Crowd-funding
GOALS ■ Talk about business ■ Talk about how things are done
Vocabulary & Reading business

1 Work w ith a p artn er. Look at th e photo. W hat kind of
com pany do you th in k K ickstarter m ight be? D iscuss your
ideas in pairs. Do you th in k it i s ...?
a a com pany th a t helps en trep ren eu rs find investors
b a com pany th a t lends m oney to en trep ren eu rs
c a com pany th a t arran g es b an k loans for en trep ren eu rs
2a Read the article about K ickstarter an d check your

predictions.
b Work w ith a p artn er. A nsw er questions 1-3.

1 W hat first gave Perry Chen th e idea for K ickstarter?
2 W hat is th e m in im u m am o u n t anyone can invest?
3 W hat does K ickstarter not g uarantee?
3a Choose th e co rrect option to m ake a business phrase.

1
2
raise m oney / in value
share an investor / the risk
The 21st-century way
3 set up m oney / a business
4 present an idea / a b a n k loan
to start a business?
5 back a p ro je c t/ m oney
W hen Perry Chen, a musician, had to cancel a concert
6 becom e a guarantee / an investor
because he c o u ld n 't raise the $ 2 0 ,0 0 0 he needed to p u t it
7 find yourself short o f cash / the risk
on, he started to th in k a b o u t ways he could share the risk
8 get fu n d in g / a profit
w ith others. Together w ith Yancey Strickler and Charles
9 take out a project / a bank loan
Adler, he started up Kickstarter, a cro w d -fu n d in g website.
10 increase in value / an idea
A nyone w h o w ants to set up a business can present th e ir
11 give a guarantee / a project
12 m ake a p r o fit/a b a n k loan idea on the website, se ttin g o u t exactly how much m oney
the y are looking for, and anyone w h o w ants to back th e ir
b C heck your answ ers in th e article. projects can become an investor, sometimes fo r as little as
4a C hoose six p h rases in exercise 3a. W rite a sen ten ce/ $1. For entrepreneurs w h o fin d themselves sh ort o f cash,
definition for each an d read it to a p artn er. C an they guess it's a great way to get fu n d in g w ith o u t having to take o u t
w hich one it is? a bank loan. For investors, it's fun and there's always the
b Work w ith a p artn er. Use th e p h rases above to w rite a list possibility th a t th e ir investm ent w ill increase in value -
of advantages an d disadvantages of crow d-funding for a lthough K ickstarter w o n 't give any guarantees th a t the
e n trep ren eu rs or investors. new businesses w ill make a p rofit.
C row d-funding is an easy way to becom e an investor.
C C om pare your ideas w ith an o th er pair.

10.1 10.2 10.3 10.4 10.5
7 Add one m issing w ord to each sentence.

Grammar & Speaking passives by
1 The O strich Pillow com pany is co-ownedÂli
Work w ith a partn er. Read th e article Travel in comfort. Ganj avian.
A nsw er questions 1-5. 2 The pillow invented in G anjavian's studio.
1 W hat is th e p ro d u ct or service? 3 The O strich Pillow been well designed.
2 W ho w as th e p ro d u ct or service aim ed at? 4 You are pro tected from all sides a soft cushion.
3 How m any investors backed th e idea? 5 T here are two holes w hich located n e a r your ears so
4 How m uch fu n d in g did th e en tre p ren eu r get? you can p u t in earplugs.
5 H as th e business been successful? W hy/W hy not? 6 It arrived safely an d it packed well.
Tra v el in c o m f o r t Sign up Log in
1,846 A surprise K ickstarter hit has been the ‘O strich P illow ’, a kind of
padded hat that people can pull over their heads to take a nap. It
backers
has been backed by 1,846 people who have pledged $195,094.
$195,094 Ali Ganjavian, w ho co -o w n s the studio where the pillow was
$70,000 goal invented, adm itted that they had no idea it would be this popular.
‘We thought that it would appeal to travellers,’ Ganjavian said,
Back This ‘but w e’ve had lots of emails from people in all different kinds of
Project! fields saying that they have found it useful, like a firefighter who
spends a lot of tim e waiting on call.’ Five thousand pillows were
sold in the first three m onths and shipped to fifty -tw o different
countries. M ore are currently being m anufactured.
6a Read th e inform ation in th e G ram m ar focus box and 8a C om plete th e sentences w ith th e correct form (passive or
choose the co rrect options. active) of the verbs in brackets.
1 Ali G anjavian noticed th a t people w h o __________
GR A M M A R F O C US active and passive forms
(travel) a lot often get very tired.
• We use active verbs to describe 1 w h at someone or 2 The O strich P illo w __________ (invent) to help long-
something does / w h at happens to someone or d istan ce travellers.
something.
3 It’s a kind of h at t h a t __________ (pull) over the head in
A li Ganjavian co -ow ns the design studio.
order to take a nap.
a _________________________________________________
4 So far, over $195,000__________ (pledge) by its backers.
• We use passive verbs to describe 2 w h at someone
or something does / w h at happens to someone or 5 In the first th re e m o n ths of production, G anjavian’s
something, if we w ant to say who or w hat does the action, com pany (ship) five th o u san d pillows to
we use by. fifty-two countries.
The design studio is o w n e d b y A li Ganjavian.
• Often the person or thing that does the action is 3 known / b 10.1))) Listen an d check your answ ers.
not known, obvious o r 4 im portant / unimportant.
... h o w the be a ns w ere ro asted.
I S H S m Z l passives
b _________________________________________________
• We also choose 5 active / passive to continue talking about 9a 1 0 .2 })) Listen to sentences 1-5 in exercise 8 a again. M ark
the same thing or person. th e m ain stress. W hich is stronger, th e m ain verb or the
A su rprise K ickst a rter hit h as bee n the 'Ostrich P illo w '... auxiliary verb?
It h as bee n b a cked by 1,846 p e o p l e ...
c _________________________________________________ b 1 0 .2 1 Listen again and repeat.
10 EES3 Work in sm all groups. S tudent A, tu rn to page 131.
b C om plete the explanations in th e box w ith sentences from S tudent B, page 134.
th e article in exercise 5.
97
10.2 Competitive sport
GOALS ■ Talk about competition ■ Use articles
com petitive sport

1 Look at th e photos. Work w ith a p a rtn e r an d discuss
th e questions.
• Which of the sports and activities do you consider
to be com petitive or non-competitive?
• Which did you (not) enjoy at school, or do you
(not) enjoy now?
2a Read th e article about w hat th e governm ent th in k s of

com petitive sports. Do you agree w ith th e governm ent's
point of view?
IK<
SPORTING COMPETITION?
As figures show that m ore and m ore children are
overweight, the governm ent has announced that
highly 1__________ sp orts days and 2__________
are to be re-introduced at schools. Under the new
plans, schools will play 3 each other
in an O lym pics-style event, w ith sp orts such as
football, athletics, rugby, swim m ing, tennis and
cycling. W inning team s will 4 in sixty
3 Choose th e correct options to com plete the sentences.
co unty co m petitions before going on to a national
5 1 A prize w as given to th e win / winner of the race.
2 T here w ere several different types of sports in a race /
For too long, schools have been avoiding
tournam ent.
com petitive sports, introducing activities such
as yoga, tram polining, cheerleading and dancing 3 Next week my football team will play against / take part
instead. They seem to believe that losing a in th e cu rren t cham pion.
6 will make people feel bad about 4 As well as w in n in g a gold m edal, she also broke /
them selves. We have to realize that taking com peted the w orld record.
7 in com petitive sp ort is not bad for
5 He's so com petitive - he hates losing / taking part.
peo p le ’s self-esteem . W hether you 8
6 We won th e first few m atches, but lost in th e race /fin a l.
o ry com petitive sp ort teaches people
to w o rk in a 10 and to try hard to be the
4a 10.4 ))) Listen to six different opinions on com petitive sports
best tha t they can be. These are skills w hich are
ju st as im p o rta nt in the w orkplace as they are in an d tick th e box you th in k is closest to each opinion.
school.
S peaker 1 2 3 4 5 6
It is also hoped that the new plans will help Britain
to 11 records in future O lym pic Games. A gainst
in favo u r of
b C om plete th e article using th e w ords in th e box. Has a d iffe re n t idea
against break compete com petitive final lose

b 10.4 )| Listen again. M ake notes about w hat each speaker
part race team tournam ents win
says an d th e reasons they give. D iscuss your answ ers w ith
a partn er.
C 10.3 )| Listen an d check your answ ers.

10.1 10.2 10.3 10.4 10.5
7a C om plete th e text w ith a/an, the or - (no article).
A lm ost unheard of in Europe, sepak takraw is

1__________ extrem ely popular sport throughout
East Asia, and is growing in p opularity in countries like
the United States, Sw itzerland and Canada. Roughly
translated as ‘kickbalP it is 2 thrilling m ixture
of soccer, volleyball and g y m n a s tic s .3
game is played with 4 net and ball, but
5 players are only allowed to use their feet
to g e t 6 ball o v e r7 net. Each team
has three players and 8 first team to score
21 wins. Usually introduced to sepak takraw at
9__________ school, players have to be very fit and
practise daily to achieve 10 alm ost
Grammar & Speaking using articles: super-hero skills needed to win 11
international matches.
a!an, the, - (no article)
5a C om plete the extracts from th e listen ing w ith atari, the or

- (no article). 'v 'i . V N
1 It’s just u n realistic for ch ild ren to be told th a t everyone

can w in ; 1 ___________ life is com petitive.
2 If you lose 2___________race, th en you should ju st try
harder.
3 T h a t’s w hat I learn t w hen I was a t 3__________ school.
4 I don’t th in k m ore com petition is 4__________ answ er.
5 The school used to hold sports days in 5__________
public park, so everyone in 6___________p ark could
w atch.
b 10.5 )| Listen an d check your answ ers. b M atch 1-11 to rules a-f in the G ram m ar focus box.
6 M atch answ ers 1-6 in exercise 5a to rules a -f in th e 8a EES3 Work w ith a p artn er. W hich quote do you agree w ith
G ram m ar focus box. m ost? Give your reasons.
GR A M M A R F O C US a/an, the, - (no article) ‘W hoever said, “It's not whether you win
• We use a/an (indefinite article):
or lose that counts," probably lost.'
a when something is one of m a n y ____ M artin a N avratilova (tennis player)
b when we mention something for the first t im e ____
‘J ust play. H ave fu n . Enjoy the gam e.'
• We use the (definite article):
M ichael Jordan (basketball player)
c when it is the only one of something, or the only one in
a p la c e ____
‘You have to fig h t to reach your dream.
d when we have talked about the things before
You have to sacrifice a n d work hard fo r it.'
• We use no article:
Lionel Messi (soccer player)
e when we talk about plural and uncountable nouns in
general.____
b Listen to an o th er p air w ho have a different view.
f in some common phrases after a preposition
D iscuss th e different views together.
-►Grammar Reference page 155
C D ecide together w ho had the best argum ents. Why?
O VOX POPS VIDEO 10
99
GOALS ■ Hear unstressed words Phrases w ith take and have
C 10.101 Listen an d read th e inform ation in th e U nlock the

Listening & Speaking unstressed words
code box about u n stressed w ords an d check your ideas.
1a Work w ith a p artn er. Look at th e photo an d m ake guesses
U NLO CK T HE C O DE
about w hat you th in k it shows. unstressed w ords
Words which carry the main meaning of a sentence are usually

stressed; the other words, which are 'grammar' words, are
generally unstressed. The following kinds of 'grammar' words
are usually unstressed:
• the verb to be
• auxiliary verbs: do, did, will
• pronouns: he, it, they
• articles: a, an, the
• conjunctions: and, so, when
• prepositions: to, from, at, with
There may be two or three unstressed words between two
stressed words. However, the length of time between the two
stressed words remains about the same, no matter how many
unstressed words there are between the two stressed words.
This can make it harder to hear the unstressed words.
5a 10.111 Listen to th e sentences and w rite dow n how m any

w ords th ere are in each.
1 _____________
2 __________
3 __________
b 10 .6 )| Listen to an o th er clue. D oes th is help you to guess?
4 __________
2a 10.7 1 Listen to th e first p art of a radio p ro g ram m e an d 5 __________
check your ideas.
b 10 .11 )| Check your answ ers w ith a partn er. Listen again
b Do you th in k th is is a good idea? W hy/W hy not? D iscuss if necessary.
w ith a partn er.
3a Look at th e following extract from th e listening. U nderline

th e th re e w ords w hich carry th e m ain m ean in g an d stress.
T h e robots can cheer on their team .’
b 10.8 ))) Listen an d check if you un d erlin ed th e correct words.
C W hat h ap p en s to th e o th er w ords in th e extract?
4a M ark the m ain stresses in th is extract in the sam e way.
T h e n the robots can also cheer on their own team .’

\_________________________________________________ J
b 10.9 ))) Listen to bo th sentences and check your answ ers.
W hat do you notice ab o u t th e u n stressed w ords in bo th
sentences?
100 OlW Oxford 3000"

10.1 10.2 10.3 10.4 10.5
6 10.12))) Listen to th e rest of th e radio prog ram m e and 9 Work w ith a p artn er. Read th e inform ation in the
answ er the questions. V ocabulary focus box an d m atch six of the p h rases in the
1 W hat p ercentage of gam es do team s playing at th eir box to th e definitions below.
hom e stad iu m usually win? 1 be aw are of som ething, but not certain about it
2 W hat is it about G alatasaray's stad iu m th a t m akes it 2 try to do so m eth in g
p articu larly noisy? 3 be irrelevant or u n rela ted to som ething
3 W hat effect can the crowd have on the referees of a game? 4 believe th a t so m eth ing is im p o rtan t
4 W hat kinds of sp o rt benefit from a noisy crowd? 5 find th a t doing so m eth in g is not easy
5 W hat effect m ight a crow d have on an ath lete who 6 expect som eone or som ething to be always there for
n eeds to focus an d concentrate? you, even w hen you aren 't grateful
7a Work w ith a p artn er. Do either of th e following. V O C A B UL A RY F O C US

a M ake a list of at least five reasons why going to see a phrases with take and have
live gam e or a n o th er sp o rtin g event live is b etter th a n take and have are two of the most common verbs in English
w atching it at hom e on th e TV or in tern et. phrases. For example:
b M ake a list of at least five reaso n s w hy w atch in g a gam e • have difficulty in doing something
or an o th er sp o rtin g event on th e TV or in tern et is b etter • have a go at doing something
th a n going to see it live. • have a feeling th a t...
• have a responsibility to do something
b Join w ith a p air w ho m ade th e opposite list to yours an d • have nothing to do with something/someone
com pare your ideas. W hich p air h as th e best argum ents? • take something seriously
• take advantage o f
• take (no) notice o f ...
Vocabulary & Speaking phrases w ith take • take something for granted
an d have • take risks
• take a decision
8a C om plete the extracts from th e listening w ith take or have. Note that in these phrases the main meaning is not in the verb
C om pare your answ ers w ith a partn er. take or have, but in the whole expression.
1 D on't the f a n s ___________ a responsibility to tu rn up

and encourage th eir team ? 10 Rew rite sentences 1-7, replacing the u n d erlin ed w ords or
2 ... the hom e team really d o e s an advantage. phrases w ith one of the phrases in the V ocabulary focus box.
3 ... there are certain football stad iu m s ... w hich seem 1 D on't do a n y th in g dangerous - it's not w orth it.
to be designed t o ___________ advantage of th e noise 2 He u sed his friend’s k indness to borrow a lot of m oney
fans m ake. he co u ld n ’t pay back.
4 ... they can learn t o ___________ no notice of w hatever 3 lu st ignore h im - he's b eing silly.
th e other team 's fans m ight be shouting. 4 I know my studies are very im portant.
5 ... referees, or m atch officials, who have t o __________ 5 It’s very im p o rtan t to m ake th e right choice about
decisions ab o u t w h eth er to allow goals an d so on. w hich degree to do.
6 ... noise from the crowd m ight cause th em to 6 It's a bit difficult at first, but just try doing it.
u n n ecessary risks an d m ake a m istake. 7 I som ehow th in k th a t th is holiday will be a m istake ...
I don't know why.
b 10.13))) Listen an d check your answ ers.
11 Mivm C hoose th ree or four of th e following situations
an d tell each oth er about them . Work w ith a partner. Ask
questions to find out m ore inform ation.
A tim e when you ...
• had difficulty in doing something.
• had a go at something new.
• had a feeling that something was wrong.
• took advantage of a situation or person (or a tim e when you
were taken advantage of).
• took a risk.
• took an im portant decision.
101
GOALS ■ w rite about changes and differences ■ Make recommendations
r---------------------------------------------------------------------------------------- >1
Reading & Writing changes an d differences
THE NEW ISTANBUL
1 Work w ith a p artn er. Look at th e photos of Istanbul,
Liverpool an d Riga an d answ er th e questions. Istanbul has long been recognized as one of the w o rld ’s
1 W hat do you know about these cities? great cities. However, whereas in the past it was fam ous
for its m agnificent ancient sights, today Istanbul is
2 W hat do you th in k they m ight have in com m on?
becom ing just as well known for its m odern galleries,
designer shops and fashionable restaurants.
In the past decades, developm ent has dram atically

changed many parts of the city. W hereas before,
the skyline was dom inated by historic buildings and
monum ents, now it is starting to resem ble Manhattan
in som e d istricts where m odern skyscrapers are rapidly
being built. In preparation for the city becom ing European
Capital of Culture in 2010, the run-dow n buildings in many
areas were renovated and turned into boutique hotels and
trendy cafes. The neighbourhood o f O rtakoy is now home
to sophisticated nightclubs and restaurants, in contrast to
the small fishing village that was once there.
C om pared to tw e n ty years ago, the c ity ’s list of m ust-see

a ttractions has also changed. In the past, m ost visitors
explored the c ity ’s abundance o f historic buildings, but
today there is also a w ide choice o f exciting new art
galleries and museums. One of the m ost talked about is
the stunning Istanbul M odern - a form er em pty warehouse
that is now a sta te -o f-th e -a rt gallery with a stylish
restaurant that offers excellent views of the old city.
In 2014 the city was voted the w o rld ’s top destination in

TripA dvisor’s Travellers’ C hoice Awards, and the re ’s no
d ou b t that Istanbul is now one of Europe’s m ost popular
and vibrant cities.
2a 10.14))) Listen to an extract from a radio p ro g ram m e and 4a Look at th e article again and u n d erlin e five w ords
check your ideas. or p h rases u sed for com paring things. W hat is being
com pared?
b W hich city in your co u n try w ould you reco m m en d for th is
com petition? Why? Tell your partn er. b Check your answ ers in th e L anguage for w riting box.
3a Read the article ab o u t Istan b u l an d m ake notes about past LA N G U A GE F OR WRITI N G writing about changes
a n d presen t Istan b u l w ith th e headings. and differences
When writing about changes and differences we use phrases like:
Past P resent
before... n o w ...
whereas in the p a s t... today...
The Ortakoy area
whereas before ..., n o w ...
in contrast t o ...
Istanbul Modern compared t o ...
one o f the most important changes ...
another important change ...
b Check your answ ers w ith a p artn er.
10.1 10.2 10.3 10.4 10.5
5 C om plete the text about th e city of Liverpool in th e UK. 8a 10.16))) Listen an d com plete th e expressions.
Use th e inform ation in th e L anguage for w riting box to You le arn in g fla m e n c o ...
help you. OK, I’ll
If you like skiing, I’d Portillo or
Valle Nevado, b o th w orld-class ski resorts.
A city w hich has changed its image a great deal Is th ere an y th in g ?
since it was nam ed E uropean Capital of C ulture in
W here I stay?
2008 is Liverpool . 1 _ before,
Well, try in g a trad itio n al Japanese inn?
people in the UI< th o u g h t of Liverpool as a city
of high unem ploym ent and poverty, now they arc They’re the in luxury and relaxation.
m ore likely to link it w ith positive cu ltu ral events T hat I'll definitely try it.
such as a rt exhibitions and music concerts.
b W hich expressions:
2 _ has been the Liverpool
a ask for a recom m endation:
O ne developm ent in th e city centre, w hich opened
b reco m m en d s o m e th in g :_____________________
in 2008. 3 th e old, often
em pty buildings th a t were there before, th is c respond to a recom m endation:
fashionable shopping, living and leisure area
9 C hoose tw o cities you know and m ake a list of 3-5 things
now attracts m illions of visitors a year and is the
you w ould reco m m en d to som eone w ho is going to visit
biggest open-air shopping centre in th e UK.
th e cities for work, study or social purposes.
4 _____can be seen in the
A lbert Dock area. 5_______________________ in the 10 ifcvia Work w ith a p artn er (A and B). Use the expressions in
early 1980s it lay em pty and forgotten, it is now exercise 8 a, the Language for speaking box and the prom pts
Liverpool's m ost popular to u rist attraction, w ith below to have a conversation about cities to visit. Then
m ore th a n four m illion people a year visiting its change roles.
shops, m useum s, galleries and street festivals.
6a T h in k about a city or tow n you know th a t h as changed.

M ake notes ab o u t at least five changes to th e city.
b W rite a p arag rap h about th e city or tow n. Use th e language

from th e L anguage for w riting box to d escribe th e changes.
Listening & Speaking m aking

recom m endations
7a 10.15))) Listen to som e people talk in g abo u t different cities.
1 W hich cities are they talk in g about?
2 W hat do they reco m m en d doing?
Cities R ecom m endation
b C om pare answ ers w ith a partner.
103
10.5 Video
Borussia D ortm und

1 Look at th e p h rases in the box an d choose w hich you
w ould not co n n ect w ith in tern atio n al football.
affordable tickets big business loyal fans

wealthy investors
2a Work w ith a p artn er. In one m inute, list som e m ore w ords
or p h rases on the topic of in tern atio n al football. Use the
photos to help you.
b C om pare your ideas w ith an o th er pair.
3 O W atch th e video. C om plete th e inform ation about

m odern football.
countries decisions fans investors matches people

players projects teams tickets
There is one big difference between 1_____________in the

German football league and football clubs in most other
2 around the world. Instead of being controlled
by rich 3 , it is the 4 who own most
of the club. As a result, 5 are taken that help the
club rather than making its investors even wealthier.
Borussia Dortmund is one example of an extrem ely rich club.
It has some to p -le v e l6____________ , and it is very successful.
B u t7 __f o r 8 __ are not terribly expensive.
The club is involved in many com m unity 9____________ , and
the 10____________of Dortmund are very proud of their
local team.
4 O W atch again. W hat do these n u m b ers refer to?

• 3 billion • 500 • 4
• 16-76 • 2011 and 2012 • 80,000
• 1909 • 100
5a iriVta Work in sm all groups. Read the situation.
You are on the board of directors of a big football club. The jp o r tm in ib

directors need to discuss some ideas for some community
projects in your city, e.g. organizing a charity football match
to raise money for a local children's hospital.
b In your group, w rite dow n th ree ideas for co m m u n ity

projects.
C Share your ideas w ith the class. M ake a list of everyone's

ideas. Take a vote. W hich idea is th e m ost popular?
104
10.1 10.2 10.3 10.4 10.5
Review
1a Choose the co rrect options to com plete th e text. 4a Divide the words in the box into nouns, verbs and adjectives;
two w ords can be in m ore th a n one of the categories.
Havaianas 1 were developed / developed in Brazil in break a record compete com petitive final lose
the late 1950s. T h e y 2 were based / based on the play against race take part team tournam ents
sandals w hich 3 w ear I were worn by Brazilian- win winner
Japanese im m igrants, but these sandals soon
4 becam e / were becom e a hit with everyone.
Being cheap but exotic, tou rists 5 were b C om pare your answ ers w ith a partner.
p a cke d / p a cke d them in their baggage and
their fam e spread all over the world. In the C Write five sentences together using any of th e w ords from
m id-1990s the flip -flo p s 6 were redesigned / th e box.
redesigned. New colours and an improved
style 7 caused / was caused an explosion in 5a Cross out th e w ord or p h rase th a t doesn't go w ith the verb
sales. Nowadays around 22 million pairs 8 e x p o rt/ in th e first colum n.
are e xpo rte d annually to 80 markets.
1 ta k e advantage of som ething
a feeling t h a t ...
b W hat are som e of th e typical p roducts from your country? care of som eone
How are they m ade or grow n? W ho are they bought or 2 have so m eth in g seriously
used by? D iscuss w ith a p artn er. a w ord w ith
n o t ... a clue about som ething
2a C om plete the text using a/an, the or - (no article). 3 ta k e som eone's w ord for it
n o th in g to do w ith som eone
W ith its tropical w eather and snow -free mountains, tu rn s
1 Jam aica may not seem lik e 2_________ 4 h av e notice of
obvious co un try to send co m p etito rs to 3
difficulty in doing som ething
W inter O lym pics. B u t4__________ Jam aican bobsled
so m eth in g to do w ith
team were determ ined to make it to the Games. They
qualified but needed to find $80,000. So Lincoln
b Choose one of the completed verb phrases and tell your partner
W h e e le r,5 fan of the W inter Games, set up
ab o u t a tim e w hen you did this, or th is hap p en ed to you.
6 cam paign on the crow d-funding site
Crowdtilt in 2014. Within d a y s 7 campaign had
6a P ut th e conversation in th e right order.
raised m ore than $115,000. ‘This is 8 _ internet
com ing together,’ said Jam es Beshara, the C row dtilt A I'd really like to get a bit fitter. W hat sport or
CEO. ‘ It c o u ld n ’t have been done five years ago.’ activity w ould you recom m end? 1
A T h an k you, th a t's a good idea. I’ll give it a go.
A T hat's a good idea, but I have som e problem s
Work w ith a p a rtn e r an d d iscuss th e following questions.
w ith my knees. Could you recom m end som ething
1 Do you w atch th e W inter or S um m er Olympics? a bit gentler?
W hy/W hy not? B Have you th o u g h t of sw im m ing? It's really good for you.
2 W hat are your (least) favourite events? Why? B I strongly reco m m en d ru n n in g ; you'll get fit very fast.
3a Choose the correct verb to com plete each phrase, b 10.18))) Listen an d check your answ ers.
a m a k e /g e t an idea
C Role-play w ith a p artn er. You have m oved to a new city and
b set up / m ake a profit
have b een w orking very h ard in your new job. Now you
c increase / becom e an investor
w ould like your p a rtn e r to recom m end a sport th a t w ill...
d g e t/m a k e fu n d in g
• help you meet new people.
e b e c o m e /g iv e a g u aran tee • get you outside in the fresh air.
f support / fin d yourself short of cash
C hange roles once you have heard your partner's suggestions.
10.17))) Listen to six definitions. M atch each definition to a
ph rase in exercise 3a.
105
%
u0 j/0 r
CftOs
Consequences
11.1 Outlaws
GOALS ■ Talk about crime ■ Talk about unreal situations in the past
2 W hy do you th in k he b ecam e a ‘Facebook sen satio n ’?

Vocabulary & Reading crim e
Give 2-3 possible reasons.
1 a Work w ith a p artn er. Look at th e title of th e new s article.
3a M atch th e highlighted w ords in the article to th e following
W hat do you th in k a 'barefoot b a n d it' is?
definitions.
b Read the article and com pare it w ith your ideas. 1 crim es involving entering a building illegally in order
to steal
th o u g h t to be guilty of a crim e
N ew sO nline people who are killed or h u rt by som eone else

catch som eone you have been following or looking for
a b u ilding w here crim in als are kept as a p u n ish m e n t
‘Barefoot bandit’ Colton taken w ithout perm ission

crim es involving stealing from a place or person,
Harris-Moore sentenced to especially using violence
7 years in prison 8 given a p u n ish m e n t (of)

9 got away
S uspected of more than 100 the fts in the United States 10 m aking som eone a prisoner
and Canada, including bicycles, cars and planes, 11 crim es involving stealing som ething
the police had been trying to capture 19-year-old 12 a person w ho h as done som ething illegal and is hiding
C olton H arris-M oore for nearly tw o years. Known as to avoid being caught
‘the barefoot b an d it’, H arris-M oore often carried out
his robberies w ith no shoes on leaving his footprints Check your answ ers w ith a partn er, th e n work together to
behind. A fter this, he drew chalk foo tp rin ts on the floor
com plete th e table.
o f a grocery store that he robbed.
A lthough none of his victim s were actually injured, his Noun (person) Noun (action) verb
burglaries terrified local residents, as no one knew
thief 1 th e ft
where he m ight turn up next. Nevertheless, the outlaw
2
becam e an internet sensation, w ith a Facebook fan burglary
page collecting thousands of ‘likes’. 3 4
robber
As the police cam e close to arresting him, he escaped 5
stealing
by flying a stolen plane all the way from Indiana to the
Bahamas. He had reportedly taught him self to fly, using
inform ation he found on the internet - though that
did n ’t stop him from crash-landing in the sea. He then
attem pted to escape from local police officers using a
stolen m otorboat, but the police managed to stop the
boat and arrested him.
bandit a thief, sometimes violent
C0V£Do
106 OlW Oxford 3000T' N°T CRoss
,
jit* ^
11.1 11.2 11.3 11.4 11.5
4 Choose th e correct w ords to com plete th e text.

G ra m m a r & S p e a k in g u n real past
A 1 b urg la r / victim was 2 caught / escaped on Friday conditional
night, after getting stuck in a bathroom window. The man
w ho lived in the house found him when he went to the 6a Look at th e following extract from th e listening and
bathroom in the m iddle o f the night. He called the police, answ er th e questions.
w ho cam e and 3 arrested / sentenced the burglar. Police
r
4 su spe ct / escape that the man had already carried out ‘If he had crashed the plane in a tow n, he would
several 5 thieves / thefts in the local area. probably have killed som eone.’
5a Look at the list of reasons w hy outlaw s som etim es becom e 1 Did Colton crash the plane in a town?
p o p u lar w ith th e public. W hich reasons could apply to 2 Did he kill anyone?
H arris-M oore? D iscuss w ith a partn er.
b Read th e exam ple sentences in th e G ram m ar focus box and
1 The police or auth o rities are unfair. choose th e correct options to com plete th e inform ation.
2 The outlaw is kin d to o rd in ary people.
3 People ad m ire th e outlaw 's bravery. G R A M M A R FOCUS unreal past conditional
4 The outlaw is defending so m eth in g h e/sh e believes in. • lf+ past perfect, would/might/could have + past participle
If he had crashed the plane in a town, he would probably
b 1 1 .1 1 Listen to a radio p ro g ram m e w here two people are have killed someone.
discussing p o p u lar outlaw s an d com plete th e texts. He would probably have killed someone if he had crashed
the plane in a town.
• We use the unreal past conditional to talk a b o u t1 real /
Colton Harris-Moore unreal situations in the 2 past / present - things that are
different from what actually happened.
Known a s ’ • If the meaning is clear, the clauses can be in any order,
but we 3 don't use / use a comma if the result clause
People found his story very 2________ comes first.
a n d loved the fact he taught him self to
3 Grammar Reference page 156
7 C om plete th e u n real p ast conditional sentences about th e

th re e outlaw s, using th e verbs in brackets.
1 If Colton _________(not steal) a plane, he
(m ight/not becom e) so famous.
Ned Kelly 2 They (not m ake) a film about
Colton if he ___________ (not have) so m any
A rrested for 4 but claim ed Facebookfans.
he w as innocent. He a n d three friends Ned Kelly th o u g h t th a t if he
then started 5_________ but they w ere (not be) Irish, h e __________ (not get) into
6_________ to the people who worked there. trouble w ith th e police.
Ned claim ed the police w ere unfair to 4 If th e p o lic e __________ __________ (not arrest) Ned for
him b e c a u se 7 m urder, he (not rob) any banks.
5 If A ttila ______________ (give) th e m oney away,
h e ___________________ (m ight/be) even m ore popular.
6 If Attila (not have) any bed
sheets, he ________(could/not escape).
Attila A m brus
8a W rite one sentence about each of th e outlaw s, Colton
His crim e w as also 8 . He w as
H arris-M oore, N ed Kelly a n d A ttila A m brus, using an
polite to the b an k workers a n d even
u n real past conditional form and your ow n ideas.
9 ________ . People supported him
b e c a u se they f e lt10________ . b C om pare your sentences w ith a partner, an d explain
your ideas.
9 trivia Work w ith a p artn er. S tudent A, tu rn to page 132.

S tudent B, tu rn to page 135.
C C om pare your answ ers w ith a p artn er's.

© VOX POPS VIDEO 11
107
11.2 I should never have clicked ' 7
GOALS ■ Talk about people's behaviour on social media ■ Criticize past actions
b Read the article again and m atch statem ents 1-3 to the
Vocabulary & Reading behaviour on social
percentages of th e tw o th o u san d people w ho agreed.
m edia
26% 36% 55%
1 Work in sm all groups and d iscuss the questions.
1 People now adays co m m u n icate m ore online th a n face-
1 W hat differences are th ere b etw een com m unicating
to-face. __________
online an d face-to-face?
2 I have said so m eth ing online w hich I w o u ld n ’t say in
2 Look at th e h ead lin e of th e article. W hy do you th in k
real life .__________
one in four people regrets sen d in g th eir m essages?
3 I have seen on lin e bullying or been a victim of it myself.
2a Read the article an d com pare your ideas w ith th e
survey findings.
One in four regrets

messages on social
\ ‘* n d networking sites
More than a quarter of all users of Twitter and
other social networking sites send messages
they later regret, according to research.
The fact that the com m unication is not face -to -fa ce n a s ty on a social m edia w ebsite they w ould n e v e r say to
makes people online more likely to c ritic iz e and in su lt s o m e o n e ’s fa c e .
each other, a survey o f 2,000 people has found.
Some 44% of those regretted it because what they said
While social m edia w ebsites are becom ing places for had been rude, while 27% regretted it because they
people to s ta n d up fo r w h a t th e y b e lie v e in, people can thought it had upset someone.
also often feel they shouldn’t have pressed the ‘send’
The research also revealed tha t online bullying was a
button so quickly.
serious problem , with more than a third (36%) having
More than half (55%) of the 2,000 people surveyed said seen som eone becom e a v ic tim o f o n lin e bullying or
that they felt social media had replaced face -to -fa ce been one them selves.
interaction; and nearly tw o in five (39%) people said they
Professor Adrian Dunbar said: ‘Our research has shown
used social m edia to s p e a k up a b o u t som ething they
that people are m ore likely to say som ething on social
fe lt p a s s io n a te about. O f these 39% , nearly half (44%)
media that they later regret, because in these digital
believed what they said had m a d e a real d iffe re n c e
environm ents we d o n ’t receive the im m ediate feedback
because it led to p e o p le b lo g g in g o r tw e e tin g a b o u t
that we get during face -to -fa ce interactions. This can
th e issue, or actual changes being made.
therefore result in a c a re le s s or unpleasant tw eet, or at
However, social m edia does have som e problem s. More w orst, c y b e rb u lly in g .’
than a quarter (26%) adm itted they have said som ething
108 OlW Oxford 3000T'

11.1 11.2 11.3 11.4 11.5
C Work w ith a p a rtn e r an d discuss th e questions.

should/shouldn't have
1 W hich findings w ould you agree with?
2 How accu rate do you th in k th is survey is? Give reasons. 5 Read th e in form ation in th e G ram m ar focus box and
choose th e co rrect options to com plete th e rules.
3a Work w ith a p artn er. Read th e article again. S tudent A,
work out th e m ean in g of the w ords or p h rases in groups GR A M M A R F O C US should/shouldn't have
1-4. Student B, work out th e m ean in g of th e w ords or
We use should have + past participle to talk about and
p h rases in groups 5-8. Work out how th e w ords an d criticize things we did and didn't do in the past.
p h rases are different in each group.
They should have thought more carefully before putting
S tu d en t A something on a social media site.
1 criticize/in su lt They1 did / didn't think carefully - that was a 2 good / bad idea.
2 ru d e/n a sty They shouldn't have pressed the 'send' button so quickly.
3 co m m u n icate face-to-face/say so m eth in g to They 3 did / didn't press the send button - that was a
som eone’s face 4 good / bad idea.
4 stan d up for w hat you believe in /sp e ak up about -¥ Grammar Reference page 157
som ethin g you feel passionate about
6a 11.2})) Listen to tw o people talking about m istakes they
S tu d en t B m ade w ith social m edia an d com plete th e sentences
5 have a positive effect/m ake a real difference w ith sh o u ld/shouldn’t have + th e correct form of the
6 be sorry you did so m eth in g /reg ret doing so m eth in g verbs in brackets.
7 not th in k in g enough ab o u t w hat you are do in g / 1 She (be) m ore careful w hen
being careless she posted th e video.
8 blog or tw eet about an issue/(be a victim of) 2 She (accept) her boss as a
cyberbullying 'friend' online.
3 She (behave) badly at the party.
Explain any differences in m ean in g in each p air of w ords 4 She (post) any videos online.
or phrases to your partn er. Give exam ples to show th e 5 He (think) before pressing send.
differences. 6 He (say) a n y th in g negative
about th e interview er online.
Work w ith a p a rtn e r or in sm all groups. W hich of th e 7 He (wait) u n til he w as offered
following statem en ts do you agree w ith more? Give your th e job.
reasons.
8 They (give) h im th e job anyw ay
1 People are m ore likely to say so m eth in g ru d e or nasty if he w as th e b est candidate.
online th a t they w ould never say to so m eo n e’s face.
2 O nline co m m u n icatio n is essential for o u r lives. 11-3))) Listen an d check.
Its benefits are m uch m ore im p o rtan t th a n any
possible draw backs. C Do you agree w ith all th e statem ents? D iscuss your ideas
w ith a p artn er.
PRONUNCIATION should/shouldn't have
7a 11.4))) Listen to two sentences. W hat do you notice about

th e p ro n u n ciatio n of have?
She should have been more careful.
She shouldn't have behaved badly.
b 11.4))) Listen again an d repeat.
11.5))) Listen to tw o m ore people talking about th eir

m istakes. After each one, discuss w hat h ap p en ed w ith a
p artn er, using sh o u ld /sho u ld n ’t have. Do you agree w ith
each other? A nd w ith th e class?
109
GOALS ■ Hear modal verbs ■ understand words w ith multiple meanings
hearing m odal verbs 4 11.7 ))) Read an d listen to the inform ation in the U nlock the
code box ab o u t h earin g m odal verbs.
1 Look at th e pictures. W hat is h ap p en in g in each photo?
a
hearing modal verbs
Modal verbs such as m ust, m ay and could are very im portant

for the meaning of a sentence, but they are often difficult to
hear. We sometimes form the past using a different verb.
For example:
We m ust g e t perm ission. I had to help.
When you are listening, use the context to decide if the speaker
used a modal verb, and which one suits the context best.
5a Read th e definition of ‘u n in te n d e d consequences'. Can

you th in k how th e photos could relate to th e definition?
D iscuss w ith a p artn er.
The idea of unintended consequences is an im portant

one in p olitics and econom ics, but it is also com m on in
everyday life. It means that the consequence or result of
an action is som etim es very different from our intention.
This can be a good or a bad consequence.
b 1 1 .8 ))) Listen to a radio program m e about th e u n in ten d ed

co n seq u en ces of a law about crash helm ets
for cyclists. W ere your ideas th e sam e
as th e exam ple in th e program m e?
A nsw er th e questions about the

crash h elm et law exam ple.
2 1 1 .6 ))) Listen to th e conversation related to each photo.
For each conversation, answ er th e questions. 1 W hat does th e law say?
1 W hat did the person in th e photo do? 2 W hat is th e in ten tion b eh in d the law?
2 W hat did they w an t to happen? 3 W h at’s the young person’s reaction to the crash helm ets?
3 W hat actually happened? 4 W hat are th e co n sequences of th is reaction?
d 11.8))) C om pareyour answers with your partner. W hich modal

3 11.6))) Listen again an d com plete th e sentences from
th e conversations. W hat kind of verbs do all th e spaces verbs did you h ear in th e answ ers? Listen again and check.
contain?
6 W hat m ight be th e u n in te n d e d consequences
C o nversation 1 of th ese actions? Choose one to discuss w ith a partner.
1 I decided to borrow a laptop from th e office so Report your answ ers to the class.
______________________it at hom e ...
1 A doctor m akes p atients pay a fine if they are late for an
2 W e______________________p erm issio n ... ap p o in tm en t.
3 Anyway, I _____________________ into w ork on th e 2 In order to im prove h is p erform ance in an exam , a
T u esd ay ... stu d en t d rin k s th re e large cups of coffee ten m inutes
C onversatio n 2 before th e exam starts.
1 I _____________________ Professor D u dley... 3 To stop custom ers eating a m eal an d th e n leaving
2 I th o u g h t_____________________ a b etter grade in w ithout paying, a restau ra n t m akes th em pay for the
my exam s. m eal at the sam e tim e as they order the food.

11.1 11.2 11.3 11.4 11.5
b F inish th e sentences in tw o different ways to show th e two

Vocabulary & Speaking w ords w ith
m ean in g s of each word.
m ultiple m eanings 1 The sq u a re w as ...
a draw n on a piece o f paper.
7a Look at th e pairs of sentences. For each pair, choose one
word from the box th a t goes in b o th sentences. b full o f people shouting.
2 I co u ld n 't find th e key b e c a u s e ...

bank fine jam performance wave
a ___________________________________________
1 a The doctor m ade th e p atien ts pay a ___________ if b
they m issed an ap p o in tm en t. 3 It’s im p o rtan t th a t th e ch an g e ...
b It w as a __________ , su n n y day as they left for th e a ___________________________________________
picnic.
b
2 a T h e ___________ starts at 7.30, so d o n ’t be late!
b Over the last ten years, C hina's e c o n o m ic _________ 4 I saw a m a tch w hich ...
has been very strong. a ___________________________________________
3 a They stopped at th e to get som e money, b
b We pulled th e fish out of th e river and put it on 5 We had to stop playing because th e li g h t...
t h e __________ , a __________________________________________
4 a My m oth er gave m e a final goodbye as b
th e train left th e station,
6 We saw th e ro c k ...
b The boat w as su n k by an e n o rm o u s__________ .
a ___________________________________________
5 a There w as a terrible traffic on th e way to
th e airport. b
b For breakfast, they gave us toast a n d __________ .
9 Work w ith a p artn er. W rite four sentences each
b All of the w ords in th e box have two m eanings. M atch the using w ords from exercises 7 an d 8 . P ut a space w here the
w ords to the pairs of m eanings. w ord you have chosen goes. T hen sw ap sentences w ith
your p a rtn e r a n d com plete them .
change key light match rock square The sm all boy threw a __________ a nd broke the window.
1 • large stone OR
• ty p e of loud m usic I'm not keen o n ___________ m usic - I prefer salsa.
2 • sh ape w ith four equal sides A nswer: rock
• area of a tow n w ith four sides and buildings all around
3 • th in g for locking a door
• an sw er to a problem
4 • gam e betw een two team s
• piece of w ood for lighting som eth in g
5 • the energy th a t com es from th e sun
• som ethin g you tu rn on w hen it’s dark
6 • m oney w hich is coins (not notes)
• so m eth in g different from before
8a Read the V ocabulary focus box.
V O C A B UL A RY F O C US
w ords with multiple meanings
There are many pairs of words in English which have the same
spelling and pronunciation but different meanings. Sometimes
these are the same parts of speech (e.g. both nouns),
a traffic ja m vs bread and jam
Sometimes they are different word classes.
pay a fine/feel fine (a noun and an adjective)
Use the context to decide which meaning is correct.
m
GOALS ■ Come to a decision ■ Apologize
Listening & Speaking decisions
‘What are the three most

important factors in
choosing where to live'? -
Location,
1a Do you agree w ith th e q uotation above? W hat are the m ost 4a Read the inform ation in the L anguage for speaking box.
im p o rtan t factors for you? M ake a list w ith a partn er.
LA N G U A GE F OR SPE A KI N G m aking decisions
b W hat are the consequences of (not) having each factor? Controlling the tim e
For exam ple: If it's in a good area, it m ay be very expensive. Could w e m ove on?
L e t's le ave that for now. W e're running out o f time.
2 11.91 Listen to a group of friends talking about m oving to
Discussing options
a different ap artm en t. W hich of th e factors you listed in A re there a ny o th er suggestio ns?
exercise 1 do they m ention? What w ould h appen i f . ..?
Making your point stronger
3a 1 1 .1 0 ))) Listen and com plete th e expressions.
I'm co nvin ced t h a t ...
1 Let's extras like th a t You m ust a dm it t h a t...
2 ___________ a balcony is e s s e n tia l...? Arriving at a decision
3 Well, a n o th e r__________ to go for a ground-floor So, wh a t w e're saying w e've d e cid e d i s ...
a p a rtm e n t... Th a t's se ttled, then.
4 S o,__________ a th ree-b ed ro o m ed a p a rtm e n t...
b Work in sm all groups. Look at the descriptions on
b Work w ith a p a rtn e r an d m atch th e four p h rases in page i 3 2 an d decide together w hich hom e w ould be best
exercise 3a to categories a-d . for a couple w ith a girl aged n in e and a boy aged eleven,
a A rriving at a decision c M aking a point stronger
b D iscussing options d C ontrolling th e tim e Present your ideas to another group and com pare
your decisions and th e reasons you gave for them .
C P ractise saying th e expressions.
112
11.1 11.2 11.3 11.4 11.5
D ecide w hich p h rase in each p air in exercise 7 is m ore

R e a d in g & W ritin g apologizing
form al (MF) an d w hich is less form al (LF). Then read the
in form ation in th e L anguage for w riting box to check
Work in sm all groups. Have you ever done any of th ese
your answ ers.
things? W hat w ere th e consequences?
• missed an im portant deadline at w ork or college LANGUAGE FOR WRITING apologizing
• left someone out of an im portant decision
• forgotten to thank someone for helping It is im portant to get the tone right when you apologize. We
can say the same thing in more or less formal ways, depending
• sent a special invitation to the wrong friend
on the words we choose to use.
Work w ith a p artn er. Read th e th re e m essages an d m atch apologize - sa y you are sorry
each to a situation in exercise 5. inconve nience - trouble
More formal (MF) English uses com plete sentences. Less
Sent: Tuesday 10.16 formal (LF) English can miss out words.
Hi Tomoe, Formal Inform al

I’m so sorry for sending you that email by mistake. I A p o lo g izin g
can understand tha t you were a bit upset when you 1 apologize for the dela y in S orry for n ot getting in touch
spoke to Susie. I had actually meant to send that email replying. sooner.
to her - she really likes the theatre, so I thought it
Ple ase a cce p t m y a pologies A pologies f o r ... / S orry f o r ...
would be good to offer her my spare ticket.
f o r ...
I really hope you understand! Why don’t we get together I apologize for the S orry for the trouble this
soon anyway? Do you fancy a coffee next week? inconvenience. c a uses.
A pologies again, I hope you will be able to Ple ase forgive me.
forgive me.
Tania
I hope you understa nd. I ca n u ndersta nd th a t y o u ...
I ca n se e n ow it would h ave
bee n b e tte r t o ...
Sorry for not getting in touch sooner. Please forgive me!
I ju st w anted to say thanks so much fo r the other day - A c ce p tin g an apolog y
I really appreciated the help! / u ndersta nd com pletely. It's p e rfe c tly all right.
Th ere's no n e e d to apologize. That's OK/fine.
rxi, Sent: Friday 15.25
Dear Dr Phillips, 9a Read D im itri's em ail apologizing to a custom er. W hat is

th e problem w ith th e tone? How do you th in k th e custom er
Please accept my apologies fo r the late subm ission of
will react w hen he receives th e em ail?
this te rm ’s work. I have had some problem s com pleting
w ork in the last m onth due to fam ily issues. I can see
now it w ould have been better to ask for an extension Sent: Saturday 18.57
earlier. If I face sim ilar problem s in the future, I will Hi there, Mr Carter,
make sure I discuss them with you.
S orry for not w riting sooner - I have been a bit busy.
I apologize for the inconvenience. A pologies for the problem you had in our shop last
Best wishes, Tuesday. It was a very busy day and som e staff were
o ff sick. Please forgive us!
Raul
Dimitri
7 Find p h rases in th e m essages w ith sim ilar m ean in g s to C ustom er Services

ph rases 1-4. W rite th em here.
1 Sorry for th e trouble th is causes. b Rew rite th e em ail w ith th e correct tone.
2 I apologize for th e delay in replying. 10 EES3 W rite an em ail to apologize.

a Work w ith a p artn er. Choose one of th e situations in
3 I hope you will be able to forgive me. exercise 5, or th in k of your ow n and discuss th e details,
b On your own, w rite an em ail to apologize,
4 I apologize once again. c Read your p artn e r's em ail. Is the tone and style right?
113
11.5 Video
Cyber crim e
1 Work w ith a p artn er. C om plete th e sentences w ith words
in the box. D iscuss th e m ean in g of th e verbs in bold.
malware Web application criminals/hackers
a As I w as bro w sin g t h e _____________ , I w as red irected

to a different site.
b This w ebsite has been hack ed b y ______________ in
order to infect your m achine.
c My com puter h as b eco m e in fected w ith _____________ .
d Please dow nload th i s _____________ an d in sta ll it to
protect your system .
2 Work w ith a p artn er. W hat do you know ab o u t Sophos?

Use the photos and th e w ords in exercise 1 to help you talk
about w hat they do.
3 O Watch the video. C hoose the best su m m ary of the

inform ation given in th is interview .
a This video su m m arizes th e in tern et security firm
Sophos's latest p ro d u ct w hich can protect system s
against m ost cyber attacks. An em ployee offers advice
on how we can p rotect o u r com puters an d o th er
electronic devices th ese days,
b The video describes th e challenges for users and internet
security firm s th ese days. An em ployee from Sophos
explains th at th e threat of cyber crim e is growing because
there are so m any different ways in w hich d ata can now
be stored.
4 O W atch again. D ecide if th ese statem en ts are tru e (T) or

SOPHOS PROOUCTS LABS PARTNERS COM
PANY SUPPORT 1 (jl Q
false (F). C orrect th e false sentences.
a Fraser H ow ard sells in tern et security products,
b Fraser H ow ard gives an exam ple of how a cyber attack
could take place,
c 'S ecurity Shield' is a piece of softw are w hich protects
com puters ag ain st cyber attacks,
d In th is exam ple, th e servers w hich host th e hackers'
activities are in C anada.
5a E S 3 Work in groups. List five threats from com puter

hackers. Put th em in order of the highest to th e lowest
threat.
b C om pare your ideas w ith an o th er group. Were any of your

ideas the sam e? Have any of th ese th in g s h ap p en ed to you?
114
11.1 11.2 11.3 11.4 11.5
Review
1 a C om plete the sentences below each situation. b W hy do you th in k M iner b ecam e a folk hero? D iscuss w ith
1 A nna w as burgled w hile she w as on holiday. She left a a partn er.
w indow open.
3a M atch th e first p art of th e p hrase to the correct second part.
a She should (lock) the
window. 1 be a victim of a a real difference
b She sh ou ld n 't (leave) th e 2 m ake b about som ething
w indow open. 3 feel c w hat you believe in
c If she (leave) the w indow 4 stan d up for d o n line bullying
o p e n ,sh e (be) burgled. 5 speak up e som eone
T hieves broke into my car an d stole my handbag. 6 upset f passionate about som eth in g
a I should (hide) my h an d b ag
b Tell your p a rtn e r about som ething you feel passionately
in th e boot.
about. Try to use at least th re e of the phrases in exercise 3a.
b I sh o u ld n ’t (leave) my
h an d b ag in th e car. 4a 11.11 ))) Listen to th e b eg in n in g of six sentences. W rite them
c Ifl (leave) my h an d b ag in th e dow n an d com plete th e m in any way th a t m akes sense.
car, they (b reak )in .
b C om pare your sentences w ith a p artn e r's. Is th e m eaning
b Work w ith a p artn er. Talk about th e following situations of th e n o u n in each sentence the sam e or different?
using should/shouldn't have and a p ast u n real conditional.
1 Nick m ade an in su ltin g co m m en t on a friend's social 5a Put th e p h rases in th e right order.
netw orking page. He w as only joking, b u t his friend was 1 ru n n in g / tim e / of / we’re / o u t .
very upset. 2 suggestions / are / any / th e re / o th er ?
2 I w as in a h u rry to catch my train , so I d id n 't buy a 3 settled / th e n / th at's .
ticket. The ticket in sp ecto r fined m e a lot of money. 4 for / let's / th a t / now / leave .
3 Lucy respo n d ed angrily to a com m ent on h er blog. Now 5 m ust / th a t’s / tru e / adm it / you .
the person who m ade th e co m m en t keeps po stin g m ore
6 w ould / option / an o th er / be / t h a t .
an d m ore angry com m ents.
7 th a t / convinced / I 'm ...
2a Read the biography o f'th e G entlem an B andit’ and com plete 8 saying / w e’re / w hat / so / is ...
th e text w ith th e correct form of th e w ords in th e box.
b 11.121 Listen an d check your answ ers.
arrest escape prison robbery steal thief victim
C Work w ith a partn er. D ecide if the ph rases in exercise
5a are a) controlling th e tim e, b) discussing options,
c) m ak in g your p o in t stronger or d) arriving at a decision.
The Gentleman Bandit
Ezra Allen Miner, known as ‘Bill M iner’, was nicknam ed
‘the G entlem an B an d it’ because he was polite and
considerate as he 1__________from stagecoaches and
trains in the Old West. Many people believe he was the
f ir s t 2 to say, ‘ Hands up!’ Miner becam e a
folk hero in Canada after he was 3 for
the 4__________of a Canadian Pacific Railway
train in 1906. The com pany was very unpopular
at the tim e and hundreds o f Canadians
cheered M iner as the police too k him
to 5 ___. M iner never actually
hurt any of his 6 , but he
spent m ost o f his adult life in prison,
apart from a couple of exciting but
short-lived 7
Influence
12.1 Advertising
GOALS ■ Talk about advertising ■ understand and use reported speech
2 a Work w ith a p artn er. Find exam ples of the w ords in th e box
Vocabulary & Listening advertising
in th e photos in exercise 1 .
1 Work w ith a p artn er. Look at th e photos an d discuss advert billboard brand logo poster product slogan
w hich adv ertisem en t you th in k m akes th e biggest
im pact and why.
b M atch th e adjectives in the box to definitions 1-7.
amusing clever confusing effective memorable

persuasive unpleasant
1 able to m ake som eone do or believe som ething

2 causing you to laugh or sm ile
3 successfully producing the effect th a t you w ant
4 difficult to u n d erstan d
5 not nice or enjoyable
6 w orth rem em b ering or easy to rem em ber
7 show ing skill or intelligence
C W hich adjectives could you use to describe each of the

photos in exercise 1 ?
3 1 2 . 1 )}) Listen to th ree people talking about a m em orable

advertisem ent. M atch speakers 1-3 to photos a-c.
a ____________ b c ______
116 O u t O xford 3000™

12.1 12.2 12.3 12.4 12.5
12.1 )| Listen again an d w rite th e n u m b er of th e speaker 7 Use th e in form ation in th e G ram m ar focus box to report
next to the statem ent w hich m ost closely m atches w hat they th ese statem ents.
say. T here is one extra statem en t you do not need to use. 1 The b est ad I've seen had a serious point.
a People dislike being told they a ren 't allow ed to do He said
som ething. ____ 2 E arth H our is about saving energy.
b I w as really upset w hen I saw th is advert. He told us th a t ____________________________________
c Adverts can m ake people aw are of social issues. __ 3 They asked hom eless people to present the w eather
d F unny adverts can be a good way to influence people. forecast on TV.
She said th at
4 In fu tu re people will th in k before they text.
Grammar & Speaking reported speech She told us th a t _________________________
5 I don't like being told w hat to do.
5 Look at sentences a -b ab o u t the listening in exercise 3 and He said th a t
answ er th e questions. 6 T here w ere lots of silly little accidents.
a The m an said th a t it was ju s t one light a n d w ouldn 't He told u s __________________________
m ake any difference.
b She said (that) the p o in t o f the advert h a d been to
persuade people not to send texts while driving.
PRONUNCIATION linking
1 W hat do you th in k th e original w ords in each advert 8a 1 2 .2 ))) Listen to th ese extracts from the listening and listen
were? to how th e w ords in bo ld are linked.
2 W hat is th e difference betw een th e tense u sed in the 1 The b est ad I've seen h a d a serious point.
original w ords an d in th e rep o rted speech? 2 E arth H our is ab o u t saving energy.
6 Read th e inform ation in th e G ram m ar focus box on tense 3 I saw a n a m a z in g ad ...
changes in rep o rted speech and com plete th e exam ples. 4 Lots of th em w ere offered help.
5 The instructor told them th a t a new law had been passed.
G R A M M A R F O C US reported speech 6 T here w ere lots of silly little accidents.
Tense changes
b Work w ith a partn er. Look again at th e w ords in bold
• we use reported speech to tell people what someone said.
an d circle all th e vowel sounds (sounds, not letters) and
Tenses usually move one tense back, for example
go -+ went, did/have done -> had done, will - » would, to
u n d erlin e all th e co n so n an t sounds.
show that the words were spoken in the past, and the
pronoun can also change (e.g. from / -» he).
c Look at how each p air of w ords in bold are linked. W hat
hap p en s w hen a co n so n an t sound ends one w ord and a
Direct speech Reported speech vowel so und starts th e next word?
'It's really memorable.' He said (that) i t 1 really
memorable. d P ractise linking w ith the extracts.
'The ad has won an she said (that)the a d 2
award.' an award.
9a bfcvid Work w ith a p artn er. Use questions 1-5 to tell your
'It was really moving.' He said i t 3_________ really moving.
p a rtn e r about a m em orable advert you have seen.
'They are hoping He said they 4_________ more
more countries w ill countries 5____________do it the 1 Was th e advert for a b ran d or w as it a public service
do it next year. following year. an n o u n cem en t?
2 W hat h ap p en e d in th e advert (if a film), or w hat could
• We often use say or tell. Note that tell must have a personal you see (if a picture)?
object: we tell somebody something. Say doesn't have a
3 W hat w as it trying to persuade people to do or buy?
personal object: we say something (to somebody).
4 Did it use a slogan or a logo? Was th a t effective?
He said it was really amusing.
W hy/W hy not?
He told us it was really amusing.
5 W hat adjectives w ould you use to describe it?
Grammar Reference page 158
b Find a new p a rtn e r and report to them w hat your p a rtn e r
from exercise 9a said.
Juan told m e about an advert h e’d seen th a t...
© VOX POPS VIDEO 12
117
12.2 How to persuade and influence people
GOALS ■ Talk about persuading people ■ Understand and use reported questions
Vocabulary & Reading persuading people

1 Look at th e ad v ertisem en t for a book. W hat kin d of book is it?
Books
How to Persuade and
Influence People
by Philip Hesketh |
D o you w a n t to be a b le to p e rs u a d e an d in flu e n c e p eople?
W ouldn’t it be great if you could always get people to see things

your way? Now you can. You w o n ’t be successful in business
if you can’t bring people round to your way o f thinking. Some
people find it easy; the rest o f us just need a little help.
This second edition contains plenty o f practical exercises to

help you ...
Find the perfect way to • Know why people buy

win people over what they buy
B ecom e an amazing Make sure people

negotiator rem em ber you and what
you want
Understand the other
person’s point o f view Overcom e objections
Philip Hesketh is a full-tim e international business speaker

on the psychology of persuasion. Thousands of people have
benefited from his advice. In his book, he gives the reader
plenty of sim ple and m em orable persuasion techniques that
can be used to deal w ith many o f life’s challenges.
It’s up to you to use them.
2a Read th e ad v ertisem en t for th e book. W hat w ould you

expect to read in th e book? g e t your on/n ldory
b W hat kind of person m ight w ant or feel they need to read convince, someone you're right
th is book? W ould you read it? W hy/W hy not?
3a The two ph rases on th e list m ean to persuade or influence

someone. Find four m ore p h rases in th e in fo rm atio n in th e
advertisem en t th a t m ean th e sam e th in g an d add th em to
th e list.

12.1 12.2 12.3 12.4 12.5
b C om plete the questions w ith th e six p h rases in exercise 3a. 6a Read th e in fo rm atio n in th e G ram m ar focus box and
1 How im p o rtan t is it for you to g e t___________________ com plete 1-4.
own
GR A M M A R F O C US reported questions
2 If som eone doesn't like you at first, do you try to w in
___________________ ? W hy/W hy not? • Reported questions also usually move one tense back to
3 If som eone disagrees w ith you, are you usually able to show that the words were said in the past.
see th in g s ___________________ ? • As a reported question is no longer a direct question:

4 If you argu e w ith a friend, will they usually bring a The word order is the same as in statements.
W here is he going? - S h e a sk ed w h ere he w a s going.
___________________th e ir way of th in k in g , or will you
___________________them you are right? b We do not use auxiliaries.
W here do you live? - He a sk e d w h ere I lived.
5 W hat do you th in k is th e best way to overcom e
som eone’s ___________________ to an idea? 1 When did you arrive?
H e a s k e d ____________________________________________
C Work w ith a p artn er. Ask an d answ er th e questions. 2 w h ere will you go?
4a Read this short extract from th e book. W hat different Yes/ N o questions use if or whether.
things could th e assistan t do to m ake a sale? D iscuss w ith Do you like re ading? - He a sk ed if /w h eth er sh e liked reading.
a partner. 3 H ave you bee n to Fra nce?
4 Can I le ave e arly?

I was in tow n recently in a m e n sw e a r store.
A sm artly dressed m an cam e in and the ow ner
asked, ‘Can I help you?’ The m a n smiled, and -* Grammar Reference page 159
said, in a very polite way, ‘I’m looking for a BOSS
suit. I like the bran d BOSS. Do you sell BOSS?’ b Rew rite th e seven questions in exercise 5b as reported
questions.
The shop d id n ’t sell BOSS. So w hat would you D id you enjoy it? - He asked if she h a d enjoyed it.
do if you were the assistant?
7a 12.3 )| Listen again an d m ake notes about th e answ ers to
th e questions in exercise 5b.
b Work w ith a p artn er. Look at suggestions 1-3 from th e
b Take tu rn s to report th e questions and answ ers to a partner.
book an d choose th e best option. W hat w ould be the
benefits or draw backs of th is solution? 8a In th e interview Tania says:
1 Tell th e custom er th a t you d o n ’t sell BOSS, but you
know w here he could find it. ‘But probably the m ost im portant thing is to really listen
to people and to ask questions to find out w h a t’s really
2 Say th a t you agree th a t BOSS is a fine b ran d and
im p o rta nt to them ...’
although you don't sell it yourself, you have som eth in g
sim ilar. W rite five questions th a t could help you to u n d erstan d
3 Say th a t you agree BOSS is a fine b ran d an d ask him som eone else b etter - for exam ple, about th eir family, their
w hat in p a rtic u la r he likes about it. hobbies, etc.
• w h o do you get on best with?
C Work w ith two pairs w ho have looked at different options
• How do you like to relax?
and com pare your ideas. Look at th e au th o r's solution on • What's the most dangerous sport you have tried?
page 135.
b Work w ith a p artn er. Take tu rn s to ask and answ er your
questions.
Grammar & Listening reported questions
> Work w ith a new p a rtn e r and tell them ab o u t your
5a 12.3))) Listen to a review of the book on a radio program m e. conversation. Use reported speech and reported questions.
Is the review positive or negative?
I asked M aria w h a t she usually d id to relax. She said she
b 12.3))) Listen again and w rite dow n the seven questions that enjoyed jogging a n d thought it was really good fo r getting
the presenter asks. rid o f stress.
119
GOALS ■ Recognize complex noun phrases (2) ■ Use dependent prepositions
3 Look at th e h ig h lighted verbs in the article. U nderline the

Reading & Speaking com plex n o u n
object of each of th e verbs.
phrases (2)
4 Read th e article again. Work w ith a p a rtn e r and answ er
1 a Look at th e sentences about soft power. W hat do you th in k questions 1-4. W hat does it say a b o u t...?
soft pow er is? Do you th in k it's im p o rtan t? Why? 1 South K orean TV show s and pop music.
1 W h at’s in terestin g is th a t soft pow er h as little to do 2 Ira n ia n TV viewers.
w ith politics. 3 M onocle m agazine.
2 A ccording to a 2013 survey G erm any is the co u n try th a t 4 social m edia.
currently has th e m ost soft power, followed by th e UK,
the US, F rance an d lapan. 5a D iscuss w ith a p artn er. W hich o th er countries do you
3 Italy's stren g th is its rep u tatio n for great food, fashion th in k have soft power? Why? Use the ideas in the box to
and art. help you.
4 The Olympic G am es can increase a co u n try 's soft
a rch ite ctu re businesses cinem a fam ous people
power. By ho stin g th e 2020 G am es Japan has so m eth in g
fashion m usic sp o rt
big to aim for in th e com ing years.
5 The 226 A lliance Frangaises th ro u g h o u t th e w orld and
F rance 24 online provide an alternative to th e English- b Work w ith an o th er pair. C om pare your ideas.
language d o m in ated new s agenda, i.e. new s from a
different perspective.
b Circle th e subject (who does th e action) an d th e verb and South Korea's 'soft power' -
un d erlin e the object (w hat they do) in sentences 4 an d 5 in
exercise la . a global success
C Read the U nlock th e code box. Check your answ ers.
Something has been changing in South Korea in
recent years, and the world has definitely noticed.
6
What has changed is its 'soft power'.
recognizing complex n
noun phrases (2)
Objects, like subjects, often consist of more than one word,

and are sometimes quite complex. Here are some common Since the 1990s, a new wave of South
kinds of more complex object. Korean culture called Hallyu, or Korean
By hosting the 2020 G a m es Japa n h as so m ething b is to aim for Wave (ff-n-), has changed the country's
in the com ing ye ars. image abroad.
The 226 Allia nce Fra np a ises throughout the w orld a nd Fra nce TV shows such as Jumong and Dong Yi,
24 online provide an a ltern a tive to the English-language and K-pop (Korean pop) singers like Kim
dom in a ted n e w s agenda, i.e. n e w s from a d iffere n t p ersp e ctiv e. Jae Joong and Kim Hyun-Joong have
made an incredible difference to the
2a Before you read th e article about soft pow er in South country's image. In fact, many think they
Korea, discuss th e questions w ith a partn er. have done more than the government. Even
1 W hat aspects of South K orean cu ltu re are show n in the popularity of South Korean food has
the photos? increased.
2 How do you th in k th ese aspects m ake South Korea a Jumong, a historical drama, was sold to ten
m ore im p o rtan t or successful country? Give reasons for Asian countries and proved extremely popular.
your answ er. In fact, in Iran, 80% of TV viewers watched
it. And who could forget Psy's Gangnam Style
b Read th e article an d com pare w hat it says to your answ ers. video, which broke all records for YouTube views?
120 OlW Oxford 3000t'

12.1 12.2 12.3 12.4 12.5
7a 12.4 ))) Listen to th ree people talking about soft pow er and
Vocabulary & Speaking dependent
business. W hat does each person say about th e subject?
prepositions 1 ________________________________________________________________________________________________________
2 __________________________________________________
W hat p repositions go in 1-3?
3 __________________________________________________
• They don't re ly 1 ___________ radio stations to tell them
w hat m usic they should listen 2___________any more. 12.4 ))) Listen again. C om plete these extracts w ith the
• O ne th in g is for sure - South Korea’s influence is m issing prepositions.
grow ing. W ho know s w hat it will lead 3__________ ?
1 C ountries no longer depend force or politics to
V O C A B UL A RY F O C US dependent prepositions increase th e ir influence abroad.
2 W e're not afraid being m ore open in the
With some verbs, we have to put a preposition before the
w orkplace any m ore. Of course, we have w om en to
object (noun or verb + -ing).
S h e works for an intern ation al company.
th a n k a lot of th ese changes.
You c a n't rely on the w e a th er in England, even in the 3 We w an t to w ork in a group an d d e a l problem s
sum m er. effectively,...
Some a djectives also have dependent prepositions.
H e's good a t com m unicating. 8a Write the correct preposition from the box next to words 1-10.
They are interested in S outh Kore an films.
a bout fo r in on to
1 w orried c\bon.t 6 refer

2 talk 7 lead
3 succeed 8 listen
4 interested 9 concentrate
5 believe 10 work
b 12.5))) Listen to ten sentences an d check your answ ers.
9 12.5 )J Listen to the sentences in exercise 8 b again. Work w ith

a p a rtn e r and decide how we p ronounce the prepositions.
10a ifc.via Work w ith a p artn er. Com plete questions 1-10 w ith
a d ep en d en t preposition an d your ow n ideas. Use the
V ocabulary focus box to help you.
1 Are you g o o d _____________________________________ '
2 Are you in te re s te d _________________________________'
All this has increased the country's soft power, its ability
3 Have you ever w o rk e d _____________________________ '
to make a positive impression through things like culture,
architecture, sport and popular brands. 4 Are you afraid
5 Do you find it h ard to c o n c e n tra te __________________ '
The international magazine Monocle recently published
6 Do you ever get b o r e d __________________________ '
a report about the countries with the most soft power.
7 Do you b eliev e ____________________________________ '
Tyler Brule, the magazine's editor-in-chief, said soft power
was more im portant than ever before. He said it is now 8 W ould you like to succeed
fashionable for countries to use culture rather than force or 9 Do you ever w o rry _________________________________'
even politics to increase their influence abroad. 10 Do you find it difficult to ta lk _______________________'
Interestingly, Hallyu has largely attracted attention through b Ask an d answ er th e questions.
social media. People all over the world are watching K-pop
videos on the internet. They don't rely on radio
stations to tell them what music they should
listen to any more.
One thing is for sure - South Korea's

influence is growing. Who knows
what it w ill lead to?
121
GOALS ■ Agree and disagree ■ w rite an advantages and disadvantages essay
b Look at th e p h rases in th e first two colum ns of th e table in

Listening & Speaking agreeing and
exercise 4a. Write S if the phrase shows strong agreem ent or
disagreeing disagreement, and W if it shows weak agreement or disagreement.
1 a Work w ith a p artn er. Add at least th re e m ore th in g s to this C Check your answ ers in the L anguage for speaking box.
list of thing s th a t can go in and out of fashion.
clothes restaurants cars diets agreeing and disagreeing
m obile phones video gam es Asking if someone agrees
D on't you a gree? w ou ld you a gree?
D on't you t h in k ...? Wouldn't you sa y t h a t...?
Agreeing Disagreeing
Agree strongly Disagree strongly
/ was j u s t going to sa y that! / totally disagree.
Th a t's ju s t wh a t I thought. R ubbish!
A bsolutely! Disagree weakly
I cou ld n't a gree more. I'm n ot sure a bou t that.
M y thoughts exactly. Yes but I c a n't help th in k in g...
Th at's a good point. I a gree up to a p o i n t ...
Agree weakly
1su p p ose so.
b D iscuss th e questions w ith a partn er.
You might b e right, b u t ...
1 W ould you buy a new phone because yours felt
old-fashioned? W hy/W hy not?
d 12.7))) Listen and rep eat the p h rases for agreeing and
2 Do you notice if peo p le’s clothes are (un)fashionable?
disagreeing in th e L anguage for speaking box.
Does it affect your opinion of them ?
5 Work w ith a p a rtn e r and choose two topics. Use the
2 1 2 .6 1 Listen to th ree conversations about how fashionable
prom pts to have a conversation.
th in g s are. W hat th re e th in g s in exercise l a are th e
speakers talk in g about? Tick th e w ords in exercise la . • There is no difference be tw e e n expensive branded clothes
and cheaper versions.
3 12 .6 )| Listen to th e conversations again an d decide if th e • w e d o n 't need books any longer.
sentences are tru e (T) or false (F). • w e have to o m any possessions nowadays.
• Everyone should speak a t least tw o languages.
Both speakers th in k t h a t ...
• People w h o fo llo w fashion have no o rig in a lity o r ideas of
1 A ndrew ’s new ph o n e will be good for tak in g photos th e ir own.
on holiday.
A Give an opinion on topic 1. Ask if B agrees.
2 old-fashioned th ings som etim es look b etter th a n
B Agree strongly. Add an o th er reason.
new er things.
A Agree or disagree not very strongly.
3 the prices at th e new restau ra n t are too high.
B Give an opinion on topic 2. Ask if A agrees.
4 the re sta u ra n t is in a good position.
A Agree strongly. Add an o th er reason.
4a Use the p hrases from th e listening to com plete th e table. B Agree or disagree not very strongly.
You m ight be right. I w as ju s t going to say th a t! D on't you 6a Work w ith a p artn er. Read th e statem ent and w rite dow n
th in k ...? I'm n o t sure a bout that. I c o u ld n 't agree more. th ree reasons to agree w ith it and th ree reasons to disagree.
That's ju s t w h a t I tho ug h t. A bsolutely! I to ta lly disagree.
‘W e sp e n d to o m uch tim e, m o n e y and e ffo rt sta yin g in
fa s h io n .’
A greeing Disagreeing Asking if
som eone agrees b Join an o th er pair. D ecide w hich p a ir will agree w ith the
statem en t a n d w hich p air will disagree and discuss.
C Do m ost people agree or disagree w ith the statem ent?

12.1 12.2 12.3 12.4 12.5
8 a Work w ith a p a rtn e r an d w rite dow n two good things and

advantages and disadvantages essay tw o bad th in g s ab o u t fast fashion.
7a Work w ith a partner. W hat do you th in k fast fashion is? b Read the rest of th e essay and u n derline any ideas you
th o u g h t of.
b Check your ideas in th e first parag rap h of the essay.
C W hich p arag rap h talks about advantages? W hich talks
ab o u t disadvantages?
1 Broadly speaking, ‘fast fashion’ com panies make
and sell the latest fashions very quickly. The clothes 9a Read th e in form ation in the Language for w riting box.
are heavily influenced by the international fashion
show s in London, Milan, etc., and can even appear LA N G U A GE F OR WRITI N G
on the high street w ithin tw o weeks of the show. advantages and disadvantages
They introduce new clothes into the shops every
tw o or three months, not tw ice a year, like traditional Advantages
fashion houses. The main objectives of ‘fast There are several benefits.
fashion’ are to bring high-fashion clothes into the One advantage is th a t...
shops quickly and cheaply. However, this has both Another major positive is th a t...
advantages and disadvantages. Disadvantages
One disadvantage can be th a t...
2 One advantage 1___________________ custom ers
Another drawback (of fast fashion) is th a t...
can buy very up-to-date, fashionable clothes.
On the other h an d ...
2___________________m a jo r 3____________________ is ... there are also problems with ...
that there is a greater variety of clothes in the shops.
This means tha t a sm aller num ber of each item of
clothing is made, so you probably w o n ’t find other b C om plete th e essay in exercise 7b w ith one to th re e w ords
people wearing the same clothes as you. in each gap.
3 4___________________ hand, there are also several 10 Find and u n d erlin e two generalizations in the
5___________________ w ith ‘fast fashion’. in tro d u ctio n an d conclusion.
6___________________ disadvantage can be tha t the
designs are not original; they are copied from the 11a Look at th e essay title.
fashion show s of fam ous designers, w hich people
should be discouraged from doing. A nother W h a t are th e advan tag es and d isadvantages of buying
7__________________ t h e clothes are usually made th e latest technology?
very cheaply, w hich can mean that the quality is
poor and that the people w ho make the clothes Work in small groups and complete the table w ith your ideas.
are not well paid. This can give the com panies a
negative image. A dvantages Disadvantages
4 Overall, we have seen that fast fashion can be a • •

good or a bad thing. We need to realize tha t we are • •
responsible for the choices we make when we are
• •
shopping, and the difference those choices make to
other people in the world.
b Work w ith a p artn er. C om plete the essay p lan w ith two
ideas for each parag rap h.
• in tro d u c tio n (general points a bout buying technology)
• Advantages
• Disadvantages
• C onclusion (general points/ne ed to consider both sides)
12a ifcwa W rite an essay on the topic below.
Th e advan tag es and d isadvantages of buying the

latest technology.
Write 200-250 w ords.
b Swap your essay w ith an o th er student. Read your p artn e r's

work an d tell th em two things you like about the essay
an d one th in g they could im prove (e.g. the ideas, the
organization, spelling, use of tenses).
123
12.5 Video
Starbucks
1 Work w ith a p artn er. Follow th e in stru ctio n s below.
When you see the Starbucks logo, w hat do you think of?
In one minute, list as many words and phrases as you can
which you connect w ith this famous coffeehouse. Use the
photos to help you.
2 C om pare your list w ith an o th er pair. Did you w rite any of

the sam e w ords or phrases?
3 O W atch th e video. Use th e w ords below to give a brief

description of Starbucks to your partn er.
the criticism a global brand the logo the philosophy

a slogan
4 O W atch again. Add events to the tim eline below to show

the history of Starbucks th ro u g h the decades.
I I I I
1970 1980 1990 2000 2010 now
5a ifcfaa Work in pairs. Student A, w ork w ith an o th er S tudent

A and read th e situation.
You both own a busy family-run cafe in a medium-sized

English town. Starbucks would like to open a new coffeehouse
next door to your cafe. List 4 -5 reasons why you are strongly
against the idea.
S tudent B, work w ith an o th er S tudent B an d read the

situation.
You both w ork for Starbucks in the business development

departm ent. You are planning to open a new coffeehouse in a
medium-sized English town. List 4-5 reasons why you think a
new coffeehouse in this tow n would be very successful, and
why it would benefit the town.
b P air A, work w ith P air B. P resent your ideas to each other.
C As a class, list th e m ain points from b o th sides. D ecide

w hich side has th e w in n in g arg u m en t.
124
12.1 12.2 12.3 12.4 12.5
Review
1a Read the text an d u nderline six w ords related to advertising. 12.9))) Listen to six questions and w rite th em dow n.
1 _____________________ 4 ___________________
2 ____________________ 5 __________________
3 ____________________ 6 __________________
b Work w ith a p artn er. Ask and answ er the questions in

exercise 3a.
A new way c Now w rite a short rep o rt of the questions you asked and
of seeing th e answ ers you received, using reported speech.
the world 4a M atch th e tw o halves to m ake six phrases.

1 b ring people ro u n d a objections
2 get b people over
Recently Google announced plans for a new advertising
3 get people to c your ow n way
system using Google Glass. It is a kind of wearable
computer which looks a little like a pair of glasses which 4 overcom e d other person's point of view
allows you to google information on the go. Currently 5 u n d e rsta n d the e see things your way
companies pay Google every time someone clicks their 6 w in f to your w ay of th in k in g
advert to find out more about their product. But in the
future, it seems that just looking may be enough. Imagine b Tell a p a rtn e r ab o u t w hen and how you did one of these
you are walking down the street and glance at a billboard things.
by the side of the road, or a poster at a bus stop. Google
Glass will be able to tell exactly what your eyes are looking 5a C om plete th e p h rases w ith th e correct preposition.
at and for how long. And there’s more. It will probably 1 I don’t usually w o rry _________...
also be able to measure how you feel about the brand. If 2 I find it h ard to c o n c e n tra te ________ work w hen ...
you find something surprising, funny or interesting, the 3 I’m p retty g o o d _________...
pupils in the middle of your eye get bigger, and Google 4 I don’t b e lie v e ________ ...
will be able to track that as well. So they will be able to tell 5 I often lis te n _________...
how effective the slogan or image actually is.
6 I'm very in te re s te d _________...
C om plete th e sentences in exercise 5a in ways th a t are tru e

b Work w ith a p a rtn e r an d discuss th e questions.
for you. Tell a p a rtn e r ab out your sentences.
1 Do you or w ould you use Google Glass? W hy/W hy not?
2 How do you feel ab o u t advertisers know ing w hich ads Complete the conversation.
you are looking at, or how you feel ab o u t them ? A A pparently th e g overnm ent is going to ban advertising
3 In w hat oth er ways do you th in k advertising m ight for ju n k food d u rin g c h ild ren ’s TV program m es. W hat's
change in the future? your opinion on that?
B I'm n o t sure 1_ _ that. I can 't 2_
2a 12.81 Listen to som e different opinions ab o u t adverts an d th in k in g th e g overnm ent shouldn't be trying to control
m atch them to an adjective w ith a sim ilar m eaning. th in g s like that.
A Well, I agree up to a 3__________ , b u t child ren are so
am using clever confusing m em orable persuasive
unpleasant easily influenced, a re n ’t they?
C My th o u g h ts 4__________ . A dults can decide for
them selves, but it’s different for children.
b 12.8 1 Work w ith a p artn er. Listen to th e opinions again
B I suppose 5__________ .
an d report w hat each person said, using rep o rted speech.
1 He s a id ________________ 4____________________ Work w ith a p a rtn e r or in a sm all group. W hat do you
2 _______________________ 5 ___________________ th in k about b an n in g th e advertising of ju n k food during
children's TV program m es?
3 _______________________ 6 ___________________
125
Communication
Student A Students A & B

2 .1 Exercise 9 2 .2 Exercise 9
a Work w ith a p artn er. Look at th e following stru c tu re for Work w ith a p a rtn e r or in sm all groups. Choose one of the
telling a story. Identify th e different sections in th e two stories about a fam ous hoax, either th e C ottingley fairies or the
stories in exercises 2 on page 16 an d 7 on page 17. ‘n ear m iss’.
1 M atch th e sentences to th e right picture.
1 Announcing a That reminds me o f ...
2 Put th e story in th e right order.
story is about to I remember the tim e when ...
start 3 Rewrite th e story together, using appropriate verb form s
I'll never forget that day ...
an d tim e linkers.
2 Giving The sun was setting ...
background I was driving home when ...
information
3 Main events I had just opened the door when she

suddenly appeared.
I recognized him straightaway.
4 Conclusion He was never seen again.
5 Final comment I've never forgotten w hat happened.

I can laugh about it now, but it was
really scary at the time.
b W hat verb form s are typically u sed in each section?
C Work w ith a partner.

1 Use th e notes an d th e stru c tu re for telling a story to plan
a ‘lucky escape' story.
2 Tell th e story to a partn er, w ith lots of detail. Try to use
th e correct n arrative form s and som e of th e verbs in
exercises 4 and 5 on page 17.
S u rfer in, A ustralia

/Attacked by sh a rk
Heard big bang
FlevJ through- air
Discovered big b ite m a rk

in surfboard
S u rfer u n h a rm e d
126
COMMUNICATION
S tudent A
If people jumped in the air at 9.47 a.m., they would float.
0 .2 Exercise 8
On 1 April 1976, the well-known astronom er Patrick
Moore announced on the BBC that at 9.47 a.m.
something strange was going to happen.
One woman claimed tha t she and her friends all floated
around the room.
He reported that Pluto was going to pass behind the
planet Jupiter.
This would affect gravity on Earth.
When it was 9.47 a.m., hundreds of people rang the BBC
to tell their stories.
Two years later, Polly was at a meeting and mentioned

the photos.
Perhaps surprisingly, Sir A rthur Conan Doyle, author
of the Sherlock Holmes books, became interested and a Work w ith a p artn er. Read th e p arag rap h about a Faking
supported the story. It episode. Use th e notes and your ow n ideas to w rite a
Elsie's father saw the photos and decided they were sim ilar p arag rap h about a sim ilar type of program m e.
fake, but her mother, Polly, believed the girls,
in 1981 the cousins were interviewed for a magazine
and finally confessed to the hoax.
Home Categories A-Z Programmes
For decades many people believed the photos were real,
in 1917 tw o young cousins, Elsie and Francis, living in
Bradford, England, claimed to have taken photos of
fairies.
Faking It O
C h ess p la y e r t o f o o t b a l l
S tudent A
2 .4 Exercise 6 m anager
FIRST BROADCAST: 26 S e p te m b e r
a Use th e following notes to p rep are to tell th e story of DURATION: 49:03
an o th er coincidence.
Former professional chess player trades his
• American novelist Anne Parrish/on holiday in Paris chessboard fo r the football pitch as he attem pts
• Look/bookstores w ith her husband to fake it as a football manager in a month.
• Find/favourite childhood book/Jack Frost and other stories
• Anne/show book to husband
• Husband/open book/see Anne's name and address
• Book/used to belong to Anne Past - make, decisions, Wave tim e to th in k ,
spend hours playing chess
b Tell your p a rtn e r your story, using th e p h rases in th e
L anguage for sp eak in g box on page 22 to engage your AlovJ - m anage people, Lead, work w id er
listener. W hen listening to your p artn er, use th e p h rases to pressure, ta k e responsibility, learn about
m ake sure you so und interested. football
b Now tell your p a rtn e r ab out the person you w rote about.
127
Student A S tudent A
6 .2 Exercise 9 7.1 Exercise 10
a Read about M anoon, a rice farm er from T h ailan d . A nsw er

the questions.
1 W hat problem s did th e w eath er cause him ?
2 W hat w as his solution?
P rep are to talk for a m in u te about how offices have changed

since th e 1970s, using used to an d would. Look at th e photo and
When it d id n ’t rain, rice farm er M anoon had trouble
th in k about com puters, paper, w om en at work, w orking hours
getting enough w ater for his crops. There was a well and conditions, attitu d es to work, etc.
nearby, but he co uldn ’t get the w ater from the well to his
fields. This m eant that his crops w o u ldn ’t grow properly, Students A & B
even if his whole fam ily spent tim e carrying w ater from
the well to the fields. So he decided to build a windm ill
7 .2 Exercise 8
pum p to get water from the well. He made the sails from C hoose one of th e following activities.
old advertising boards. Now he has enough w ater for his
crops, even if the rain com es late.
a D ecide on one of th e people you chose in exercise 5b on
page 69. W rite 7-8 in teresting interview questions you
w ould like to ask them . You can m ake th e m direct or
in d irect. T hen interview each other, tak in g th e roles of the
b Work w ith a p a rtn e r w ho has read th e o th er story. Take
people you chose.
it in tu rn s to interview each other. A nsw er as M anoon.
Try to use p resen t perfect sim ple an d co n tin u o u s in OR
your answ ers. b W rite 7-8 in terestin g interview questions you w ould like
to ask your p artn er. You can m ake th em d irect or indirect.
• What has been happening to the w eather in your area?
• What effect has this had on your crops? Interview each other, th e n share som e of the interesting
• How has this affected your life and your family? th ings you found out w ith an o th er pair, or w ith the w hole
• What have you done to improve the situation? class.
128
C O M M U N IC A TI O N
All students All students

Work in groups of four. Im agine each stu d en t in each group is a Work in sm all groups. Look at the th ree scenarios and
one of the governm ent m inisters. d iscuss w hat you w ould do. D ecide together on the best
1 D ecide w hich governm ent m in ister you are. th in g to do.
2 You have to decide together how m uch m oney to spend on
h ealth care, childcare, cu ltu ral activities an d tran sp o rt.
1 You have just bought a coffee on th e way to work.
Read your role card an d p rep are som e good argum ents.
You have left th e cafe and you are in a hurry. You
Use conditional sentences.
realize that the server has given you too much change.
I f we spend more m oney on a healthy eating cam paign,
m ore people will have a balanced diet a n d we will spend
less on hospitals.
2 In a car park, you accidently dent som eone’s car
3 D iscuss th e budget to g eth er an d decide w hat percentage
w ith your car door. Do you leave a note w ith your
of the budget should be sp en t on each area.
n am e an d address?
4 Explain your decisions to th e class or an o th er group.
Give reasons.
3 You are w orking in a shop or cafe. A custom er

S tu d en t A: H e alth care insists he has given you a £ 2 0 note, b u t you have
You th in k a large p ercentage of th e budget should only given h im change for a £ 10 note.
be spent on health care. T h in k about people's need
for physical activity, a b alan ced diet, access to good
doctors and hospitals. b W rite th ree sim ilar scen arios for an o th er group to discuss.
Have som e ideas about your ow n answ ers. Give these
situations to a different group.
S tu d en t B: C h ild care
C Now discuss a n o th er group's th re e scenarios. C om pare
You th in k a large p ercentage of th e budget should your ideas w ith those of the group th a t w rote the scenarios.
be spent on childcare. T h in k about how childcare
helps p aren ts to work - w hich is good for individuals
and th e econom y. Also th in k about how it can help
children m ake a good start at school.
S tu d en t C: C u ltu ra l activ ities

You th in k a large p ercentage of th e budget should be
spent on cu ltu ral activities. T h in k about how it will
im prove people’s social life an d h appiness, an d how
it will help th em becom e b etter educated.
S tu d en t D: T ra n sp o rt
You th in k a large p ercentage of th e budget should
be spent on tran sp o rt, including bicycles w hich are
free for anyone to use. T hink about how fewer private
cars will reduce pollution, how cycling m akes people
healthier, an d how ch eap er public tra n sp o rt will
help poverty.
129
Students a & b S tudent A
Work w ith a partn er.
a Look at th e tw o p airs of sketches an d describe th e

differences b etw een them , using com paratives,
superlatives and m odifiers.
Work w ith a partner.
a Take tu rn s to d escribe your p icture w ithout show ing it to

b Can you tell w hich one w as created from th e w om an's ow n your partn er. Give as m uch detail as possible, using the
description? v o cab u lary in exercise 2 on page 8 8 , an d m ak in g som e
d ed u ctio n s an d speculations.
b Listen to th e d escription of a picture Student B gives, and

try to im agine w hat you hear. T hen look at th e original
picture. How close w as th e description S tudent B gave?
130
COMMUNICATION
Students A & B Student A

9 .4 Exercise 9 1 0 .1 Exercise 10
a Work w ith a p artn er. Choose a situation an d a problem , a Read about th e K ickstarter project called E verpurse and
th en decide o n ... answ er the following questions.
1 background details of th e story. W hat's the problem ? 1 W hat w as th e service or product? W hat w as special
W hy does it cause you difficulties? about it?
2 w hat you are going to say to the person you have a 2 W hat evidence w as there th a t the b usiness is w orth
com plaint about. investing in?
3 th e result you w ant from your com plaint. 3 W hat investm ent w as needed? How m any investors did
E verpurse get?
w ork
b Join two or th ree stu d en ts who have read th e sam e text.
A colleague arrives late for m eetings all th e tim e; h e /
P rep are a sh o rt presen tation about your project, using the
she is usually very disorganized; your boss is getting
questions in exercise 5 on page 97 to guide you.
angry w hen th in g s don't h ap p en as they should.
C P resent your project to the rest of th e class.
D isco v er S ta rt S e a rc h Sign up Log in

stu d y
You are giving a p resen tatio n to your class; your
p a rtn e r d id n ’t do m uch work for th e project, but th en
says you did it together.
social
You are getting a bit fed up b ecau se w hen you and
your friends go out, one of th e group never pays for
anything.
b Work w ith a different pair. M ake your com plaint to one of Everpurse: easily charge
the pair. Use the p h rases in th e L anguage for sp eak in g box your phone all day
on page 93 to m ake your com plaint, explain th e problem
and try to agree on a solution.
Have you ever noticed tha t sm artphones always
C Go back to your original p a rtn e r in exercise 9a. C om pare run out of energy ju st when th e y’re needed
th e results from your com plaints. W ho got th e best result? most? S m artphones are used for so many things
nowadays - emailing, checking social media,
finding out how to get som ewhere - tha t m ost
people get to the end of the day and need to
charge their phones. W ith Everpurse, you can
charge your phone while it’s in your bag. It’s the
first bag w ith a built-in charger. Everpurse can be
carried inside a bigger bag, or by itself. When you
get home, you just drop it onto the w hite charging
mat and leave it overnight. It’s tha t simple.
Everpurse needed $100,000 to make Everpurses

for as many people as possible. If you invested
$99 or more, you were one of the first people to
receive one. More than 1,400 investors pledged
alm ost $240,000.
131
S tudent A S tudent B
I I . I Exercise 9 2 .1 Exercise 9
a Work w ith a p artn er. Read about an o th er outlaw and a Work w ith a p artn er. Look at the following stru c tu re for
answ er the questions. telling a story. Identify the different sections in the two
1 W hat crim e(s) did the outlaw com m it? stories in exercise 2 on page 16 and exercise 7 on page 17.
2 W hat w ere th e reasons they becam e well know n or
1 Announcing a That reminds me o f ...
popular?
story is about to I remember the time when ...
start I'll never forget that day ...
2 Giving The sun was setting ...

background I was driving home when ...
BONITA
information
3 Main events I had just opened the door when she

suddenly appeared.
I recognized him straightaway.
4 Conclusion He was never seen again.

Maria Bonita (Beautiful Maria) was the
girlfriend of the Brazilian outlaw leader, 5 Final comment I've never forgotten w hat happened.
Virgulino Ferreira da Silva, known as I can laugh about it now, but it was
Lampiao. Virgulino’s father was killed by really scary at the time.
the police in 1919, which led Lam piao to
fight back against the police, w ith a large b W hat verb form s are typically u sed in each section?
group o f other outlaws. Maria Bonita joined
Lam piao in 1930, when she was in her early C Work w ith a partn er.
tw enties. She and the other fem ale outlaws
in the group dressed like the men and were, 1 Use th e notes an d th e stru c tu re for telling a story to
apparently, just as tough. She to o k part in p lan a 'lucky escape' story.
all the battles w ith the police, though people 2 Tell th e story to a partner, w ith lots of detail. Try to use
say that she som etim es stopped Lam piao th e correct n arrative form s an d som e of th e verbs in
from being cruel to his victim s. exercises 4 an d 5 on page 17.
Lorry driver escapes from

b Write th re e th ird conditional sentences ab o u t w hat crash u n h u r t
h ap p en e d to th e outlaw.
I n Russia on motorway
C Tell your p a rtn e r ab o u t w hat you found out an d use the Second truck, crashed
sentences you w rote. into h im
d D ecide together w hich outlaw you ad m ire m o st/least. Driver cam e through
Explain why. f r o n t windscreen
W alked away u n h u r t
All students
1 1 .4 Exercise 4
1 A th ree -b ed ro o m ed a p artm en t in th e tow n centre. N ear
the children's school. No garden. Two b ath ro o m s an d a
large k itch en /d in in g room . Expensive b u t ju st affordable.
2 A th ree -b ed ro o m ed house in th e suburbs. A th irty -m in u te
bus ride to school or fifteen-m inute drive. Large garden.
O ne bathro o m . R easonably priced.
3 A four-bedroom ed house in a noisy an d slightly dangerous
area of tow n. W ithin w alking d istan ce to school. Two
bathroom s and a sm all garden. Large kitch en /d in in g room.
132
C O M M U N IC A TI O N
S tudent B S tudent B
a Use th e following notes to p rep are to tell th e story of a Read about Thongsa, a rice farm er from T hailand. A nsw er
an o th er coincidence. the questions.
• TV reporter irv Kupcinet/in London on a w ork trip 1 W hat problem s did th e w eath er cause her?
• in hotel room/find items belonging to his friend/Harry Hannin 2 W hat w as h er solution?
• Meanwhile/Hannin in Paris
• in his hotel room /find tie w ith Kupcinet's name on it
b Tell your p a rtn e r your story, using th e p h rases in the

L anguage for sp eak in g box on page 22 to engage your
listener. W hen listening to your partn er, use th e p h rases to
m ake sure you so und interested.
S tu d e n tB
3 .2 Exercise 8
Thongsa Juansang was a rice farmer. G rowing rice needs

a lot of water, and when the rain d id n ’t come, her crop
died. So she has introduced new crops, growing food
a Work w ith a p artn er. Read th e p arag rap h ab o u t a Faking that needs less water. Instead of grow ing rice, she’s
It episode. Use th e notes and your ow n ideas to w rite a changed to growing fruit and vegetables, and she can
sim ilar p arag rap h about a sim ilar type of program m e. now feed her family. She also has som e food left over
w hich she can sell at m arkets in order to buy rice.
Home Categories A-Z Programmes
Work w ith a p a rtn e r w ho has read th e o th er story. Take

Faking It O it in tu rn s to interview each other. A nsw er as T hongsa.
Try to use p resen t perfect sim ple and continuous in
your answ ers.
N e w s a g e n t t o s h o w b iz
• What has been happening to the w eather in your area?
re p o rte r • What effect has this had on your crops?
FIRST BROADCAST: 0 8 N o v e m b e r • How has this affected your life and your family?
DURATION: 49:28
• What have you done to improve the situation?
Twenty-nine-year-old working mum swaps bringing

up children and working in the family newsagent's
shop to become a TV showbusiness reporter.
Past - g e t up early, deal w ith customers, Work.

Ward, look, a fte r fa m ily
Now/ - be confident, w/ork. in a tea m , persuade

people to talk, to you, look, good
b Tell your p a rtn e r about th e person you w rote about.

133
Student B _ StudentB
7.1 Exercise 10 1 0 .1 Exercise 10
a Read ab o u t th e K ickstarter project called Good & P roper
Tea an d answ er the questions.
1 W hat w as th e service or product? W hat w as special
ab o u t it?
2 W hat evidence w as th ere th a t the b usiness w as w orth
investing in?
3 W hat investm ent w as needed? How m any investors did
T he Good & P roper Tea v an get?
b Join two or th ree stu d en ts who have read th e sam e text.

P repare a short presen tation about your project, using the
questions in exercise 5 on page 97 to guide you.
C P resen t your project to the rest of the class. Try to get as

P repare to talk for a m in u te about hom ew orking using used m any people to back you as possible.
to and would. Look at the photo an d th in k ab o u t how people
w orking from hom e can co m m u n icate w ith th e office and Discover Start Search Sign up Log in
custom ers now adays, an d how attitu d es have changed over th e
p ast decades.
Student B
9 .2 Exercise 10
If you buy a cup of coffee these days, you can

choose w hat style of coffee you want and even
find out how the beans were roasted. But tea
drinkers are rarely provided with the same kind of
choice and quality. Instead, said Emilie Holmes,
‘we are presented with a cup of not-q u ite-ho t-
enough water, w ith a teabag hidden som ewhere
in the d e p th s’. She explained her idea in a video
on Kickstarter, hoping to raise the £10,000 she
Work w ith a partn er. needed to convert her van into a m obile tea stall.
The money was raised in just one week. In fact,
a Listen to th e description an d try to im agine w hat you she raised £14,682 from 372 backers. It was a
hear. Then look at th e original picture. How close w as th e busy week. Every tim e som e money was pledged,
description Student A gave? Emilie received an email and she replied in person
to every single investor. Her business is now
b D escribe your p ictu re w ith o u t show ing it to your partn er. well established, providing custom ers w ith an
Give as m uch detail as possible, u sing th e vocabulary, and excellent cup of tea.
m aking som e ded u ctio n s an d speculations.
134
COMMUNICATION
S tudent B
I I . I Exercise 9
a Work w ith a p artn er. Read about an o th er outlaw and
answ er the questions.
1 W hat crim e(s) did th e outlaw com m it?
2 W hat w ere th e reaso n s they b ecam e well know n or
popular?
Twm Sion Cati was born in Wales in 1530

and becam e fam ous for his clever ways of
stealing goods and money. For example,
one story tells how a farm er cam e looking
for Twm because he had stolen his cow.
He arrived at Tw m ’s house and asked a
man nearby if this was Twm ’s house. The
man said it was, and offered to hold the
farm er’s horse while the farm er went inside.
As soon as the farm er went in, Twm (who
was the man outside) jum ped on the horse
and went to the farm er’s house. He then
told the farm er’s wife that her husband was
in trouble and needed m oney straightaway.
She believed him because he was riding the
farm er’s horse. Twm then escaped to London
having stolen both the horse and the money.
b W rite th re e th ird conditional sentences about w hat

h ap p en ed to the outlaw.
C Tell your p a rtn e r about w hat you found out an d use the
sentences you w rote.
d D ecide togeth er w hich outlaw you ad m ire m o st/least.

Explain why.
A uthor's solution
1 2 .2 Exercise 4
Clearly option 1 is helpful, but you have little or no ch an ce of
m aking a sale.
O ption 2 is a m uch b etter answ er, but you’re still guessing.
O ption 3 is clearly th e best. People like people w ho respect
th e ir opinions, an d you have th e best ch an ce of m atch in g his
need to som ethin g you do have in th e shop.
135
Grammar reference
A A Present simple, present continuous

1 .1 and present perfect simple
1 Choose th e correct options to com plete th e text about
GR1.1a))) Facebook.
1 Everyone needs friends. Real friends are important. There 1(are)/ are being over one billion Facebook users
2 I see my old school friends every few months. We generally worldwide. And this num ber2 increases / is increasing all the
have dinner together. time. It is clear that Facebook3 changes / has changed the
3 Fie doesn't like all his Facebook friends. way we 4 look / have looked at friendship. The word 'friend'
4 Do you talk to all your friends regularly?

5becomes / has become a verb, and 'friends' n o w 6 include /
have included people we o n ly 7 know / are knowing online and
who we 8 are never meeting / have never met. One positive side
• We use the present simple to talk about:
to Facebook is that friends who 9 lose / have lost contact, often
a things that are always or generally true,
many years ago, 10are now able / have now been able to get in
b things that happen regularly or repeatedly.
touch again. 'More and more people 11 connect / are connecting
with old friends via Facebook,' says a spokesperson for the
Remember the 's' for the third person singular (like -* likes).
website. 'And Facebook a ls o 12 means / has meant that friends
Sometimes the spelling changes (watch -* watches, tr y — tries).
never 13 need / have needed to lose touch; people can stay
We use do/does to form the present simple negative and friends for life.'
questions.
2 Complete the conversations w ith the present simple, present

GR1.1b)| continuous or present perfect form of the verbs in brackets.
1 Please be quiet. I'm watching TV. 1 A W here do you work ?
2 We're learning about the history of music at school. B Well, norm ally I ________in Berlin, but_I ________ in
3 The Earth's tem perature is increasing. S tu ttg art at th e m om ent, (work)
2 A _______y o u _______ Jake?
• w e use the present continuous to talk about: B Yes, we each o th er for a few years, (know)
a things th at are happening at the tim e when we speak, 3 A _______y o u _______ in London?
b things th at are happening around the tim e when we speak,
B Yes, I do. Actually, I ________there all my life, (live)
c things that are changing.
4 A Jam eela’s busy at the m om ent. She a piano
We form the present continuous w ith be + -ing form. lesson.
Be careful w ith the spelling of -ing forms (begin -* beginning, B Oh yes, of course. S h e _______ one every W ednesday.
make - » making). (have)
5 A _______y o u _______ Andy yet?
BI h im right now, actually, (email)
GR1.1C)))
6 A How m any Facebook frie n d s _______ y o u _______ ?
1 I've lived here all my life.
B Not many. I th in k I ________about fifty or sixty.
2 Fiave you ever been to Brazil? (have got)
3 A Is Marco here? B No, he's already left. 7 A I ________for my phone.
B you in th e kitchen? I th in k I saw it
• We use the present perfect simple to talk about:
in th ere a few m inutes ago. (look)
a things up to now, our experience (our lives until now),
8 A Y ou_______ K aren quite often, don't you?
b things th at have already or ju st happened.
B Usually, yes. But I _______ h er for a few w eeks
We form the present perfect w ith have + past participle. now. (see/not see)
The past participle for regular verbs is the same as the past 9 A I _______ a great book at th e m om ent - Tribal Life by
simple form (live -* lived, work -* worked), but some verbs are Bruce Jam es._______ y o u ________it?
irregular (e.g. know - * knew -* k n o w n , eat -* ate -+ e a te n ) .
B No, but I an o th er one of his books, (read)
See the irregular verbs list on page 174.
GR A M M A R REFERE N CE
1 .2 State verbs
1 C hoose th e correct options.
GR1.2))) 1 A Shall we take a break from b arg ain h u n tin g and have
1 I think it's a great idea. a coffee?
2 Do you w an t some coffee? B That(sou/ 2ds)/ is sounding like a good idea.
3 Who does this bag belong to? 2 A Do you have / Are you having a few m inutes to help me?
4 The soup tastes delicious. B Yeah, sure.
3 A I d o n ’t understand / ’m n o t understanding. W hat do
Most verbs express actions, and we can use them in simple you m ean / are you m eaning by 'tren d in g '?
tenses (e.g. / use the internet all the time) and continuous tenses B Oh, don't worry. I'll explain later.
(e.g. I'm using the internet at the moment). 4 A I try / 'm trying to dow nload som e photos. Can you
Some verbs usually express states, such as thoughts, feelings, help me?
possession and things we experience. We most often use these B Sure. Do you know why it isn't working / doesn't work?
verbs in simple tenses, even if we mean 'just now'.
A I think / 'm thinking the file's too big. It looks / is looking
Common state verbs include verbs for:
like that's w hat causes / 's causing the problem.
• how we think
think, know, believe, agree, prefer, understand, mean, imagine, 2 Complete 1-11 using the correct form of the verbs in brackets.
realize, remember, forget, recognize
1 This is Carlos. He cowics (come) from Spain.
Do you believe me? I don't agree.
2 Peter is on his way. H e _______ (come) by bus.
• what we feel
like, dislike, hate, love, want, feel (have an opinion), seem, 3 I _______ (see) your point, but I __________ (not/agree)
appear, look, sound, need w ith you.
How do you feel about the news? 4 You’re quiet? W h a t_______ (you/think) about?
• what we possess 5 W h a t________(yo u /think) of the new Jam es Bond film?
have (got), belong, own, include 6 I _______ (im agine) you're very tired after your journey.
Do you have any money on you?
7 Jam al isn ’t here. P ie_______(have) his lunch.
• what we experience 8 _______________ (anybody/have) any questions?
be, see, hear, look, smell, taste, seem
9 The u m b rella’s not m ine. I th in k i t ________(belong) to
The flowers sm ell really nice.
A nnette.
Note that we can sometimes use some state verbs, particularly 10 Yuck! T his s o u p ________(taste) horrible. And it
verbs that express how we feel, in continuous tenses when we (look) disgusting, too.
want to emphasize that the feeling or attitude is temporary. 11 I (look) for my keys. (you/know ) w here
I'm feeling tired. they are?
They can also be used in informal speech as a modern idiom.
I'm loving this pizza. 3 C om plete th e article about online shopping w ith the
Some verbs are also used in the present simple and present co rrect form of th e verbs in the box.
continuous with different meaning.
agree be (x 2) include increase know make prefer
I have a headache, (illness)
seem
I'm having lunch, (action)
I think it's a great idea, (opinion)
I'm thinking o f getting a new phone, (consider) Online shopping 1 seems to become more popular every
I w asn't thinking about what I was doing. year. According to a recent report, over half of US consumers
with internet access n o w 2 shopping online, and just
1% say they have never shopped online. Experts 3 that
consumers spend on average around $100 per online
order. The most common types of goods bought online 4
electronics, books, clothing and household goods.
There are a number of reasons why online shopping 5
Cheaper prices and a large variety of products 6 the
main reasons, according to the survey. The ability to compare
products and read reviews 7 another reason. Most
online shoppers say that they often 8 a decision to buy a
product when five or more reviewers 9 that the product
is good value for money.
137
2 .1 Narrative forms
1 Put th e u n d erlin ed events in th e order they h ap p en ed
GR2.1))) or started .
1 I arrived at midnight. 1 (a) Jenny an d I started our w ebsite in order to m arket
2 He didn't realize how dangerous it was.
(b) the clothes we h ad designed w hile (c) we were
stu d y in g tog eth er at university.
3 Did they arrive in tim e to save him?
4 We w ere w alking along the beach, when we saw someone 0 □ □
waving at us. 2 (a) I decided th a t I w anted to becom e a pilot w hile (b)
5 We had been on the train for about an hour, when it I w as sitting in th e garden one day and (c) saw several
suddenly stopped. aeroplanes crossing th e sky.
□ □ □
A narrative is a description of a past event. We generally use three
main verb forms in a narrative.
3 (a) I first no ticed th e m a n w hile (bl I w as travelling by
tra in from Paris to M ilan , (c) He w as reading a book
• We use the past simple for the main events in a story.
by my favourite au th o r, (d) I'd been w atching h im for
about an h o u r w hen (e) he spoke to me.
Most past simple verbs are formed by adding -ed to the
infinitive (want -» wanted). However, many common verbs are □ □ □ □ □
irregular (make -* made).
We w anted to leave early the next morning so we went to bed 2 Choose th e co rrect options to com plete narrative
at 10 p.m. extracts 1-7.
Something made a loud noise. 1 We were w alking /(d w a lked ) about tw o kilom etres
Negatives and questions are formed with did and the infinitive before we realized / were realizing th a t we left /
without to. 'd left th e m ap behin d .
We d id n 't recognize the stranger who was standing outside 2 We w ent / 'd gone for a w alk w hen we were fin ish in g /
the house.
'd fin ish e d the m eal.
What d id he w a n t with us?
3 The su n was shining / h a d shone. People sat / were
• We use the past continuous for background events. We also use sitting on th e grass in th e park.
it for longer actions interrupted by a shorter event. 4 I w as / ’d been ex h austed after a long day at work,
She was sitting in the corner o f the room. so I w ent I was going to bed early.
They w ere having dinner when the phone rang. 5 Sam d id n ’t recognize / w asn't recognizing me, even
th o u g h we were m eeting / ’d m et a few w eeks before.
We form the past continuous with was/were and the -ing form.
I was feeling nervous.
6 I locked / was locking th e office door after I'd checked /
was checking th a t everyone w ent / h a d gone hom e.
• We use the past perfect for events tha t happened before one of 7 My p aren ts first m et / h a d m et w hen they were / h ad
the main events or th at happened before the tim e of the story. been at university together. They were both studying /
I'd stayed in the same hotel twice before. h a d both studied history.
We form the past perfect with had and the past participle. 3 Com plete th e text w ith th e correct form of the verbs in
I'd taken the train to London an hour before. brackets.
I'll always remember the tim e we were struck by lightning

when we 1 Were, flyivui (fly) back from Singapore. We 2_____
(be) in the air for about an hour, and the plane 3 (move)
up and down quite a lot. Outside you 4 (can) see flashes
of lightning across the sky and dark clouds. Suddenly there
5 (be) a loud bang. At first a few people 6 (start)
screaming. But then the whole p la n e 7 (become)
strangely quiet. The p ilo t8 (speak) to tell us we were
about to land, which was a great relief to everyone. But just
as w e 9 (land), the whole plane 10______ (start) shaking
violently again. In the end we 11 (land) safely. When we
12 (get off) the plane, we 13 (see) that th e re 14___
(be) an enormous hole in the tail fin.
138
GRAM M AR REFERENCE
2 .2 Time linkers
GR2.2))) 1 I found som e old new spapers(w/z//e)/ m eanw hile /
1 They realized the story was false as soon as they found during I w as tidying up th e attic recently. They all had
the boy. stories ab o u t fam ous hoaxes in them .
2 I saw Paul w hile I was walking to work. 2 I alm ost fell asleep during / while / m eanw hile the
3 They were working for the same newspaper w hen they m eeting th is afternoon. It w as so boring.
met each other. 3 The US belonged to th e UK by the tim e / until / while
4 We were w aiting for Julia outside the cinema. Meanwhile, 1776, w hen it gained independence.
she was w aiting for us at the bus station. 4 I w as looking for my phone. By the tim e / M eanw hile /
5 By th e tim e I realized, it was too late. As soon as, my wife h ad found it and w as looking for me.
6 There were many scientific discoveries during the 5 We called th e police by the tim e / m eanw hile / as soon
18th century. as w e discovered th e house had been robbed.
7 We lived in Warsaw until I was twelve. 6 We spent ages looking for th e shop and as soon as /
while / by the tim e we found it, it w as closed.
We use tim e linkers to show how the tim ing of events in a story 7 T here w ere m any im p o rtan t discoveries during / while /
relate to one another. Some of the more common tim e linkers by the tim e th e 1800s.
include: 8 Luke an d I m et during / m eanw hile / while we were
w orking together in a cafe.
as soon as/while
• as soon as (one thing happens immediately after another) 2 C om plete th e text w ith th e tim e linkers in the box.
I called her as soon as I saw the story on TV.
as soon as by the tim e during (x2) m eanw hile w hile
• while (something happens while something else is in progress,
or tw o things are in progress at the same time)
I met Ursula while we were skiing. Although it's very popular nowadays, W H.ri.ru the 1950s pasta
Could you wait here while I find the manager? was an unusual meal in the UK. Not many British people had
been to Italy, and very few people knew how pasta was made.
We can often use when in a similar way to while. So, for April Fool's Day in 1957, the BBC news programme
They lost their passports when they were waiting in the airport. Panora m a decided to make a story about spaghetti growing
We use when (not while) to introduce an action that 'interrupts' on tre e s .2 the programme, viewers were told that
an action already in progress. the harvest that year was particularly good because of the
I was cycling to the shops when I fell o ff my bike. weather. And 3 the presenter explained how spaghetti
was grown, there was a film of workers in the background
cutting the spaghetti from the trees. 4 the programme
meanwhile/by the time (that) had been broadcast, the BBC started receiving phone calls
from people who wanted to grow their own spaghetti. 5_____,
• m eanw hile (two things happen at the same time, but in tw o
the BBC continued the joke by instructing anyone who wanted
different sentences)
to grow a spaghetti tree to 'place a piece of spaghetti in a tin
Tom and I drove to the city centre. M eanwhile, Anna drove to
of tom ato sauce.' 6 the story was revealed to be an April
our house. As a result, we missed each other.
Fool's Day joke, hundreds of people had contacted the BBC.
• by the tim e (that) (something is completed before the main
event happens)
By the tim e we got there, Mark had left, 3 C om plete th e sentences w ith th e correct tim e linker.
1 I woke up th re e tim es dwrivui th e night.
during/until 2 Sorry I d id n ’t speak to you earlier, but I p h oned you
• during (something happens at a point w ithin a certain period I could.
of time) 3 We w ere very late an d th e p arty had fin ish e d we
I fell asleep during the film.
got there.
• until (something happens up to a particular point in time) 4 We w alked all d a y it got dark, and then we w ent
I was awake until about four in the morning.
hom e.
5 We just co u ld n ’t find the plane tickets. We looked
e v ery w h ere. , th e taxi to the airp o rt w as w aiting
for us outside.
139
3 .1 Ability
GR3.1))) 1 My p aren ts say I can /(could)w alk w hen I w as about
1 The researchers discovered that some children are able n in e m o n th s old.
to w a it for fifteen minutes to eat the marshmallow. 2 T he DVD player w asn't w orking, but in the end we
2 I could ride a bike by the age of six. could / m anaged to fix it.
3 She was able to speak French in the restaurant because 3 Do you th in k you'll m anage to / succeed in finish your
she'd studied it for years at school. assig n m en t by th e w eekend?
4 We w ere n 't able to get tickets for the concert. They'd 4 How m any languages do you m anage / can you speak?
sold out. 5 I couldn't / won't be able to m eet you tomorrow, I’m afraid.
5 Will you be able to finish the report on time? 6 Some people can / succeed in learn languages easily.
6 They didn't succeed in winning the prize. 7 Did they m anage to / succeed in reaching the top of the
7 I'm sure you'll manage to resist the tem ptation. m ountain?
8 A nyone is able / can to learn a m usical in stru m en t if
Can, could and be able to they try.
We generally express ability using can, could and be able to.
2 Com plete the sentences w ith the verbs in the box.
Present can can't could couldn't manage (x 2)

• We use can/can't + infinitive or am/are/is(n't) able to + infinitive
to express general ability. 1 A Are you able to resist tem ptation?
I can w a it for things I want. I can't resist chocolate. B No. I never w k av u mc to stick to a diet!
Some people are able to resist most temptations. 2 W hen I was a child, I never resist eating all the
biscuits as soon as w e got them .
Past
3 A We decide w here to go on holiday. Can you
• We use could/couldn't + infinitive or was(n't)/were(n't) able to + reco m m en d anyw here?
infinitive to express general ability in the past.
B Yes, I _____ . I w ent to Rome last year, it was beautiful.
I could run 100 metres in twelve seconds when I was younger.
I was able to swim when I was about four. 4 A I u s u a lly to resist tem ptation. A part from video
gam es, th a t is. Last night I ju s t stop playing a
• We use was(n't)/were(n't) able to to talk about ability on a
gam e. I stayed aw ake until well after m idnight trying
specific past occasion.
We w ere able to ski even though there wasn't much snow. to finish it!
Alex w asn't able to help me.
3 Com plete th e text w ith th e w ords and p h rases in th e box.
Future
is able was able can could managed to succeeded in
• We can use w ill/won't be able to + infinitive to express general
ability and ability on a particular future occasion.
Daniel Tammet has an amazing ability for mathematical
I'll be able to help you in a few minutes.
calculations, memorizing facts and language learning. He
I w o n 't be able to give you a lift tomorrow, I'm afraid.
holds the European record for memorizing pi (rr). In 2004,
he ^su c c e e d e d r e w riting the numbers in pi up to 22,514 in
Manage to and succeed in
just over five hours, w ith o u t error. He has entered the World
• We can use manage to + infinitive or succeed in + -ing when Memory Championships twice, but he has n ever2 win.
there is some difficulty in achieving the task.
Tam m et3 also speak eleven languages. Because of his
Present incredible memory, he 4 _ to learn new languages very

quickly. To prove this for a television documentary, he was
She usually manages to achieve her ambitions.
challenged to learn Icelandic in one week. Seven days later
She usually succeeds in gettin g what she wants.
he appeared on television in Iceland and he 5 to have a
conversation in Icelandic. Tammet's abilities first became clear
Past
as a child. He 6 read and do complex mathematics at a
I didn't manage to speak to the boss. very early age and he says he has always loved counting.
He succeeded in g ettin g a place at university.
Future
I'm sure you'll manage to g et a ticket.
I’m sure she'll succeed in persuading you.
140
GRAM M AR REFERENCE
3 .2 Obligation, permission and possibility

1 C om plete th e sentences w ith the w ords in brackets.
must; have to, need to
1 I can, usually choose my ow n hours at work, but I
GR3.2a))) Wave, to w ork at least forty h ours a week, (have to, can)
1 Raul is unhappy because he has to w o rk very long hours. 2 Y ou use your mobile. I t _______ be sw itched
off. (must, can't)
2 Must you leave so soon?
3 You pay in p ounds. Y ou_______ also pay in
3 I don't have to w ork on Saturdays or Sundays.
euros or dollars if you prefer, (can, don't have to)
4 In my last job we had to ask permission if we wanted to
4 The m ain req u irem en ts in my job are th a t y o u _______
w ork at home.
be good at m ak in g decisions an d y o u ________be a good
5 Before I became the team leader, I didn't need to set other
leader, (m ust, have to)
people's goals.
5 Sorry I’m late hom e. I ________stay at w ork an d finish
a report. I _______ leave until I'd sent it to my boss.
Present (couldn't, had to)
• We use must and have to to say that something is necessary or 6 Y ou_______ have a university degree to work here, but
an obligation. We often use must to talk about the feelings and y o u ________have a lot of relevant experience, (don’t
wishes of the speaker and have to to talk about obligations that need to, m ust)
come from someone or somewhere else. 7 We study at least one foreign language
You must work hard to be successful in life.
at school, b u t w e ________study English. W e _______
In my job, I have to manage a team o f twenty people.
choose from English, R ussian, G erm an an d C hinese,
Do you have to w ear a suit and tie at work?
(could, d id n 't have to, h ad to)
• We use mustn't to say it is necessary or an obligation NOT to do
something. 2 C hoose th e co rrect options to com plete the job
You m ustn't be late for work.
description.
• We use don't have to and don't need to to say something isn't
necessary or an obligation. A PA (personal assistant) gives s u p p o rtto managers or
We don't have to w ea r a suit and tie at work. directors. To be a PA, you 1 m ustn't / (do n't h a v e to ) have any
We don't need to be at work until nine o'clock. specific qualifications, but you 2 ca n / m ust have the right skills
and personal qualities. PAs 3 m ust / ca n have good knowledge
Past of the organization in which they work, and they 4 ca n / h ave to
know who the im portant people in the company are. Managers
• We use had to to say something was necessary or an obligation
often communicate w ith customers and collegues through
in the past.
their PA, so they 5 m ust / ca n be good communicators. In the
We had to w ear a uniform when I was at school.
past, PAs6 m ust / h ad to have good typing skills, but today this
• We use didn't have to and didn't need to to say something
isn't as im portant.
w asn't necessary or an obligation in the past.
We didn't have to w ear a uniform when I was at school.
3 Rew rite th e sentences using th e verbs in th e box. Begin
can, could w ith th e w ords given.
GR3.2b)| could couldn't have to d on't have to had to must

1 In my present job I can set my own goals. m ustn't
2 Employees can't make personal calls while at work.
1 It’s th e law to w ear a seatbelt in a car in the UK.
3 At school we could choose which foreign languages we
Wave, to Wear a sea tb elt in, a car in, the, UIC.
studied. I chose German and Spanish.
2 It's not necessary to book a ticket for the concert.
4 Women couldn't study to become doctors in the UK
Y ou____________________________________________
until 1876.
3 In all jobs, being reliable is extrem ely im portant.
In all jobs, y o u __________________________________
Present
4 I m issed th e bus, so my only option w as to get a taxi.
• We use ca n to say something is allowed or is OK and c a n't to say
something isn't allowed or isn't OK.
I m issed the bus, s o _____________________________
5 It’s not OK to take photos in th e m useum .
Past Y ou____________________________________________
• We use could to say something was allowed or was OK in the 6 Sorry I'm late. I w asn't allow ed to leave work early.
past and cou ld n't to say something w asn't allowed or w asn't OK.
Sorry I'm late. I
141
will/be going to for predictions and
4 .1 decisions
1 C om plete th e conversation w ith will or be going to and the
Predictions
verbs in brackets.
GR4.1a| 1 A Do you know any good travel websites?

1 Climate change will cause huge problems. B Just a m inute. I’ll show (show) you some.
2 Soon there w o n 't be space in cities for all the people who 2 A You're going to the US this sum m er, aren 't you?
w ant to live in them. B Yes. We (hire) a car and drive round
3 Look at the traffic! It's going to take a long time to get there. California.
A Lucky you! Y ou_______ (have) a great tim e.
We can use both will + infinitive w itho u t to and be going to to talk 3 A Look at those clouds! I th in k i t ________ (rain).
about predictions for the future. B Yes. I th in k you’re right. I ________(get) m y um brella.
• We generally use will/ won't when we want to say what we 4 A Are you free on W ednesday?
believe or think about the future. This is often when the
B Sorry. I 'm _______ (see) my g ran d p aren ts in London.
prediction is based on personal feeling or opinion.
How about th e w eek after?
You'll have a gre a t time on holiday.
You w o n 't pass the test. You h a ven't stu died enough. A OK, 1________(call) you early next week.
5 A H ere’s th e book I was talking about. I th in k you
We often say I don't th in k ... will for a negative prediction ________(enjoy) it.
NOT I think... won't. B T hanks. I ________(give) it back to you next week, if
I don't think people w ill live in floating cities in the future. th a t's OK.
6 A I th in k you've m issed the last bus.
• We generally use be going to when there is some evidence in
B I _______ (get) a taxi, then. How m uch do you th in k
the present to support the prediction or an action is starting or
clearly on the way. i t _______ (cost)?
There isn't a cloud in sight. It's going to be a lovely day. A I'm really not sure, but I guess i t (not be)
I'm n o t going to finish this re p ort today. I h a ven't got m ore th a n ten euros.
enough time. 7 A W here are you going?
B To th e shops. I _______ (get) so m eth in g to eat.
Decisions
A W hile you're there, we n eed som e milk.
GR4.1b))) B OK, I _______ (get) som e m ilk as well.
1 What a lovely day! I'll have a swim later. 8 A Oh no! The p la n e ’s delayed by four hours. It
(be) a long day!
2 We're going to have a few days in Paris next month.
B Oh well. In th a t case, I _______ (do) som e work w hile
We can use both will and be going to to talk about decisions. w e're w aiting.
• We generally use will when we make a decision at the m oment
C om plete th e text w ith will or be going to and the verbs in
of speaking.
th e box. In som e cases, both form s are possible.
I'm exh a usted. I think I'll go to bed.
I'm full. I w o n 't have d essert.
be do (x2) go have not have help reftf
We often use will in cafes and restaurants when we are

Hi Jules,
ordering drinks and meals.
I'll have a pizza and a green salad, please. You asked about our summer holiday plans. Well,
we 1re. aoivu } to rtvuba boat in Turkey and spend tw o
• We generally use be going to when we have already made a weeks sailing along the coast. I've never sailed before, so
decision. This is often when we are talking about plans and I think 12_________ a couple of lessons before we go. They
intentions. have courses near here at the sailing club in Portsmouth,
M y bro th er's going to visit us in the sum m er. so I 3_________there. But the other people we are going with
I'm not going to take m y driving test until n ext year. are all experienced sailors, so I'm pretty sure we 4________
any problems. I guess th e y 5_________ most of the sailing and
I 6_________ a little when needed. Anyway, I'm really looking
forward to it - I think i t 7 fun. What about your
holidays? 8 y o u ________ anything this summer?
See you soon,
Denise
142
GRAMMAR REFERENCE
4 . 2 will/may/might to talk about probability

1 Put th e w ords in th e right order to m ake sentences.
GR4.2))) 1 likely / is / global w arm ing / for several h u n d re d years /
1 People w ill continue to move from the countryside to the co ntinue / t o .
city, so in the next fifty years there may be many cities with Global warm ing is Likely to covvtiviacfor several______
populations of more than ten million. h u n d red years.
2 Owning their own home might become impossible for 2 m ight / w ith an im als / in the future / co m m u n icate /
most people. be able to / h u m a n s .
3 Temperatures are likely to rise over the next century, and In th e future, ___________________________________ .
this may possibly have an im pact on weather. 3 will / th e p lan et M ars / one day / h u m a n s / colonize /
p o ssib ly .
M odal verbs One day,___________________________________________ .
• We can use the modal verbs will, might and may to talk about
4 sp en d / com puter screens / w ill / we / probably / in
how sure we are about something, w ill generally expresses front of / m ore an d m ore tim e .
more certainty. Might and may have very similar meanings. W e________________________________________________ .
The population w ill continue to rise, and it m ay reach ten 5 to / are / w ith aliens / unlikely / we / ever m ake c o n ta c t.
billion by the end o f the century. W e________________________________________________.
Walking in the countryside might have a number o f health
6 will / in the fu tu re / inside buildings / h u m a n s / m ost
benefits.
of th e ir tim e / spend .
Adverbs and adjectives In th e fu tu re ,______________________________________ .
• We can use the adverbs probably, possibly and definitely w ith 7 to be / ever live / w on't / h u m a n s / two h u n d re d years
will/might/may to give more inform ation about how sure we are. old /p ro b a b ly .
However, this is most common w ith will. The adverb generally H u m a n s ___________________________________________.
goes after will and before w on't/w ill not.
They probably w o n 't arrive before midnight. Rewrite th e sentences using the w ords in brackets.
We'll possibly go for a walk later this afternoon. 1 I don't th in k they will arrive in tim e, (unlikely)
I'll definitely see you sometime next week.
They are u n likely to arrive, in, tim e .________________
Deforestation may possibly continue for another 100 years.
2 Cities of th e fu tu re are likely to have m ore green spaces,
• We can also use the adjectives likely and unlikely. We use the
(probably)
infinitive w ith to after (un)likely.
Urban living is likely to continue increasing.
They're unlikely to arrive before midnight.
3 It’s probable th a t u n em ploym ent will continue rising,
(likely)
Here is a summary of degree of certainty:
4 The ice caps are unlikely to m elt com pletely, (probably)
Certain Possible Unlikely Impossible
will (definitely) will probably is unlikely to (definitely) 5 It w ill possibly rain later, (may)
will possibly probably won't won't
may
is likely to 6 I don't th in k I'll finish my report before Friday, (unlikely)
might
7 If U nited N ations forecasts are correct, by 2050 the
global population m ight be betw een n ine and ten
billion, (likely)
143
5 .1 -ing form and infinitive with to
1 M ake sentences u sing the prom pts.
GR5.1))) 1 I / w an t / see / th e new Jam es Bond f ilm .
1 They finished filming in January. I Want to see- the. n&w/Jfemtcs hoviA filw i.___________
2 I don't feel like going out tonight. 2 my friend / insisted on / pay / for th e cinem a tickets /
3 I ran five kilom etres w ithout stopping. last n ig h t.
4 We agreed to m eet at 6.30.
5 Carole chose not to go to the party as she had a job
3 A dam / hopes / get / to London / at about tw o -th irty .
interview the next day.
4 I / d id n ’t expect / enjoy / th e film / so m uch .
When a verb which isn't a modal verb is followed by another verb,
the second verb is either in the -ing form (e.g. I like watching TV)
5 let's / w atch / a film at hom e tonight / instead of / go /
or the infinitive w ith to (e.g. I w a nt to watch TV) .
to th e c in e m a .
-ing form
6 we / have / great m em ories of / live / in A ustria .
• We use the -ing form after the follow ing verbs: admit, avoid,
consider, deny, finish, help, im agine, m iss, pra ctise, recom m end,
suggest. 7 did you / m an ag e / finish / w rite / your report ?
D avid recom m ended se e in g the l a test Bond film.
• We also use the -ing form after verbs expressing likes and
dislikes, such as: c a n't sta nd, enjoy, fe el like, hate, like, love, 2 Com plete th e conversations w ith the verbs in the box. Use
( don't ) mind, prefer. th e -ing form or infinitive w ith to.
I re a lly enjoy going to the cinem a.
• We also use the -ing form after prepositions such as: about, act become come do (x2) go (x3) take
after, at, before, by, in, of, on, to, without.
1 A W e're th in k in g of aoivui to see a film. W ould you like
Justyn a insiste d on paying for the meal.
w ith us?
We're thinking o f going to the cinem a tonight.
B Great, thanks. I'd do anything to avoid this work!
Infinitive with to 2 A I’m th in k in g o f__________ acting lessons.
• We use the infinitive w ith to after the following verbs: afford, B You're going to s ta r t ! I never knew you
agree, aim, appear, arrange, attem pt, ch oose, decide, dem a nd, w ere interested i n ___________ an actor.
exp e ct, fail, forget, hope, intend, m anage, n eed, offer, plan, 3 A Are you interested i n to th a t film exhibition?
st a rt, se e m , tend, w ant, would like. I’m going w ith F rancesca tom orrow.
A m ir offered to give us a lift to the confere n ce.
B I'd really like to, but I've prom ised out for the
I promise n ot to tell anyone.
day w ith my m um . I th in k she's p la n n in g all
sorts of things. I c a n ’t let her down.
Note that to form the negative, we put not between the two
verbs.
3 Rewrite th e sentences to m ake one sentence w ith sim ilar
I decided not to say anything.
m eaning. Use th e w ords in brackets.
1 He w as late. He d id n 't apologize, (for)
-ing form or infinitive with to He, didvit apologize, fo r bcivm late*.___________________
• The following verbs can be followed by both the -ing form 2 Francesco left. He d id n 't say goodbye, (w ithout)
and the infinitive w ith to, w ith little or no change in meaning:
a ttem pt, begin, c a n't sta nd, continue, hate, like, love,
prefer, st a rt, stop. 3 C arm en plays th e guitar. She’s very good, (at)
We continued working. We continued to work.
• We don't usually use tw o -ing forms next to each other. 4 Ingrid w an ts a new a car. She can 't afford it. (buy)
I'm starting to feel better, n o t Tm-st a rting feeling be tter.
5 I take my driving test tom orrow . I'm nervous, (about)

Spelling rules
Note that we sometimes make changes to the spelling of a
6 I d id n 't book th e tickets. I d id n ’t rem em ber, (forgot)
word when we add -ing. For example, we may drop the final -e,
change -ie to -y and sometimes we double the final letter,
make -► making lie -* lying begin -♦ beginning
144
0 Time expressions with present perfect

5.Z and past simple
1 C hoose th e correct options to com plete the conversations.
GR5.2 $ 1 A W hen(tftrfyo u m ove)/ have you m oved to F rankfurt?
1 Marco's eaten three bars of chocolate so far today. B Six m onths ago / Since six m onths.
He'll be sick. 2 A I've been very busy yesterday / recently.
2 A When did you arrive? B Me too. I started a new project at work since last week /
B w e've been here since Tuesday. last week.
3 A Have you ever been to Egypt? 3 A I h av en ’t h ad lu n ch yet / already. I’m starving.
B Yes, I w en t about four years ago. It was fantastic. B Oh, I went / ’ve been to that new cafe for lunch. It was /
has been really good. You should go there.
We can think of tim e periods as being unfinished (e.g. this week,
A Yes, I w ent th ere a fe w days ago / already. I agree -
recently) or finished (e.g. yesterday, in 2014).
it's good.
unfinished tim e periods 4 A I d id n 't see / ha ven ’t seen Junko’s new a p a rtm e n t yet.
D id / H ave you?
We generally use the present perfect for unfinished tim e periods.
I've sent lots o f emails today. B Yes, I saw / 've seen it a few days ago.
Have you seen Okito recently? 5 A We lived / 've lived in Venice for seven years. From
We've been here since nine o'clock. 2005 to 2012.
B I never w ent / 've never been to Venice. I h e a r it's
Expressions of unfinished tim e that we often use w ith the
beautiful.
present perfect include:
recently, already, just, never, ever, yet, so far, for (ten minutes, 6 A Have you finished your exam s on Friday / y e t?
three weeks, etc.), since (2013, ten o'clock, etc.), over the past B No, I've done tw o of th e m last week / so far.
(two days, six months, etc.), since
2 C om plete th e text w ith th e correct form of the verbs in
brackets. Use th e past sim ple or p resent perfect.
Finished tim e periods
We generally use the past simple for finished tim e periods. Video gam es 1 have, e xisted (exist) for over sixty years. The
I go t my first games system when I was ten. first video gam es 2 _(appear) in the 1940s,
I finally w en t to bed a t midnight. when academics 3_______________(begin) designing simple
Did you see Jamal last week? games, simulations, and artificial intelligence programs as part
of their computer science research. However, video gaming
Expressions of finished tim e th at we often use w ith the past 4______________ (not/reach) mainstream popularity until
simple include: the 1970s and 1980s, when arcade games, gaming consoles
yesterday, last (night, weekend, year, etc.), in (January, 2012, the and home video gam es 5 (become) available
summer, etc.), on (Wednesday, my birthday, etc.), (a few days, to the general public. Before the development of realistic
three years, etc.) ago, when (I was at university, etc.), recently computer graphics th a t 6 (occur) recently,
the games th a t 7_______________(drive) the industry in
the 1970s 8_____________ (be) basic games like Ping
Unfinished or finished tim e periods Pong and, a little later, Space Invaders. Since then, video
Note that some tim e expressions can refer to both unfinished or gam ing 9_______________(become) a popular form of
finished time, depending on the context. entertainment and a part of modern culture in most parts of
the world, and today almost everyone under the age of fifty
Have you seen Luciana this morning?
(it is still this morning)
10_______________(play) a video game at least once.
Did you see Luciana this morning?
(the morning is finished)
I've bought a few new video games recently.
(focus on tim e until now)
I bought a new phone recently.
(focus on the tim e of buying the phone)
145
6 .1 Defining and non-defining relative clauses
1 C om plete th e text w ith appropriate relative p ronouns.
There are tw o types of relative clause: defining and non-defining.
In both types, the relative clause gives inform ation about a person An automobile, or m otor car, is defined as a vehicle with
or thing. The relative clause comes after this person or thing has w h e e ls 1 t k a t has its own engine or m otor and 2 is
been mentioned and starts w ith a relative pronoun (who, which, used mainly for transporting passengers. The invention of the
that or whose).
automobile goes back to 1886, when the German inventor Karl
Benz, 3 is generally regarded as the inventor of the first
Defining relative clauses modern automobile, introduced the Motorwagen to the public.
Motorized vehicles soon started to replace animal-powered
GR6.1a))) carriages,4 had for centuries been the main form of
1 I w ant to meet the person who found my handbag. long-distance transport. The first affordable automobile
I'd like to thank them. 5 sold in large numbers was the Model T ,6 was
2 What's it called? it's the gadget th at is used for opening cans. introduced in the USA in 1908 and 7 was produced by
Henry F o rd ,8 Ford M otor Company had been founded
3 Look, isn't that the woman whose handbag you found?
in 1903. Many other automobile manufacturers soon began
4 The man I m et yesterday told me how to get to the concert producing vehicles in the same way as Ford, and by the 1930s
hall. there were hundreds of different autom obile companies
around the world.
• We use defining relative clauses to identify w ho or w hat we are
talking about. We can use:
a w h o - for people 2 W hich of th e relative clauses in th e text in exercise 1 are
b w h ic h or t h a t - for things defining an d w hich are non-defining?
c w h o se - for possessions and family relationships
D efining: QH [ i 1
• We can leave out the relative pronoun if it is the object of the verb.
The first car ( th a t ) I h a d was a ten-year-old Volkswagen. N on-defining: M l M l
Rew rite th e tw o sentences as one sentence using a relative

Non-defining relative clauses
clause.
GR6 .ib))) 1 I've just read a book. I th in k you’ll like it.

1'vc ju s t reW o! book. wWick/tWcut I ik ivik you.'II like.
1 Nicolaus Otto, who died in 1891, was the inventor of the
petrol engine. 2 T hey’re bu ild in g a new factory. It will have no h u m a n s
2 The Bugatti Veyron, which is one of the most expensive cars
an d only use robots.
ever, was first produced in 2005.
3 It was invented by Richard Beeston, whose father and 3 W hat's th e n am e of the scientist? T he one who
grandfather were also inventors. discovered th e X-ray?
• We use non-defining relative clauses to give extra information. 4 You can book an $80,000 balloon flight. It goes into space.
Non-defining relative clauses do not identify who or w hat we
are talking about. It is usually already clear w ho or w hat we are
talking about. We can use:
5 I've got a new m obile phone. It's got a 128GB m em ory.
a w h o - for people
b w h ic h - for things 6 I m et som eone yesterday. He know s you.
c w h o se - for possessions and family relationships
• We do not usually use that in a non-defining relative clause. 7 Is th a t th e girl? We w ent to her p arty last w eekend.
The Buga tti Veyron, that is one o f the most expensive cars ever,
was-firstpredueed-in-2QQ5-
8 T he p ro g ram isn't w orking properly. You loaded it
yesterday.
Note th a t we use commas around a non-defining relative
clause. Or before the relative clause if the clause is at the end
of the sentence.
4 In w hich sentences in exercise 3 do we not need to use a
relative pronoun?
We can also use the relative adverbs when and where in
relative clauses. □ □
Is this the hotel where we stayed last year?
Rush hour is the time o f day when people drive to or from work.
146
6 . 2 Present perfect simple and continuous

1 C hoose th e correct options to com plete th e sentences.
GR6.21 1 It's rained /(^sbeen raining)since I got up.
1 The bus hasn't come. I've been w aiting here for ages. 2 Have th e y fin ish e d / been fin ish in g th e experim ent yet?
2 Stefan hasn't been working for this company for very long. 3 Have you ever seen / been seeing a tropical storm ?
3 How long has Caroline been teaching at that school? 4 We've tried / 've been trying to find a solution to the
4 Have you had breakfast yet?
problem for weeks.
5 G ood news! Sam ’s fo u n d / been fin d in g a solution to the
• We use the present perfect continuous (have/has + been + -ing) problem !
for unfinished actions which started in the past and continue up 6 Sorry I'm late. How long have you waited / been w aiting?
to now. It often answers the question How lo n g ...? 7 Scientists have tried / been trying to find a solution to
It's been raining all afternoon.
clim ate change for decades.
Scientists have been investigating climate change.
8 It h a sn ’t snow ed / been snowing for ages.
How long have you been working here?
• We use the present perfect simple (have/has + past participle) 2 C om plete th e sentences w ith th e verbs in th e box. In each
for completed actions which happened at some point before
pair, use th e p resen t p erfect sim ple in one sentence and
now and still have an influence on the present. We don't know
th e p resen t p erfect co n tinuous in the other.
or aren't focusing on exactly when the action happened.
It's stopped raining. fix increase investigate snow speak
Have you seen the weather forecast?
• There is sometimes little difference between the present 1 The average global tem p eratu re k m been, jyivccmivui
perfect simple and continuous. The choice is often about how for at least 10 0 years.
we see the action. The average global tem p eratu re every year for at
The weather's been improving. (We see this as something least th e last h u n d re d years.
in process.)
2 I t _____ a couple of tim es so far this year.
The weather's improved. (We see this as a finished state.)
I t _____ since this m orning.
We generally don't use the present perfect continuous with 3 R esearc h ers_____th e phenom enon for a n u m b er of
state verbs such as be, have, and know. years.
We've been-knowtng-about-global-warming for-over -i 0 0 years- R esearc h ers_____th e ph en o m en o n on several
different occasions.
4 H e _____ th e w ash in g m ach in e all m orning.
he th e w ashing m ach in e yet?
5 I _____ French for ages — not since I left school.
We French for th e p ast h o u r or so.
3 C om plete th e text ab o u t Arctic sea ice w ith th e verbs in

brackets in th e m ost probable tense: present perfect sim ple
or continuous.
Scientists 1 Wave been s tu d y in g (study) changes in Arctic

sea ice for around 100 years. As measuring devices and
satellite analysis 2___________ (become) more accurate, it
3___________ (become) clear that the amount of Arctic sea
ice 4 (decrease) steadily for several decades. In
fact, the Arctic 5 (lose) 75% of its summer sea
ice volume over the past three decades. This is mainly due to
global warming. However, the amount of ice lost each year
6 (depend) not only on global warming, but on
a number of other things such as local weather patterns. In
some years these things 7___________ (cause) more or less
sea ice to melt. However, even though in one year there may
8__________ (be) more sea ice than in the previous year, the
trend is that Arctic summer sea ice 9___________ (disappear)
at a rate of around 2.5% per year.
147
_ . Used to and would for past habits and
7.1 states
1 If possible, rew rite th ese sentences w ith w ould. If th is is
We can use both used to and would to talk about situations that
not possible, put a cross.
existed in the past but do not exist now.
1 I u sed to h ate job interview s, but now I like them . X
2 My g ran d fath er used to w ear a suit an d tie every day.
GR7.1)))
M y qrevidftttWe'c would W&er q suit o[v\A tie every dory.
1 I used to like listening to my grandm other reading me
stories when I was a child. 3 T he boss u sed to arran g e a p a rty every year.
2 Did people ever use to think the Earth was flat?
3 Leo didn't use to like cooking, but now he's really into it. 4 I u sed to like visiting my m um 's office.
4 In the past children would learn everything by heart, but
nowadays people rarely do that. 5 A nna used to sit at h er desk an d w rite all day.
5 My grandfather would tell me the names of all the trees
and flowers when we w ent for walks in the countryside. 6 In th e past, a lot of people used to do th e sam e job all
th eir life.
Used to
7 People used to be m ore form al at work.
We use used to + infinitive for both past habits and past states:
things that were true but are not now.
We used to live in Madrid, (but now we don't) 8 I used to see th e park from my window, but now I'm in a
There used to be an office block here, (but now there isn't) different office.
I used to drive to work, (but now I don't)
I didn't use to like my job. (but now I do)
Note that there is no final 'd‘ in negatives and questions. 2 Com plete th e text using w ould or used to an d th e verbs in
I didn't use to drink tea. Did you use to work for the UN? brackets. Use w ould w here possible; only used to if w ould
NOT / didn't used to drink tea. Did you used to work for the UN? is not possible.
Remember tha t u se d to is only for past habits. For present O ffic e life - it's so m u ch b e tte r n o w
habits we use the present simple. It's a good time be an office worker.
O liver cycles to work. Technology has made the biggest change. Communication
is easier and work is more interesting. In the past, people
would 1 would spevid (spend) ages at work doing boring jobs; these
days computers can do these same jobs quickly and easily.
We can also use would + infinitive to talk about past habits and
Attitudes to men and women at work have changed a lot over
typical past behaviour.
the last fifty years, too. 'In the 1960s, my boss was a woman
/ would usually drive to work. who was the same age as me,' says David Harper. 'When we
I would usually g e t to work at about 7.30 and I generally w ouldn't
w ent to meetings together, p eople2 (be) surprised that
leave until after six o'clock.
she was the boss, not me. 13 (tell) people how good she
However, we do not use would to talk about past states, only was.'
actions and typical behaviour.
Offices have become more pleasant places to work in.
We would live in London.
Companies 4 (have) strict rules about clothes and
There would-be on office bloek-here:
behaviour in the office, but these days things are more easy-
going. Relationships are more equal now. People5 (speak)
to their manager very formally, but now conversations can be
more relaxed; and offices themselves are nicer places to work
in. 'The office where I worked was small and i t 6 (smell)
really bad,' one of my friends told me. 'Every morning 17_____
(open) the window as wide as I could, but it never helped!'
Perhaps not everything is better, though. These days, people
often stay at work late and take their work home w ith them.
It wasn't always like that. 'When I worked in an office, we
8 (start) w ork at 9.00 and w e 9 (go) home at 5.30,'
said my uncle. 'The m anager10 (tell) us all to go home at
5.30 and we didn't think about work until the next day!'
148
GRAM M AR REFERENCE
7 .2 Questions
1 Read th e text an d th en w rite the questions. T here are both
GR7.2))) object an d subject questions.
1 What does she think of your new car? William James Sidis was a child genius, born in the US in 1898.
2 Where did he use to work? After his death, his sister claimed he was the most intelligent
3 Who opened the box of chocolates? person who ever lived, w ith an IQ between 250 and 300. He
could read at eighteen months. He had w ritten four books
4 Can you tell me w h ere the railway station is?
and was fluent in eight languages before he was ten. Harvard
5 Would you mind telling me if th e hotel dining room is University accepted him as a student when he was just twelve.
open after 10 p.m.? After he graduated at sixteen, he joined Rice University as a
maths professor. However, the students at Rice didn't take
him seriously because of his age and he left after only eight
O bject and subject questions months. He w ent back to Harvard to study law. While he was
There are tw o basic types of question: object questions and studying law he became concerned w ith social issues, and in
subject questions. 1919 he was arrested while he was taking part in a political
• In object questions, the question word is the object. We normally parade that turned violent. He spent eighteen months in jail.
put an auxiliary verb before the subject. For the present and past After his release from prison, he hid away and started w riting
simple tenses, we use the auxiliary do/does/did. books on subjects such as the universe, American history and
psychology. William James Sidis died in 1944.
Who do you most admire? - I most admire my parents.
What did she buy? - She bought some books.
1 When, wusf u m e s Sidis bam? In 1898.
• in subject questions, the question word is the subject. We don't
2 _________________________ ? His sister.
use do/does/did.
3 _________________________ ? B etw een 250 and 300.
Who inspired you to become an athlete? - My sports teacher
inspired me to become an athlete.
4 _________________________ ? H arvard University.
Who invented the computer? - Several people helped invent it. 5 _________________________ ? He w as arrested.
NOT Who-did-invent-the-computer? 6 _________________________ ? Eighteen m onths.
7 _________________________ ? In 1944.
indirect questions
We use indirect questions to make questions softer or more polite. 2 U rban free-clim ber C laudette D ubois has clim bed up
• Indirect questions begin w ith a question phrase (e.g. Could you th e outside of som e of th e tallest stru ctu re s in the world,
tell m e ...; I'd like to kn o w ...; Would you mind telling m e ...). in cluding th e Eiffel Tower, Sydney O pera H ouse and the
• A fte r the question phrase, the word order is like a statem ent P etronas Twin Towers. Rew rite the d irect questions in this
rather than a question: we do not invert the auxiliary verb and interview w ith C laudette as in d irect questions. Begin w ith
the subject and we do not use do/does/did. th e w ords given.
Could you tell me who you m ost admire? 1 How do you feel before you do a big climb?
n o t Could you tell me who do you most admire?
Could you fell m e kow you. fe e l before you do a b ij climb?
I'd like to know w hy you decided to leave university.
2 W hen w ere you last truly scared?
• We use if (in place of a question word) for indirect questions
where the answer is yes or no.
W ould y o u _________________________________________
I'd like to know ify o u have any further ambitions. 3 W hat did you w an t to be w hen you w ere grow ing up?
I'd lik e _____________________________________________
4 Is th ere anyone fam ous you'd like to m eet?
C o u ld _____________________________________________
5 How w ould you like to be rem em bered?
I'd lik e _____________________________________________
3 M atch th e questions in exercise 2 to answ ers a-e.

a Just before my last clim b. I always get scared.
b I feel very nervous, but quite calm at the sam e tim e,
c As a funny a n d disciplined person w ho liked to
challenge herself,
d Yes, P hilippe Petit. I've always ad m ired him .
e A H ollyw ood stu n tw om an.
149
8.1 Sentences with i f - real conditionals
1 C om plete th e conversations w ith the best form of the
GR8.1 $ w ords in brackets.
1 If people enjoy their job, they are happier in general. 1 A W hat do you th in k is the secret to happiness?
2 If you eat a balanced diet, you'll feel healthier. B Well, lots of things. But I believe th a t if people Wave
(have) a positive attitu d e tow ards everything, they
3 If we have a positive attitude, we w o n 't feel down when
things don't work the way we want them to. g en era lly _____ (feel) m uch happier.
4 If people don't have any friends, they can become very
A A nd w hat's th e secret to a longlife?
lonely. B As well as a positive attitude, if y o u (exercise)
5 They'll arrive at 7 p.m. unless the plane is delayed. regularly a n d (be) careful about w hat you eat,
you (probably/live) longer.
6 My brother is quite shy; he won't speak in public unless
he has to. 2 A I th in k I n eed to im prove my diet.
B Well, for a start, if y o u (eat) at least five
In sentences with if, we usually talk about situations and events portions of fruit an d vegetables each day, y o u _____
which are uncertain, /f-sentences usually have two clauses: the (start) to feel m uch healthier. And if y o u _____
//-clause and the result clause. They are also called conditional (drink) lots of w ater all th e tim e and less coffee and
sentences. tea, y o u _____ (have) m ore energy.
• When things can possibly happen, so can be real, we use the 3 A If y o u (n ot/hurry), w e (not/get) to the
same tenses with if as with other conjunctions. So, we can use cinem a in tim e.
the present tense to refer to the present.
B OK, I'm g etting ready as fast as I can. W hat
I f + present simple, - * present simple (happen) if w e (get) there after the film starts?
If people enjoy their job, they are happier in general.
Can we still get in?
If people w ork a thirty-seven hour week, they have quite a lot o f
A Well, yes. But w h a t (be) th e point of going in
leisure time.
if w e (miss) th e beg in n in g of th e film?
• When we talk about specific situations in the future and their
possible results, we normally use a present tense in the if-
M atch 1-4 to a -d to m ake sentences about happiness.
clause to talk about the future.
1 H appiness is like a cloud. If you stare at it long enough,
I f + present simple, -» w ill
b
If you eat a balanced diet, you'll feel healthier.
You'll be happier as a country if you pay higher taxes. 2 If you spend your life w aiting for the p erfect m om ent,
The conditional clause and the result clause can usually go in 3 You will never be h a p p y ___
either order. When the conditional clause is first, it is followed 4 U nless you love w hat you are doing,
by a comma. When the result clause comes first, there is no
comma. a you probably w on't be successful.
If I se e Jim, I'll give him your m essa ge. b it goes away.
I'll give Jim your m essa ge if I se e him. c it m ay never arrive.
d if you spend all your tim e th in k in g about w hat
• We can use modal verbs, particularly can, may and might in
h ap p in ess m eans.
either clause.
If a country has quite high taxes, it can provide free healthcare 3 C om plete th e second sentences so they m ean th e sam e as
to everyone. th e first sentences.
If you can cycle for thirty minutes a day, it m ay add one to two
1 You w on’t succeed if you don't m ake an effort.
years to your life.
ifAydin can't g et a job, he m ight do some voluntary work. Von vJovit succeed u n less you, m a k e <m effo rt.
• Unless usually means if... not or except it 2 We’ll get th e bus unless we see a taxi first.
We'll go for a walk later unless it rains. = We'll go for a walk ___________________ if ____________________ .
later if it doesn't rain. 3 If you sp en d it wisely, m oney can buy happiness.
Money doesn't make you happy unless everyone has enough. = U n le ss___________________________________.
Money doesn't make you happy except if everyone has enough.
4 We should arrive at about 3.30 unless we get delayed.
If_______________________________________ .
5 You're not allow ed in th e club except if you're dressed
sm artly.
__________________ u n le s s ________________ .
150
GRAMMAR REFERENCE
8 . 2 Sentences with i f - unreal conditionals

1 C om plete th e d ilem m a questions w ith the correct form of
GR8.2))) th e w ords in brackets.
1 If I had more time. I'd take up marathon running. 1 If you fo u n d (find) a w allet in th e street, w hat would you.
2 They w o u ld n 't drive to w ork if there was a good bus or
do (you/do)?
train service. 2 If y o u ____ (see) som eone being attacked in th e street,
3 If we lived in London, we could go to the theatre more often. __________ (you/try) to help them ?
4 If he w ere Prime Minister, he would change the law.
3 If you (do) so m ething h e ro ic ,___________
(you/w ant) to be in th e new spaper or on th e TV news?
If sentences usually have tw o clauses: the conditional clause (often 4 If y o u _____(see) som eone stealing from a shop,
using if) and the result clause. __________ (you/tell) a shop assistant?
Unreal conditionals express something that is imaginary or 5 W hat (you/do) if y o u ___________ (know) a new
hypothetical. work colleague had lied on his or h er CV?
• To talk about an unreal situation and its result in the present or 6 If y o u (find) a w in n in g lottery tic k e t,__________
future, we use lf+ past tense + would ( o r 'd) + infinitive w ithout (you/claim ) th e money?
to. The //clause talks about an unreal situation and the would 7 W h e re (you/live) if y o u ___________ (can/live)
clause talks about the hypothetical or imaginary result. This is anyw here in th e world?
sometimes called a second conditional.
8 If y o u _____(can/have) any job, w h a t___________(it/be)?
If + past tense, would Cd ) + infinitive w ith o u t to
If someone needed my help, I'd do my best to help them. 2 Jam es w an ts som e th ings in his life to be different.
If we w ere all less selfish, the world would be a better place.
W rite conditional sentences using the prom pts.
I'd be much happier if the weather w asn't so bad.
1 be richer -*• buy a bigger house
The conditional clause and the result clause can usually go in I f I Were, richer. I 'd buy u Wouse.____________
either order. When the conditional clause is first, it is followed 2 be younger -►play m ore sports
by a comma. When the result clause comes first, there is no
comma.
3 have m ore tim e -* read a lot m ore
if I were you, I'd be more careful.
I'd be more careful if I were you.
4 not rain so m uch -» be m uch happier
• When we are not sure about the result, we can use the modal
verbs might and could instead of would. 5 my job be not so b oring -* enjoy life m ore
If I were braver, I m ight do a bungee jump for charity.
Ifyou didn't know what you were doing, you could hurt
yourself. 6 not eat so m uch ju n k food -» be m uch h ealth ier
• We also use could to mean would be able to.
If it wasn't raining, we could go for a walk.
3 Rewrite sentences 1-6 in the conditional.
• In the conditional clause, w ith l/he/she/it, we often use were
instead of was. This is considered a more formal style. 1 I can 't buy a new m obile because I haven’t got enough
Formal: If I w ere younger, I'd take up snowboarding. money.
Informal: ifKatia was here, she'd be able to help us. I f I h a d more, money. I could buy u view mobile.
We also use were in certain fixed phrases: 2 I can 't go out tonight b ecause I have to w rite a report.
If I w ere you, I'd do more exercise.
3 Julia isn't h ere so we c a n ’t ask her to help.
4 We c a n ’t go skiing because there isn't enough snow.
5 I can ’t help you because I'm so busy.
6 I work such long h ours and I'm always tired.
151
9 .1 Comparatives and superlatives
1 C om plete th e sentences w ith the correct com parative form
GR9.1))) of th e adjectives in brackets.
1 George is a banker. He's richer than most of his friends. 1 H elen is m u ch shorter (short) th a n her younger brother,
2 Living in London is more expensive than living in Birmingham.
David.
2 People w ho live i n __________ (w arm an d dry) clim ates
3 Some people think that watching golf is less exciting than
watching football. are o f te n ___________ (healthy) th a n people who live in
___________ (cold and dam p) clim ates.
4 It's th e best meal I've ever had.
3 It i s (easy) and slightly (quick)
5 The Pyramids in Egypt are some of th e oldest buildings in
to cycle to work th a n to go by bus.
the world.
4 T he doctor told Steve he w a s (likely) to get
ill becau se he d id n 't do m uch exercise.
Com paratives 5 T he cities here a r e __________ (m uch/big) th a n in my
We use the comparative form of adjectives to compare people and country, w here the p opulation i s ___________ (small).
things with each other. 6 You should w e a r __________ (good) sunglasses
I'm taller than m y siste rs. Paris is more beautiful than London. th a n those. Your eyes should b e ___________ (w ell/
• For one-syllable adjectives, we add -er (or -r for adjectives that protected) from th e sun.
end in -e). For multi-syllable adjectives, we use more.
sh o rt - » sh o rte r a ncien t -*• m ore a ncien t 2 C om plete th e text w ith th e com parative or superlative
• For some two-syllable adjectives, we can either add -er or use form of th e adjectives in brackets and any o th er necessary
m ore. However, for two-syllable adjectives ending in -y, we w ords.
generally change the -y to / and add -er
gen tle -» gentler/ m ore gen tle h appy - » h a ppier Physical changes in human appearance have occurred ever
since we first appeared. However, 1 m ore re ce nt (recent)
• To make a negative comparison, we use le ss + adjective
Be a rds a re less popular than th ey use d to be. changes have not been 2 _ (dramatic) they were
in th e 3 (distant) past. This is because we
• We use than when we make a direct comparison between
have become 4 (much/good) at adapting the
two things.
environment to suit us rather than evolving to fit in with the
Pedro's h air is d arker than L ucca's.
environment.
• To say something is the same, we use a s ... as. To say
something is not the same, we use n ot as/so . . . a s . Some changes have been 5___________ (global) whereas
I'm as tall as my dad. Paola's h air is not as long as before. others have been 6___________ (regional) and localized.
The 7___________ (important) change affecting us is that
We use modifiers when we want to give more detail about the the human body has become 8___________ (slightly/small).
degree of difference between two things. Humans are n o t 9 (tall or heavy) they used to be.
I'm a bit taller than my brother.
The 10___________ (tall) humans lived around 40,000
Anna is much older than Andre.
years ago, with an average height of 183 cm. This is
• To make the difference between the things being 11__________ (much/tall) today's average height of 175 cm.
compared stronger:
Perhaps surprisingly, the human brain is also n o t 12________
a lot far much so much very much
(big) as it used to be. in fact, the human brain is now the
• To make the difference between the things being 13_________(small) it has been at any time in the past
compared smaller: 100,000 years, and is a b o u t 14________ (10%/small) when
a bit a little slightly humans first appeared.
• To say there is no difference between the things being
compared:
not any no
Superlatives
We use superlatives to compare people and things w ith everything
in their group.
Alex is the tallest person I know.
She's the m ost intelligent person I've ever met.
For one-syllable and most two-syllable adjectives we use the and
add -est. For multi-syllable adjectives, we use the most,
short -> the shortest beautiful -* the most beautiful
152
9 . 2 Modals of deduction and speculation

1 C om plete th e second sentence u sing m ust, can't or m ig h t/
GR9.2 )| could so th e m ean in g is the sam e as the first sentence.
1 The lights are on. Someone must be at home. 1 Perhaps my keys are in th e kitchen.
2 He can't be English. Listen to his accent - 1think he's South My keys miaWt be in- tWc k itc h e n ..
African. 2 I guess Erika likes black. She always w ears black.
3 It's very cold. It might snow soon. Erika . She alw ays w ears it.
4 Don't you think she looks a bit like Andrea? She could be 3 P erhaps th a t a p artm en t over th ere is F ran k ’s.
his sister. T hat a p a r tm e n t_____________________ .
4 It’s possible th a t th is p ain tin g is by R em brandt. It's
When we are making a deduction or speculating (= making a guess, his style.
usually based on evidence), we use the modal verbs m ust, ca n't,
This p ain tin g
might and could to express how sure we are about something.
5 It’s im possible th a t th is is U te’s house. She said hers has
Must and can't a bright red door.
• We use m ust when we are very sure something is true. T h is . Hers has a bright red door.
You've bee n driving all day. You m ust be tired. 6 Ten euros for a coffee! Surely there's a m istake.
M y keys must be h ere so m ew h ere! Ten euros for a coffee! T h e re _____________________ .
• We use c a n't when we are very sure something is not true. 7 Ten euros for a coffee! I’m sure th a t's not right.
This photo can't have been taken in the UK. They're driving on Ten euros for a coffee! T h a t_____________________ .
the right.
This can't be S atia n a's coa t. It's too big. 2 As p a rt of a com petition, two people are trying to m atch
• We do not use m ustn't in this way. som e photos w ith th e countries: th e UK, A ustralia, the
This m usn't be S atia n a's coot, it's too big. USA an d South Africa. Com plete th e conversations using
m ust, can't or m ight/could.
Might and could
A W hat ab o u t this photo? W here do you th in k this is?
• We use m ight or could when we are not sure, but we think
B Well, i t 1 be th e UK - th e w eather's too nice, and
something is possible. Might and cou ld have the same meaning.
This photo might/could be in the UK. They're driving on the left. th ere are no beaches like th a t in th e UK. But it looks a
This might/could be A lex's phone. H e's g o t one like this. bit like th e UK. I t 2 be A ustralia, m aybe. Ah, look -
I th in k th a t's th e A u stralian flag in th e background.
• We can use might not, but we do not use could not.
This m ight not be Je n n y's house. I think h ers h as a gre e n door. It3 be A ustralia.
This cou ld not b e Je n n y's house. I think h ers h as a gre e n door. A OK, an d w h at ab o u t th is one?
B Well, I’d say th is one 4_____ be the UK, but I’m not sure.
We use look + adjective - when something appears to be ... A Yes, I agree. Look at th a t cloudy sky. I th in k you’re right.
It lo o k s cold. And th e n u m b e r plate looks British. Yes, this one 5_____
be of th e UK.
B OK, so th is next one 6 _____ be the UK or A ustralia -
w e've already got those. So, i t 7 be either th e US or
South Africa. W hich do you think?
A Well, it's difficult to say. I t 8 be either, I suppose.
T here's n o th in g obvious. Oh, h an g on. I’m not sure, but
I th in k th is one 9 be South Africa.
B W hat m akes you th in k that?
A Look at th e roads in the d istan ce - th e cars are driving
on th e left. I th in k they drive on the left in South Africa,
don't they?
B Yes, I th in k they do. So i t 10_____be th e US - they drive
on th e right there.
A OK, so th is one 11 be South Africa. And th a t m eans
th e last one 12 be the US.
153
1 0 .1 Active and passive forms
1 Com plete th e sentences w ith the passive form of th e verbs
GR10.1))) in th e box.
1 Jaguars are found in South America, not Africa. develop eat make order send s ta rt use
2 Henry Vlll, the famous English king, was married six times.
1 T he first on lin e retail site Was s ta r te d in 1994.
3 The programme w ill be broadcast at eight o'clock
tom orrow evening. 2 T he in te r n e t___________in the 1960s by the US
m ilitary.
4 Modern furniture can be made of wood, plastic or other
man-made materials. 3 Today, th e in te r n e t regularly by over a
billion people.
• We form the passive w ith the verb be + past participle. 4 Billions of in tern et se a rc h e s __________ every day.
Thousa nds o f n e w w e bsites are set up e ve ry day. 5 T he first m obile p h o n e text m e ssag e__________ in the
The b usin ess was started by Ja m es D avis in 1997. late 1990s.
O ver a million units have been sold.
6 About th re e billion p iz z a s in A m erica every
When was the b usin ess started?
M ost things can be bought online th ese days.
year, an d m ost of th e s e ___________ online.
S m oking is not allow ed in the resta ura nt.
2 Com plete th e text about online shopping using th e correct
passive or active form of th e verbs in brackets.
Note that we form the negative of simple tenses by putting not
between the auxiliary be and the past participle (e.g. I was not
The first version of online shopping1 was invented (invent)
asked). For other tenses, not goes between the two auxiliary
in 1979 by UK businessman Michael Aldrich. His system,
verbs (e.g. The office has not been cleaned).
which 2 (call) Videotex, 3______ (connect) a modified
TV to a com puter using a phone line. In 1980, he 4_____ (set
• We use active verbs to describe w hat someone or something
does. up) a system w h ic h 5______ (allow) customers and suppliers
Perry Chen, Ya ncey S trickler a nd C h arles A dler started to be connected so that business c o u ld 6_____ (complete)
Kickstarter. electronically. During the 1980s, h e 7 (create) a number
• We use passive verbs to describe what happens to someone or of online shopping systems, using Videotex technology. These
something. 8 (use) mainly by large corporations.
Often the person or thing that does the action is not known, or Online shopping 9 (not/become) popular until the
is obvious or unim portant. introduction of the World Wide Web in the early 1990s. In 1994,
Pizza Hut was the first business to offer online ordering.
O ver tw o million dollars was invested in the busin ess.
The pro d u ct is m anufactured in over tw e n ty countries. Many other commercial websites soon 10 (follow).
Amazon and e B ay11 (launch) in 1995. Today millions of
• We use by if we w ant to say w ho or w hat does the action.
items 12 (sell) online every day.
K ickst a rter was started by Perry Chen, Ya ncey S trickler and
Ch arles Adler.
• We often use the passive to continue talking about the same 3 Rew rite th e sen ten ces u sing th e passive.
thing or person. 1 They started th e business in 2012.
K ickst a rter is a crowd-funding pla tform. It was started in 2009.
Tke business was sta rte d in 2012.
2 People invested over ten m illion dollars in th e business.
3 They don't use th e euro in Sw itzerland.
4 W hen did som eone send the first text m essage?
5 T he C hinese invented p ap er about 4,000 years ago.
6 People buy an d sell m illions of item s online every day.
154
GRAM M AR REFERENCE
1 0 . 2 a/an, the and no article

1 C hoose th e correct options to com plete the conversations.
GR10.21 1 A Did you play any sports w hen you w ere at the / Q
1 What would you like, an apple or a banana? school?
2 The Shard is one of th e newest buildings in London. B Yes, I w as in - / the school football team . I w as a / the
captain, actually.
3 I can see a car in the distance. I think the car's red.
2 A I th in k the / - com petition is good for a / - child's
4 Football is probably th e most popular sport in the world.
developm ent.
5 I became interested in astronomy when I was at school.
B I agree. But it can also have a / the negative effect if
som eone is always on the / - losing side.
w e use a /an:
3 A I th in k it's totally w rong th a t t h e / - celebrities get
• when something is one of many
p aid so m uch money.
Have you ever bee n to a football m a tch?
Did you h ave a good se a t in the sta diu m? B Well, they do give the / - en te rta in m e n t to m illions
• when we mention something for the first time of the / - people. A nd also, they can have a / the short
M y town h as g o t an indoor a nd an ou tdoor swim m ing pool. The career, so they need to earn a / the lot of m oney in
ou tdoor pool is open only in the sum mer. a / the short period of tim e.
We use the: 4 A Is a / the gam e on the / - TV th is evening?
• when it's the only one of something, or the only one in a place B Yes, it is. I th in k the / - start is at 7.45. Are you going
I love the O lympics. to w atch it at the / - hom e or shall we go to a / - bar to
Can you close the door, ple a se? w atch it?
• when we have talked about the thing(s) before 5 A Have you got a / the favourite sport?
Did you h ave a good se a t in the sta diu m? B Not really, I'm not a / the big sports fan. But I generally
M y town h as got an indoor a nd an ou tdoor swim m ing pool. The like w inter sports like - / the skiing and - / the ice
ou tdoor pool is only open in the sum mer. skating. I always love the / - W inter Olympics.
We use - (no article):
• when we talk about plural and uncountable nouns in general 2 C om plete th e text ab o u t the origin of th e Olympic G am es
S o m e sc h oo ls h ave b a nned ( - ) com petitive sports. w ith a/an, the or - (no article)
I love w a tching ( - ) sw im m ing on TV.
• in some common expressions after a preposition (e.g. a t school,
1 Tke Olympic Games originated long ago in ancient Greece.
a t university, in hospita l, in bed, to bed, on TV) One story about 2 origin o f 3 Games concerns
I w as in the a thletics te a m a t ( - ) university. 4 god Zeus. It is said that Zeus once fought his father,
I'm tired. I'm going to ( - ) bed. Kronos, fo r 5 control o f 6 world. They fought at
7 top o f 8 mountain that overlooked 9 valley
With school, university, college, hospital, church, prison and bed in south-western Greece. After Zeus defeated his father,
you sometimes use the and you sometimes use - (no article). 10 temple and 11 enormous statue of Zeus were
• You use the when you are talking about the 'physical' place. built in 12 valley b elow 13 mountain . 14 valley
The station is very old. was called Olympia, and soon 15 religious festivals
The football stadium is near the university. were held there as 16 people came to worship Zeus
• You use - (no article) when you are talking about the and celebrate his physical strength. It is believed that these
'activity' associated with a place. religious festivals eventually led to 17 Olympic Games.
I go to church every Sunday. (= I go to a religious ceremony
every Sunday.)
Although we do not know exactly when 18 Games first
What did you study at university? (= What did you do as a took place , 19 earliest recorded Olympic competition
student?) occurred in 776 BC. It had only one event , 20 running
race, which was won by 21 cook named Coroebus. Over
time, 22 new sports involving running, jumping, throwing
and fighting were added t o 23 Games . 24 winner
of each event received 25 wreath o f 26 olive leaves
and was considered 27 hero. O nly 28 men were
allowed to compete, and 29____ women were not even
allowed to watch 30 Games.
155
. Sentences with i f - unreal past
1 1 .1 conditional
1 Com plete the u n real past conditional sentences in the
conversations w ith th e correct form of the verbs in brackets.
GR11.1))) 1 A Sorry w e’re late. We got stuck in traffic.
1 If the bank robber had escaped, he w ouldn't have gone B Well, if vouW se t o f f (set off) earlier, you would've
to prison. m issed (miss) the heavy traffic. I did w arn you.
2 The burglar might have escaped if the alarm hadn't 2 A Was th e th ief w ho burgled you arrested?
gone off. B No. There w asn’t enough evidence. T h e y _____
(arrest) him if th e y (find) the things h e’d stolen.
We use the unreal past conditional to talk about unreal situations
3 A Did you get th e job?
in the past. We use it to talk about situations or events that are
contrary to, or the opposite of, what actually happened. B No, I d id n 't b o th er applying.
• l f + past perfect would have + past participle A Oh, I'm sure y o u (get) th e job if y o u _____
I f you had locked the car, no one would have stolen it. (apply) for it.
(You didn't lock the car, so it was stolen.) 4 A I see you d id n 't m anage to clean the kitchen.
I f he'd been caught, he w ouldn't have been able to commit B Well, if y o u (ask) m e earlier, I (can /
anymore crimes. (He wasn't caught, so he was able to commit clean) it. But I was too busy, sorry.
more crimes.)
5 A I th o u g h t you and Jo hann had m et a few years ago.
I f the police had arrived five minutes earlier, they would have
caught the burglar. B No, I d o n ’t th in k so. I'm sure I (rem em ber) if I
(met) him before. I d id n 't recognize him at all.
The if-clause and the result clause can usually go in either
order. When the //-clause is first, it is followed by a comma.
Rewrite th e su m m ary w ith co n ditional sentences to show
When the result clause comes first, there is no comma. how th in g s m ight have been different.
If I'd seen you, I would have said hello. Johnny d id n ’t work h ard at school. -» He failed all his
I would have said hello if I'd seen you. exam s. -♦ He d id n ’t get a job. -* He h ad no money. -♦ He
w ent back to school. -» He w ent to university. -* He got a
• We can also use the modal verbs could and might instead of good job.
would.
If the police had arrived five minutes earlier, they m ight have
1 If Jo h n n y Woid worked Ward u t school, he w ouldnt huve
caught the burglar. fa ile d all h is exams.
If we'd left earlier, we could have stopped o ff on the way. 2 If he h a d n 't failed his e x a m s,________________________
3 I f __________________________________________________
In informal spoken English and in informal writing (e.g. social 4 If
media), we usually contract had and would t o 'd, especially
5 If
after pronouns. We sometimes also contract have to Ve.
If I'd seen anything, I would've told you. 6 If
3 W rite an u n real p ast conditional sentence for each story

about how th in g s m ight have b een different.
1 A nineteen-year-old m an stole $200 from a shop. A few
days later he saw a security cam era photo in a local
n ew sp ap er an d show ed it to his m other. She contacted
th e police an d he w as arrested.
I f We- hadvCt shown, the, picture to his m other, she
wouldvCt have contacted th e police.
2 A m a n w as robbing a shop in M adrid in Spain an d he
p u lled a bag out of his pocket to put the m oney in. He
pulled out his ID card at th e sam e tim e by m istake. It
fell on th e floor. An ho u r later he w as arrested.
3 A m an robbed a shop and ju m p ed onto a bus to escape.

He d id n 't have th e correct m oney to pay for a ticket, so
he got back off th e bus and was arreste d by a policem an
w ho was passing by.
156
GRAM M AR REFERENCE
1 1 . 2 should/shouldn't have
1 Read th e situ atio n s an d w rite w hat was the correct or
GR11.2))) b etter th in g to have done in each situation, using
shouldn't have. Begin w ith th e w ords given.
1 You really should have contacted me sooner about the
problem. 1 In 2000, m illions of people received an em ail w ith
2 They shouldn't have spent so much money on a holiday. the subject line ‘I love you’. O pening th e em ail was
a m istake as it activated one of th e w orst com puter
3 Who should w e have told about the change of
arrangements for the meeting?
viruses, th e 'Love Bug' virus, w hich infected over fifty
m illion com puters aro u n d the world.
4 They shouldn't have taken the money.
People sWouXdvCt have, optvttd t k t em ail._____________
We use should have or shouldn't have + past participle to criticize 2 A few years ago, an em ployee of an in su ran ce com pany
things we or other people did or didn't do in the past and to say started a ru m o u r via em ail th a t an o th er com pany had
what was the correct or better thing to have done. serious financial problem s. The o th er com pany saw
I should have w aited before I sent the email. the em ail an d took the com pany th a t h ad started the
She should never have posted the letter. ru m o u r to court. They received £450,000.
You shouldn't have said anything to him. He's really upset now.
The em p lo y ee______________________________________
I didn't know what to do. In your opinion, what should I have
done? 3 A CEO of an in tern atio n al com pany criticized 400 of his
em ployees by em ail. T he em ail b ecam e public and the
in spoken English, we usually contract have to Ve. value of th e com pany fell by alm ost 30%.
we should've waited a little longer. The CEO
You shouldn't’ve said anything.
4 In 2010, a fourteen-year-old girl posted on Facebook
th a t she w as having a party. 2 1,0 0 0 people clicked th a t
they w ere going to attend. H er p aren ts cancelled th e
party.
The g irl____________________________________________
5 In 2009, th e U niversity of C alifornia em ailed 46,000
applicants and told them they w ere accepted as
stu d en ts of th e university. The university had
accidentally sent th e em ail to all th e applicants rather
th a n just to th e successful applicants.
The u n iv e rsity _____________________________________
Look at th e th ings D m itry did and d id n 't do w hen he w ent

for a job interview . W rite w hat w as the correct or b etter
th in g to have done, using should have or shouldn't have.
He d id n ’t have a shave. He w ore jean s an d a T-shirt. He
d id n ’t arrive on tim e. He kept looking at his phone. He
d id n 't ask any questions. He d id n 't say goodbye.
1 He, should ko[Vt Wo[d oi shave.._______________________
2 ___________________________________________________
3 ___________________________________________________
4 ____________________________________________________
5 ___________________________________________________
6 ______________________________________
157
12.1 Reported sp eech
C om plete th e sentences w ith said or told.
We use reported speech to talk about w hat someone said.
We often use the reporting verbs say and tell most commonly 1 D avid said he w as an actor.
(the past forms said and told). 2 He h e ’d been in several TV ads th a t year.
3 A n n a ____ m e she w anted to be a m odel.
G R12.1a))) 4 K ate_____ she h ad designed the brochure.
5 A n d y ____ us he w as from C anada.
Direct speech Reported speech
1 'It's a great idea.' He said that it was a great idea. 2 Rewrite th e statem en ts as reported speech.
2 'I really like the new She said that she really liked the 1 'I'll w atch th e film w ith you.’
ad.' new ad. Tom said (tkat) We!d watck the, f i l m w ith us.________
2 ‘We don't u n d e rsta n d w hat th e advert is selling.’
3 'It w as a long journey.' He told us that it had been a long
journey. They s a id _________________________________________
3 'M arek w atched TV all day.'
4 'I've never been there.' She told us she'd never been there.
Io an n a told us
5 'We're hoping sales He said they w ere hoping sales 4 ‘I th in k w e're going to th e cinem a at the w eekend.'
will increase.' would increase.
Sharon s a id ________________________________________
6 'It'll get easier w ith He told them it would get easier 5 'We don't like action movies.'
practice.' w ith practice. A ndrea and Pawel said
6 'I've seen th is d o cu m en tary before.'
• Tell must have a personal object (e.g. He told m e, I told th e m ) . A ndy told m e _______________________________________
Say does not have a personal object (NOT He said me).
• We can generally use reported speech w ith or w ithout that Alexia is talking ab o u t her acting experience and her
(e.g. He sa id ... or He said th a t...). hopes for th e future. R eport w hat she says.
Tense changes '1 1really want to be an actor . 21think I have a natural talent
When we use reported speech, tenses usually move one for acting . 3I've been in a few plays. 4 1was once in a TV
tense back (do -* did, is -* was, did or have done — had done, advert . 51 played a woman queuing in a bank. 6It was a great
will -* would, etc.). This helps to show th at the words were experience and I really enjoyed it. 7 1hope I'll get another
spoken in the past. The pronoun can also change (e.g. from I to he). chance to be on TV again. 8I'm determined to become a
professional actor.'
However, we sometimes do not change the tense. This is
1 Ske said/told me, (tkat) sk c really Wanted to be an, actor.
usually when something is still true or im portant.
She said they'll be ten minutes late. 2 ___________________________________________________
3 ___________________________________________________
'H ere and n ow ' w ords 4 ___________________________________________________
Words which talk about tim e and place may also sometimes 5 ___________________________________________________
change when the reporter's 'here and now ' is not the same as the 6 ______________________________________
original speaker's. 7 ___________________________________________________
8 ________________________________________________
GR12.1b)))
4 The tim e an d place references in these statem ents have
Direct speech Reported speech
now changed. R eport th e statem ents, changing the ‘here
1 'The film was released He said (that) the film had been and now ' w ords.
last summer.' released th e previous summer.
1 'I saw th is film last w eek.’
2 'The film ing is She said (that) the film ing was the He said (tkat) ke!d scevi tk e fil m . tke. Week, b efo re/tkc
tomorrow.' next day. pre,viciu Week-.
3 'I saw him here He said (that) he'd seen him there 2 'W e're having a m eeting tom orrow .'
yesterday.' th e day before. She told me
4 'It's on TV this She told me (that) it was on TV

3 'I'm going to London th is M onday.’
Monday.' th at Monday. He s a id ____________________________________________
4 'T he aw ard cerem ony will be held here in the hotel.'
They an n o u n ce d
158
GRAM M AR REFERENCE
1 2 . 2 Reported questions
1 Rew rite th e questions as reported questions.
GR12.2a)| 1 'W here do you work?'
He aslced where I Worked.__________________________
Direct question Reported question
2 'D o you live n ear Istanbul?'
1 'When are they She asked when they w ere going. S h e ________________________________________________
going?'
3 'H ave you lived th ere long?’
2 'Where does she live?' He asked me where she lived. He
3 'What have you She wanted to know what I'd 4 'W here did you go to university?'
done?' done. S h e ________________________________________________
5 'C an you give m e som e advice?'
We use reported questions to say what someone asked. We usually H e ________________________________________________
use the reporting verb asked, we can use asked with an object (e.g. 6 'W ill you help me later?'
He asked me w h a t...) or without an object (e.g. He asked w h a t...). H e ________________________________________________
We can use wanted to know instead of asked.
7 'H ave you ever read any Shakespeare?'
When we report questions, as with reported speech, we usually
She
move one tense back (do -* did, is -*■ was, will -* would, etc.).
8 ‘W hat are you doing th is evening?’
This helps to show that the words were spoken in the past.
S h e ________________________________________________
Because a reported question is no longer a direct question, we do
not invert the subject and the auxiliary verb, and we do not use the
2 Read th is interview w ith b u sin essm an P eter H orspath and
auxiliary verb do.
th e n rep o rt th e questions.
1 I W hat m akes a good leader?
GR12.2b$
P A good leader n eeds people to follow them .
Direct question Reported question 2 I W hat is th e h ig h est com plim ent you have been paid?
1 'Did you understand?' She asked us if we'd understood. P It's th a t I am always h onest and fair.
3 I W hat is th e w orst th in g anyone has said about you?
2 'Have you seen He wanted to know if I'd seen
Hitoshi?' Hitoshi. P Som eone once said th a t my success w as a result
of luck.
3 'Do you read a lot?' She asked w h e th er I read a lot.
4 I W hat do you look for in the people you do business
with?
To report yes/no questions we use if or whether. P I look for honesty and h ard work.
5 I W hat is your w orst fault?
w ith questions with be, we sometimes put the verb at the end
P I som etim es d o n ’t give people a second chance.
of the reported question. This is more usual when the question
is short.
6 I W hat is the b est piece of career advice you can give?
'What's your favourite film?' P It's im p o rtan t to step outside your com fort zone on
He asked what my favourite film was. occasions.
NOT usually He asked what was-my favourite film. 7 I Do you have a favourite book?
P My favourite book is H ow to Win Friends a nd
Influence People by Dale C arnegie.
8 I W hat do you do to relax?
P I go to th e gym.
1 T he interview er asked w hat m ade a jjood Leader.

2 She a s k e d _________________________________________
3 ___________________________________________________
4 ___________________________________________________
5 ___________________________________________________
6 ______________________________________
7 ___________________________________________________
8
159
Audioscripts
Unit 1 Trends help someone„out full of people shopping. How'ever, today

trustj>omeone som ething different is happening here. It’s
1.1 ») get J n touch jM th som eone Buy Nothing Day, and som e people are
S So, how many friends would you say you had? k e e p jn touch_with som eone here to try to persuade the rest of us to do
I Well, it all depends what you m ean by m ake lriendsjvith som eone just th a t... to buy nothing. Lewis Castle is
friends, doesn’t it? I m ean, I get on well with have_an„argument with som eone one of them. He’s standing here in the main
a lot of people at work - that’s maybe twenty entrance of the shopping centre, holding a
people I’d say were friends... 1.3))) big sign saying ‘Stop Shopping, Start Living.’
S Do you socialize outside work? 1 I often m eet up with groups of friends in the Lewis, can you explain a little about w'hat
J Oh, yes. Maybe not that often, but we m eet evening. Buy Nothing Day means?
up after work from time to tim e ... 'Ihen 2 You don’t need to have a lot in com m on L Yes, of course. It’s pretty simple, really.
there are the friends I play football with. I with som eone to be friends. It's fine to have We’re asking everyone to think about their
guess I don't have a lot in com m on with different interests. spending habits and buy nothing at all for
them apart from football, but I’d say they 3 I get on w'ell with most people I know. There just one day.
were friends all the same. aren’t m any people I don’t like. I And w'hat difference will that make?
S But how m any of those friends would you i A really good friend is som eone you can call L Well, the idea is to make people stop and
ask to help you out if you were in trouble? at midnight and ask them to help you out. think about what they're buying. W hen
J Ah, well, th at’s different. Friends you can 5 The friends you make at school are often you really think about it, the idea of buying
really tru s t... there aren't so m any of those. friends for life. things as a way of spending your leisure
Maybe five or six? 6 I’m alw'ays pleased when som eone I haven't time is crazy. We are all buying more things
S And w'hat about online? Do you have a lot of heard from in ages gets in touch. than we really need. We believe shopping
Facebook friends? 7 I’m quite easy-going. I rarely fall out with makes us happy, but it doesn’t. In fact, it can
J No, not really. I can’t be bothered with it, my friends. do the opposite if people end up owing a lot
really. I guess I’ve got about fifteen to tw'enty, 8 I’m not speaking to my sister at the of money.
but 1 do n 't use it much. What about you? moment, w'e’ve had an argument. It seem s a I Yes, I agree, that's a good point. People often
S Oh, I have a lot of friends on Facebook, bit childish. buy things they do n ’t really need or w'ant.
about 150,1think. 9 1can trust my closest friend with all my secrets. L Lxactly, it’s amazing to realize that only 20%
J 150?! Do you keep in touch with all of them ? of the world’s population is consum ing over
1.4)))
S Yes, well, kind of - you know, we send the 80% of the Earth’s natural resources. Does
P And now, in our regular look at what’s trending
occasional message to each other. that seem fair to you? In countries like the
on social media, and why: right now', it’s
J And have you actually m et all of them, face- UK, we all own far too much.
something called Black Friday. This term has
to-face? Does it make any difference what you buy?
been used m ore than two million times on I
S No. Some of them are people I’ve m et on L Yes, th at’s part of it, too. We're trying to get
Twitter in the last 48 hours. Black Friday is the
holiday or something, and we wanted to keep people to think about the effect their buying
fourth Friday in November, w hen the shops
in touch. Some of them are old friends from choices have on the rest of the w'orld.
have amazing special offers in the run up to
school. But there are quite a lot of friends Something might seem a great bargain,
Christmas. Many item s are half price or two
w'ho are people I’ve never actually m et at all. but that could be because it’s been made
for the price of one, and it’s now' the busiest
I just m ade friends with them on Facebook. in a country w'here the w'orkers aren’t
shopping day of the year in som e countries.
J I d o n ’t see how' you can be friends with paid enough. In addition, m ost of the time
It started in the USA, but it’s spreading
som eone you’ve never met. we prefer people to buy locally because
round the w'orld now', to the UK, Australia
S Of course you can. I probably chat to som e transporting goods by air has a harmful
and m ore recently to shoppers in Brazil,
of them more than you talk to your friends effect on the environment.
Mexico and other Latin American countries.
from football! I But will it really make a difference if we stop
Many shops have been opening very early
J Hmm. And what about in the real w'orld? shopping for just one day?
in the morning, and in some places people
How' m any friends do you have in real life? L Actually, most people do n 't understand
have been so keen to get a bargain that they
S Well, a lot of the friends I see often in real how' difficult it is to last 24 hours without
have started queuing outside the shops
life are on Facebook, too, actually. I’ve got spending any money. But you’ll feel great if
the night before. Last year it is estimated
friends from w'ork like you, and then there you achieve it.
that shoppers in the USA spent over eleven
are the people in my evening class. I’m I Are a lot of people taking part in Buy
billion dollars on Black Friday.
learning G e rm an ... Nothing Day this year?
However, w'hile you may get a good
J And w'hat about really close friends? L Yes, and m ore and m ore do every year. I
discount on your purchases, you should
S I’ve only got a couple of really close friends think it started in Canada m ore than tw'enty
be careful. Firstly, there’s the real danger of
that I share everything with. Actually, if I'm years ago, but now'there are Buy Nothing
spending more than you intended or can
honest, recently just one, because I’ve fallen Day m ovem ents in over 65 countries.
really afford, buying things on credit, and
out with one of my best friends. We’re not
owing a lot of money. And secondly, it may 1 .6 )))
speaking to each other at the m om ent.
be dangerous, with over fifty injuries in the 1 Can you explain a little about w'hat Buy
J Did you have a big argument?
past five years, caused by people fighting Nothing Day means?
S Not exactly. It all started w h e n ...
over things in the sales. 2 When you really think about it, the idea of
1 .2 ))) buying things as a way of spending your
1.5)))
g e tjm well with som eone leisure time is crazy.
P Let’s go over to a busy shopping centre and
m e e tjjp with som eone 3 We believe shopping makes us happy, but it
find out what shoppers there think.
have„a lot J n com m on with som eone doesn't.
I Today is one of the busiest shopping days
talljm t with som eone 4 Yes, I agree, that’s a good point.
of the year, and this shopping centre is
160
A U D I O SC RIP TS
5 We all own far too much. or make deep connections in our brain, and U nit 2 W h a t a st o ry!
6 Most of the time we prefer people to buy locally. that can’t be a good thing, can it?
7 Most people d o n ’t understand how difficult 2 .1 )))
1.11))) That rem inds m e of another story I heard about
it is ...
P It seem s like every day we find another a m an who had a lucky escape. He had been at a
1 .8 ))) reason to feel guilty about what we buy. barbecue restaurant on top of a m ountain, and
This is a fascinating book. We all know that the Maybe it's food that we know isn’t good for after the meal he decided not to take the cable
internet is changing the way we do things, but us, or clothes which are m ade by poorly car down with his friends but to w'alk down
Carr believes that it is also changing the very paid workers, or products which are instead. While he w'as looking for the path, he
way our brains work. With the printed book, damaging the environment. Manufacturers fell into a stream and broke his leg. Unable to
he argues, our brains learnt to think deeply. know we feel this way, and the latest trend move, he tried to phone for help, but his mobile
In contrast, the internet encourages us to read is for so-called ‘guilt-free brands’ - brands w asn’t working because he had dropped it in
small bits of information from lots of different which claim to be better for us, for workers the stream. Knowing he was missing, team s of
places. We are becoming better and better at and for the planet - so that we can buy people w'ere looking for him, but it w'as twênty-
multitasking, but m uch worse at concentrating them and not feel guilty. Sounds great, but four days before they found him. Luckily he'd
on one thing. is it as good as it sounds? With us today we brought a bottle of barbecue sauce with him
have Gosia Szlachta and Jem Norris, both to the barbecue, and he survived by drinking
1.9))) m em bers of the sam e environm ental group water mixed with the barbecue sauce.
1 Shopping and banking online is unsafe. but with very different views on the idea of
2 Looking at screens all day is bad for our eyes. guilt-free brands. So, Jem, w hat do you think 2 .2 )}
3 People will forget how to talk to each other. about the idea? 1 That rem inds me of another story I heard
4 People do n ’t spend enough tim e outside. J Well, as far as I’m concerned, anything about a m an who had a lucky escape.
5 Online information is not always reliable. which makes people think more about 2 He'd been at a barbecue restaurant.
6 I Iyperlinks in online texts are very distracting. what they're buying is a good idea. Take 3 While he w'as looking for the p a th ...
7 We are now using far more electricity to the Fairphone, for example. Until that was 4 Knowing he was missing, team s of people
power all our screens. produced, most people didn't even realize were looking for him.
8 Multitasking online makes us work less how bad conditions were for electronics
effectively. 2.3)))
workers in m any parts of the world. Now P S o ... to our next story. A national
1 .1 0 ))) there’s a lot more aw areness... new'spaper w'as em barrassed recently after
A So, this week we’re going to be talking about G There's a lot more awareness, but don’t publishing a story about a super-fruit, the
'Ihe Shallows, a book by Nicholas Carr, in you think it would be better if people blue melon, w'hich, it turns out, w'as another
which he argues that using the internet is understood that there is no need at all to internet hoax. Does the internet make
actually changing the way our brains work. keep buying new phones? There seems hoaxing loo easy? Laura, you work for a
How is that? to be an idea that you have to have a new national newspaper; do you think there are
B Well, it’s actually a very interesting book phone every two years. I'm convinced that m ore hoaxes these days?
because, rather than just talk about all the if people really understood how m uch L Well, there have alw'ays been hoaxes, but,
ways people say the internet is bad for u s ... dam age this causes, to workers and to yes, there are more of them now. It is easy
you know, that staring at a screen is affecting the planet, they w ouldn't do this. I think to create a hoax now that everyone can
our eyesight or making our children fat people should feel guilty. Producing guilt- change photos and videos digitally. And the
because they do n't go outside and play any free brands just gives people an excuse not internet makes it easier to spread the hoax
more, Carr takes quite a scientific approach. to think about these issues, and just keep around the w'orld. Everything moves so fast
I Ie isn’t exactly saying that the internet is buying more and m ore stuff... nowadays, and online stories aren’t checked
bad for us, but he is saying that it is making J Well, according to the people who make before they’re published.
our brains work differently, and that the Fairphone, their phones will last longer and P One recent hoax I rem em ber w'as the so-
changes may be perm anent. be easier to repair. If you ask me, we have to called Balloon Boy hoax.
A In what way? give people the option of buying som ething L Oh yes, that was a big story. A couple,
B Well, he starts off by talking about when which is better for the planet, not just say Richard and Mayumi Heene, let a large gas
people started writing and reading books. they shouldn’t buy som ething at all. balloon float off into the air and then, as
That was a huge change as well, and lots of 1 .1 2 ))) soon as it w'as high in the sky, they said
people felt it was a bad idea. What would 1 So, Jem, what do you think about the idea? that their six-year-old son was inside
happen, they argued, if people didn't have 2 Well, as far as I’m concerned, anything the balloon. The police were informed
to memorize everything because it was all which makes people think ... and helicopters w'ere sent up to track
written down in books? Sounds a bit like the 3 There's a lot m ore awareness, but don’t you the balloon until they could find a safe
arguments people make today about people think it would be better if...? way of getting him dowm. By the time the
looking facts up online - that they don't 4 I’m convinced that ifpeople really understood... balloon landed an hour or so later, about
rem em ber things any more. But Carr says 5 Well, according to the people who make 80 kilometres away, the story was live on
that in fact books taught us to really focus Fairphone,... television. When the boy was not found
on one thing at a time, w hereas now we are 6 If you ask me, we have to give people the inside, the m edia reported that he had
constantly looking at lots of different things o p tio n ... fallen out during the flight, and a huge
at the sam e time. I Iyperlinking, where we search started. Meanwhile, the boy was
are encouraged to click on an underlined 1.13))) actually safe at home, hiding. The parents
word or phrase and we go off to a different 1 I low do you decide w hen you can trust
suddenly announced that they’d found him
website, is a particular problem. som eone?
at home, asleep.
A But isn’t multitasking good for the brain? 2 Do you have a lot in com m on with your
P Did the parents really think he w'as in the
B Well, according to Carr, no. The studies show closest friend? balloon?
that w hen we try to do two things at once, 3 When was the last lime you m ade friends
L Well, we can't say for sure, of course,
we do both of them less well. We are also with som eone new?
because they never adm itted it; but while
less likely to rem em ber what w e’ve done or 4 How do you keep in touch with family or
reporters w'ere interviewing the family on
read. There are som e obvious benefits to the friends who live far away?
TY the boy accidentally m entioned that
internet, but all the same, it is changing our 5 When was the last time you fell out with
they’d done it to be on TV. He w'as supposed
culture so that we are less able to concentrate som eone?
to keep quiet about that, of course.
6 Who in your family do you get on with best?
161
P That’s incredible. Do you think most hoaxes scientists had wasted nearly forty years 4 Apparently, the office is closed this week.
are carried out to becom e famous? believing a lie.
L Yes, and that’s not a new tiling. Take the example Unit 3 Life skills
of Piltdown Man. The scientists who 2.6)))
A I heard this incredible story from a friend 3.1)))
claim ed to discover that skull becam e very In the late 1960s, Walter Mischel, a professor
well known as a result. The publicity you about a wom an who lost her wedding rin g ...
B What happened? at Stanford University in the United States, carried
get from a good hoax can also be useful in out an experim ent which is known as the
marketing a product. There have been quite A Well, she'd lost her wedding ring years ago,
i n ... 1995,1 think, while she was baking Marshmallow Test. He and his researchers took
a few advertising campaigns like that. But four-year-old children into a room, all by themselves,
I d o n ’t think becom ing famous or getting in her kitchen; and although she looked
everywhere, even taking up the kitchen and put a marshmallow in front of them.
publicity is the only reason. Quite often,
floor, she couldn’t find it anywhere. Then the researcher told the child: 'You can eat
no one knows who started the hoax. Take
B Oh no, that’s awful. this now if you want. Or, if you can be patient
the blue melon, for example. I imagine
A Yes, but then she found it again more than and wait until I come back, and not eat the
som eone did that because they thought it
ten years later. marshmallow, you can have two marshmallows
was funny to make people believe it.
B How? as a reward.' Then they left the child alone with
P But not all hoaxes arc funny. For example,
A You're not going to believe this, but she was the m arshm allow for fifteen minutes. Of course,
people in Britain have been calling the
in the garden digging up carrots and she they filmed what the children did.
em ergency num ber 999 because of a hoax
saying that calling this num ber charges your suddenly noticed that one of the carrots was
3.2)))
phone battery. 'wearing' her ring!
Fifteen m inutes is a long time if you’re a child
L Really? B What, you m ean the ring was on the carrot?!
and you really like marshmallows!
P Yes, it sounds stupid, but a lot of people Really?
A Yes, it’s true, the carrot had grown through So, what happened? I low m any children do you
believe this hoax, and it's caused real think ate the marshmallow? Well, nearly 70% ate
problem s for the police and fire service. the ring...
B No way! 1 hat's incredible! it. Some ate it straightaway, som e m anaged to
Some people seem to like creating hoaxes to wait a while before giving in. Only 30% of the
cause as m uch trouble as possible. A It is, isn't it? I’m sure she’s keeping it safe now!
children were able to resist tem ptation and wait
2.41 2.7))) the full fifteen minutes. OK, the researchers found
1 A couple, Richard and Mayumi Heene, let 1 What happened? out that most of the children preferred to have
a large gas balloon float off into the air and 2 Oh no, that’s awful. something immediately to having to wait for what
then, as soon as it was high in the sky, they 3 You’re joking. they really wanted. Not that surprising, really.
claimed that their six-year-old son was 4 What, you m ean the ring was on the carrot?!
But som e years later, they discovered
inside the balloon. 5 Really?
som ething m uch m ore interesting. When
2 The police were informed and helicopters 6 No way! 'That’s incredible!
these children becam e adults, the researchers
were sent up to track the balloon until they 2.8 $ contacted them again. And what do you think
could find a safe way of getting him down. 1 Last Tuesday my com puter broke while I was they discovered? All the children who were able
3 By the time the balloon landed an hour or trying to finish an im portant piece of work. to wait were very successful. They had done
so later, about 80 kilometres away, the story 2 So I called a friend who knows about well at school, had good relationships, and were
was live on television. computers, and he came over straightaway. healthy. They earned a lot more money, too.
4 When the boy was not found inside, the media 3 He had a look at it, but he couldn’t fix it. The children who couldn't resist tem ptation
reported that he had fallen out during the 4 He took my keys so he could com e back to were generally less successful in all these ways.
flight, and a huge search started. Meanwhile, fix it the next day while I was at work. In the original M arshmallow Test, the
the boy was actually safe at home, hiding. 5 The next m orning when I tried to leave for researchers noticed the children who m anaged
The parents suddenly announced that work, I discovered that he had locked my not to eat the marshm allow were using some
they’d found him at home, asleep. front door from the outside, and I couldn’t effective techniques. Those children who stared
5 We can’t say for sure because the couple get out of the flat. at the marshmallow, or picked it up, or smelt
never adm itted it, but while reporters were 6 My parents were travelling abroad, and no it, always ended up eating it. The successful
interviewing the family on TV, the boy one else I know had a spare key. children found a way to deal with the problem,
accidentally m entioned that they'd done it 7 I tried to call my friend, but he had left his by looking away from the marshmallow, or
to be on TV. He was supposed to keep quiet phone in my flat. It rang right next to me. covering their eyes.
about that. 8 I had to wait for him to arrive, and so I was
Watching the successful children m ade the
2.5))) very late for work.
researchers realize that the im portant thing was
During the early twentieth century, scientists were 2.9))) to avoid thinking about the marshmallow at all.
keen to find some evidence that would prove the 1 to think or believe that som ething will com e Then the children d idn’t have to make an effort
link between early m an and apes. In 1912 that or happen not to eat it. In a later experiment, Mischel proved
evidence seemed to have been found while Dawson 2 to not be able to rem em ber som ething that w hen he taught the children som e simple
and Woodward were digging on a site in Piltdown, 3 to ask yourself questions about som ething techniques, such as imagining the marshmallow
in the south of England. As soon as they saw the 4 to know again som eone or som ething that wasn't real, that it was just a picture of a
jawbone and the skull, they decided that this must you have seen or heard before marshmallow, nearly all the children succeeded
be the evidence science needed. Woodward 5 to help som eone rem em ber som ething in waiting the full fifteen minutes.
claimed that both bones belonged to a hum an 6 to suddenly be seen So, everyone can learn to wait if they want to.
being who had lived about half a million years ago, 7 to know or understand that som ething is This is im portant because this experiment
during what is known as the Lower Pleistocene true, or that som ething has happened isn't just about waiting for a marshmallow. If
period. Most scientists accepted this opinion 8 to cry out loudly in a high voice you can wait for a marshmallow, then you’ll
until nearly forty years later, when it was be able to choose to study rather than watch
2.10)))
discovered that the Piltdown Man was a fake. TV, knowing it’s better for your future. You’ll
1 You’re not going to believe this, but I've lost
Meanwhile, Dawson, who most people consider succeed in saving up m oney for som ething you
my job.
responsible for making the fake, had died. really want, rather than spending it without
2 Someone told me there’s going to be a bad
The Piltdown Man hoax truly dam aged science storm tonight. thinking. And, in this way, you will be able to
because by the tim e the hoax was discovered, 3 I heard that Jack has w on the lottery. make better decisions about your future, and
eventually get a better, and higher-paid, job.
162
A U D I O SC RIP TS
3.3 $ So, let's get s ta rte d ... The first thing you do sure you mix it very thoroughly, so there
In the Marshmallow Test, researchers left is cut a hole in the metal sheet. aren't any lumps.
four-year-old children alone in a room with a A How do you do that? B What next?
marshmallow. If the children m anaged to resist I Like this. Look. You need to use special A Then you have to wail for about 30 minutes.
tem ptation and not eat the marshmallow, the metal-cutters, and you need to m easure While you're doing that you can get ready
researcher prom ised them a reward of two carefully. And make sure you don’t cut the whatever you want to put on the pancakes.
marshmallows. However most of the children hole too big. Got that? Then you heat some oil or butter and put some
found it difficult to be patient and gave in A Yeah, thanks. OK, what next? mixture in the pan. When the first side is cooked,
before the lime was up. They preferred to have I Next, rub the plastic bottle with sandpaper. you flip it over. Look, you do it like this.
som ething immediately rather than wait for W hen you've done that, put the bottle in the B Wow! That's clever.
what they really wanted. The researchers found hole in the metal and glue it in place. Like this.
that, as adults, those children who could rise While the glue's drying, fill the bottle with Unit 4 Space
to the challenge were generally m uch more water and add ten millilitres of bleach. Then 4.1 »)
successful than the others. put the top on the bottle. It should look like So, yesterday we took the train from La Paz,
The best technique was to avoid thinking about this one I m ade earlier. Bolivia, into Peru, stopping at Puno, and today
the marshmallow at all. The successful children A Can you say the part about the glue again? we're going to visit the floating islands on Lake
dealt with the problem by looking away or I Yes, let me show you again. Titicaca. I can’t wait. Ever since I first heard
covering their eyes. If they didn’t think about Put the bottle in the norm al way up, like about these islands in a geography class m any
the marshmallow, they didn't have to make an this, and put the glue all around near the top. years ago, I’ve wanted to see them. Actually, I
effort not to eat it. Make sure you use enough g lu e ... OK? d on't really enjoy boat trips, but I’m sure the
A Yeah, thanks. water on the lake will be quite calm, as it’s a
When Mischel taught a different set of children
I After you’ve done that, it’s tim e to go to the clear sunny day. It’s quite cold, though, so I'm
this technique, nearly all the children succeeded
roof. So you need to cut a hole in the roof going to take an extra sweater to keep warm.
in waiting the full time. Learning these techniques
the sam e size as the bottle.
can help in adult life because being able to wait I'm really interested in finding out m ore about
A Can you show us how to start cutting the hole?
helps us to make the right choices. how people live there. I believe w e’ll be able to
I Yes, of course. Look. You do it like this. Then
ask them questions through a guide. I’d love to
3.4))) you continue cutting round. OK?
know what people eat - a lot of fish, I suppose!
achieve A That's great, thanks.
I’d also like to know what they think the future
avoid I Now, you put the bottle in the hole this
holds for them and their families. Do they think
manage way, and add m ore glue to make it secure.
their children will stay on the islands? What
observe And there you have it! A light that needs no
effect is technology going to have on their lives?
prefer electricity, but with sunlight outside, it can
I know they already have solar power and even
resist light up the whole room.
black and white TVs.
succeed A Wow, that's incredible!
Just thought! It would he great to have some
3.5))) 3.8))) photos for the blog, so I'll take my camera, too.
When he was working in the burger van, Ed had 1 The first thing you do is cut a hole in the metal. Just hope I don't drop it in the w a te r...
to be reliable and turn up for work on time. He 2 W hen you’ve done that, put the bottle in the
also had to be polite to the customers. However, hole in the m e ta l... 4.2 »)
he did n ’t have to take m uch responsibility as 3 While the glue’s drying, fill the bottle with 1 It was the end of Septem ber and a beautiful
his boss dealt with the money. He didn’t need w a te r... sunny day. Autumn is the most beautiful
to get up early because the van opened at 11 4 After you’ve done that, it’s time to go to the roof. season here and the leaves on the trees were
a.m. W hen he wanted to, he could even take a beginning to turn golden in places. As we
3.9)))
day off work. climbed through the forest, we enjoyed the
Next, rub the bottle with sandpaper. W hen
fresh air and the smell o flh e soil. Moving
Now that he’s training to be a chef, it's very you’ve done that, pul the bottle in the hole in
slowly up the steep, winding path, we came
different. He has to manage a team, even though the metal and glue the bottle in place.
to the edge of the forest and suddenly we could
he finds it difficult to tell people what to do. It’s
3.10 ») see a gorgeous lake at the edge of a m ountain
also a very high-pressure job, so he m ust work
1 If I come into work early, I can leave early. range in the distance. The peaks and cliffs of
to tight deadlines. However, he doesn’t have to
2 In my last job I had to wear a uniform. the mountains were partly covered in snow,
work outside any more, and he can take hom e
3 You can’t use the phone for private calls. even at this time of the year. The scenery
really nice food w hen the restaurant has closed.
4 You don’t need to wear a tie. was just amazing.
3.6))) 5 You must remember to lock up before you go. 2 We had been walking all day and it was
1 easy-going slowly getting dark. We had seen gorgeous
3.11))) m ountains with lovely greenery, refreshing
2 hom e-m ade
1 good- waterfalls and clear pools amongst the
3 five-star 2 English-
4 over-priced rocks. We had enjoyed playing in the
3 well- pools in the hot sunshine, but at the end
5 five-hundred-page 4 hard-
6 second-hand of the day we had descended back into
5 easy- the valley. Walking down towards where
7 English-speaking
6 second- we were staying for the night, the sunset
8 well-known
3.12))) was amazing, beautiful and red with the
3.7 ») A The first thing you do is to put som e flour in silhouettes of the palm trees in the distance.
I So, today I'm going to show you how to do a bowl, with a little salt. Then you crack an I don ’t think I've ever seen such a beautiful
som ething amazing using only seven things and unusual landscape.
egg into the bowl.
- 1 a plastic bottle, 2 som e water, 3 some B I'm not very good at that. I low do you crack
bleach, 4 a piece of metal, 5 some glue, 6 4.3)))
the egg without getting bits of shell in tire bowl? P Good afternoon and welcome to Science
sandpaper and 7 a metal roof. What are we A No problem, Let me show you. Look, you
going to make? Matters. Walking through the park
crack it on the edge of the bowl, like this. yesterday, it was full of people enjoying
We’re going to make a light that doesn’t use 'I hen you mix it in and add the milk. Make
electricity. The light goes in the roof and is the sunshine. Recent research, however,
strong enough to give light to a whole room.
163
suggests that people are spending less bathing centres, and other countries, like M No, seriously. I've got a load of newspapers,
time outdoors. One study looked at trends Finland, may soon follow. loo, going back to 1995. They’re in a shed in
in visits to national parks in the United the garden.
4 .4 1
States, Japan and Spain, and found that the I So your house m ust be pretty full, then?
1 In the US people now spend 8.5 hours
num ber of visits had gone down by 18% M There's no room for anything. Our
a day looking at a screen, and this trend
since the late 1980s. A recent British study front garden is full of old m achines like
will definitely spread around the world as
found that even during the summer, people dishwashers and fridges.
sm artphones becom e m ore common.
spend just one to two hours outside per I What a nightmare! And how does your wife
2 The percentage of British people living in
day. So, why is this happening, and what feel about this?
cities is likely to rise to 92% by 2030.
should we do about it? Our science reporter M To be honest, she’s not very happy. But what
3 Countries such as Botswana, where, in 1950,
Julie Mayers has been researching into the can I do about it?
only 3% of people lived in a city, may end up
benefits of being outdoors. So Julie, why do
in a similar situation. 4.11 »)
we stay indoors so m uch?
4 Nowadays 61 % of Botswana’s population A So, how's it going? Enjoying your new fiat?
J Hello. Well, it may be that rather than enjoying
lives in cities and this percentage will R Yes, I love it.
the beauty of nature, we prefer to sit in front
probably rise further. A You’ve got a fantastic view from the windows.
of a screen. Statistics show that people in the
5 Walking in a forest for 30 m inutes improves R Yes, we’re on the top floor. 1 spent the whole
US now spend around eight and a half hours
m ood and might even stop you getting ill. weekend going up and down the stairs with
a day looking at a screen, and this trend
6 After a two-hour walk, som e people showed boxes.
will definitely spread around the world
a 50% increase in the white blood cells A Yes, I can see!
as sm artphones becom e m ore common.
needed to help fight disease. R Look, make yourself at home. Have a seat.
Another explanation is that more people live
7 The Japanese government will build 52 A Er...w'here?
in cities. In 1950, 79% of the UK population
m ore forest bathing trails within the next R Yes, I sec what you m ean. Well, why do n ’t
lived in cities, but that percentage is likely
ten years, and other countries may follow. you sit on a box?
to rise to around 92% by 2030. And even
A No, do n ’t worry, I can make room on this
traditionally less urbanized countries may 4.5 »)
sofa, if I ju s t... move this su itcase... I low'
end up in a similar situation. For example, 1 This trend will definitely spread around the
did you m anage to move all your stuff over a
Botswana in 1950 had less than 3% of its world.
weekend?
population living in cities; now it has about 2 The num ber is likely to rise.
R Oh, I didn’t do it all at the w'cekend. I took
61%, and this percentage will probably rise 3 This percentage probably w on’t rise m uch
som e time off from w'ork last week.
further over the next few years. further.
A It’ll look great once you’ve got everything
P But does it actually m atter if we don’t get 4 People who live near green spaces are more
unpacked. You’ve got a lot of room h e r e ...
outside much? likely to be active.
R Yeah, it’s so m uch bigger than my old place.
J Well, yes, obviously there are the physical 4.6))) Mind you, I've really got too m uch stuff. This
benefits. We know' that people who live near 1 neat and tidy old sofa and chairs take up so m uch space,
green spaces are m ore likely to be physically 2 in a bit of a mess and there’s furniture in the flat already.
active. In fact, nearly 45% of Californian
4.8))) A Maybe you should get rid of your old furniture.
teens who live near a park take part in
1 What a mess! R Yes, perhaps. I think I really need to get
physical activities for at least one hour a
2 in a while everything unpacked first, and then I can
day, at least five days a week, w hereas only
3 take up too m uch space see what I need and do n ’t need. Are you
one third of teens who don’t have access
4 peace and quiet going to give m e a hand?
to a nearby park have the sam e level of
5 a nice drink A Sure...
physical activity.
But there’s m ore than that. According to 6 a big apartm ent 4.12)))
researchers at I leriot Watt University, in 4.9))) W Hello, Bell’s Bistro.
Edinburgh, people’s brains actually change 1 What a mess this room is! We need to tidy it up. C Oh, hello. I had lunch at your restaurant
when they spend time in natural environments, 2 I hope to finish the decorating in a while. today and I think I may have left my mobile
reducing stress and improving mood. The 3 I wanted to put the bookshelf here, but it phone there on one of the tab les... I w onder
Japanese have known this for som e time. takes up too m uch space. if you could check for me?
Shinrin-yoku, or forest bathing, is simply 4 The best thing about this house is the peace W Certainly. Could I just take some details first?
visiting a forest or other natural area and and quiet. C Yes, of course.
walking slowly, taking in everything you 5 Would you like a nice drink? W Could you tell m e the m ake of the phone?
see, hear, smell, and even taste. Scientific 6 She lives in a big apartm ent in Berlin. C Yes, it was a ...
research shows that walking in the forest 4.13)))
for 30 m inutes will reduce depression, and 4.10)))
I Can you tell m e about your problem? R I Iello, how' can I help you?
lower your blood pressure. They even think C Hello, I understand that the hotel has a gym?
it might prevent you from becom ing ill. M Well, I’m a hoarder. I just can’t throw things
away. So my house is full of... stuff. I’m R Yes, that’s right. It's in the basem ent.
P Really? That seem s very hard to believe. C Thank you. Could you tell me the opening
How’s that? starting to run out of space.
I What kind of stuff do you keep? hours, please?
J It seem s that the trees give off chemicals R It's open from 7 a.m. until 9 p.m.
which help to keep you healthy. One study M Everything - newspapers, old yoghurt pots,
clothes, to y s... C Thank you, that’s great.
showed a 50% increase in the white blood R Can I help you with anything else?
cells needed to fight illness after a two-hour I Old yoghurt pots? Why do you keep those?
M Well, because they might com e in useful C Yes, just one last question. Do I need to take
walk. Research taking place at the m om ent a towel with me, or are they provided?
will tell us more about how this works. The one day. You know, I might decide to grow
Japanese government has already built plants in them. 4.14)))
forty-eight official forest bathing trails, and I But don’t they take up a lot of space? Where R I Iello, Grand I Iotel. I low can I help you?
say they will definitely build another fifty- do you keep them? G Hello, I think I may have left my briefcase
two within the next ten years. M In my shower cubicle. at reception this morning. I w'onder if you
P Really? That’s a lot. Do you think it could I You’re joking! could check if it's been handed in?
becom e as popular in other countries? R Certainly. Could I just take som e details?
J Yes, it probably will. In fact, South Korea What colour w'as it?
has already started building its own forest
164
A U D I O SC RIP TS
G It’s black, and it has my initials on it, MUG, the Flying Grass is both visually stunning and 4 It’s absolutely astonishing. This is the first
Miguel Hernandez Garcia. truly moving. time you haven’t been late this year.
R Thank y o u ... one m o m e n t... Yes, we have it. When their teacher asked them to write an essay 5 I can’t carry that. It’s absolutely enormous.
G That’s greal. I w onder ifl could com e and about their dearest dream s and wishes, a group I’ll need help to get it up the stairs.
pick it up this evening? of village schoolchildren begin to think seriously 6 Put the heater on. It's absolutely freezing in
R Yes, any time. Can I help you with anything else? about what they plan to do with their lives. here.
G No, th at’s all. Thank you for your help, Puji enjoys being useful and just wants to help 5.7)))
though. I really appreciate it.
others. Mei fantasizes about becom ing an Conversation 1
actress. She spends hours practising in front of A Did you see that stuff on Facebook about
U nit 5 En t e r t a i n m e n t
the mirror, but does she really love acting, or is how much music people listen to every day?
5.1 ))) it actually her m other’s dream ? Agus’s family B Yes, but I’m not sure I believe it, though. The
The first film we're looking at today is The Secret can’t afford to eat any special food at home, but statistics look m uch higher than I'd expect.
Life o f Walter Mitty, starring Ben Stiller and he really wants to eat at an authentic Padang I mean, who listens to music when they are
Kristen VViig. A remake of a classic comedy restaurant in the city. W hen an opportunity going to sleep?
from 1947, based on James Thurber's book, arises to make som e money, he decides A Me - and 32% of the people they asked!
which was written even earlier, in 1939, the film to make his dream com e true. As the film Conversation 2
m anages to bring the story up to dale quite well. progresses he gradually realizes that for dream s A What do you fancy watching on TV tonight?
Walter Mitty is a quiet m an who secretly dreams to come true you need to work at them. B I thought we could watch the program m e
of being an action hero, rescuing people from on climate change.
burning buildings or travelling into space. 5.3))) A Aw, no. That sounds really boring. I really
Soon, however, his adventures start to becom e amusing d on't want to watch another program me
real, as he decides to set out on a journey to find suiprising about the weather.
a missing photographic negative. The special ordinary B Well, I thought it looked quite interesting;
effects are pretty impressive, especially in the violent but if you’re really sure you don’t want to
scenes set in Iceland and the Himalayas; but enjoyable watch it, there's a sci-fi movie on the other
despite a cast with several excellent comic intelligent channel.
actors, the film just isn't very funny. Kristen original A That sounds m uch more interesting.
Wiig, who plays the wom an Mitty is secretly in predictable Conversation 3
love with, is just wasted, with no real hum our disappointing A Have you tried this new film site? Is it any good?
in what she has to say. Stiller's perform ance is entertaining B Yes, it’s great. I expected it to be really
better, but overall the film’s a bit disappointing. unexciting expensive, but it isn’t. But you have to be careful.
The other film we’re looking at today is Rio 5.4 )| A Oh, why?
2096: A Story o f Love and Fury. I enjoy going I’ve lived in New York for about three years B I stayed up till 4 a.m. this m orning watching
to see anim ated films with my kids, but to be now. It’s an exciting place to live, but there are a whole series. I w ouldn’t recom m end that
honest, I'm not usually a big fan of anim ated quite a few annoying things about it, too. For a if you have to go to work the next day! I’m
films for adults. So I didn't expect to enjoy this start, it’s incredibly expensive. exhausted!
one. After about ten minutes, though, I realized 5.8)))
W hen I moved into my flat three years ago, the
I was wrong. It's fantastic. 1 I feel tired.
rent was already quite high, but it has gone up
The film is set in four different periods of three times since then. 2 The film was good.
Brazil’s history. It starts in the future, in 2096, 3 That meal was tasty.
It can also be quite a violent place. I haven't been
where a m an and a woman, voiced by Brazilian 4 It’s cold today.
m ugged yet, but my best friend has. Luckily, she
stars Selton Mello and Camila Pitanga, stand 5 That piece of cake is large.
w asn't actually hurt; they just took her bag.
at the top of a skyscraper in the m iddle of the 6 It looks bad.
night. 'To live without knowing the past is like And the traffic - it’s dreadful. It took m e more
walking in the dark,’ says the man. Suddenly the than an hour to get to work today, and nearly as 5.9)))
film goes back in time almost 600 years, to 1566, long to get home. 1 It was nothing like as good as I expected it to be.
w hen the Portuguese arrived in Brazil. However, I’ve never lived anywhere where there 2 It's really not worth seeing.
is so m uch to do. Over the past m onth I’ve been 3 I w ouldn't recom m end it.
The m an explains that in 1566 he was a 4 I’m pretty sure you w ouldn't like it.
Tupinam ba Indian, attem pting to save his tribe, to the theatre three times as well as to a num ber
of great art exhibitions. I've also just started 5 It was m uch less interesting than I expected.
who were all killed w hen Rio de Janeiro was
first built. Having failed to save any of them, salsa classes. You can find everything from
everywhere here. U nit 6 in c o n t r o l?
including his great love, Janaina, he magically
turns into a bird. He will return as a m an in the So, although living in New York has some bad 6.1 »)
future, w hen he hopes to be with Janaina once points, on balance I don't think I want to live Your car is now in charge: driverless cars are
more. We then see the couple living through anywhere else in the world. already here.
slavery in 1825 and the military dictatorship Driving along the motorway in busy traffic, the
5.51
in 1970 before returning to the future in 2096. driver presses a button on the steering wheel.
1 I'm absolutely exhausted.
It is a disturbing future where poor people The car is now driving itself.
2 She was absolutely amazed.
can't afford to buy water, but he and Janaina This may sound like science fiction, but
3 That smells absolutely delicious.
continue to fight against evil, as they've done driverless cars are already on the roads
4 It’s absolutely astonishing.
throughout the last 600 years. in California. Many cars can already park
5 It’s absolutely enormous.
The plot is a little com plicated if you aren't 6 It’s absolutely freezing in here. themselves by the side of the road, brake
familiar with Brazilian history, but the story automatically w hen the car needs to slow down,
is told with such passion that you can’t help 5.6 | and warn the driver if they are slipping out of
enjoying it. It really deserved to win the 1 I can't walk any further. I’m absolutely the correct lane, so going driverless is just the
top prize at the 2013 Annecy International exhausted. I’ll have to sit down. next step.
Animated Film Festival. 2 She was absolutely amazed when she saw Driverless cars come with fast broadband,
her sister standing at the front door. They allowing them to overtake other cars safely, and
5.2))) h ad n ’t seen each other for ten years. even com m unicate with traffic lights as they
A beautiful film about the dream s of village 3 That smells absolutely delicious. I love the
school children in rural Indonesia, Stepping on smell of garlic. What are you cooking?
165
approach junctions. Being stuck in traffic jams m ethod is called cloud seeding. This in the UK, you need to find somew'here
could becom e a thing of the past, as driverless involves putting chemicals into the air with guaranteed sunshine. W'hat I m ean is,
cars wall be able to drive at speed m uch closer to encourage any water in the air to form som ewhere w'here the w'eather is a bit more
to each other. clouds and hopefully rain. reliable. It's great to do som ething you'd never
More than fifty million people die or are injured P So, if w'e can make it rain when we w'ant do at hom e. In fact, I’m sure the challenge
in road accidents every year, and 90% of these it to, w'hy do w'e still have problem s with keeps you healthy.
accidents are caused by hum an error. Google's droughts? Anyway, w'e’ve just booked two weeks exploring
driverless car sticks to the speed limit and N Ah, well, unfortunately it isn’t quite as a the lakes and volcanoes of Nicaragua. I can't w ait...
doesn’t get tired. So w ouldn’t it be much safer if simple as that. If there is a drought, there
all cars were driverless? probably w'on’t be any clouds in the sky at 6.81
all. The only thing you could do is to do cloud 1 W'hat I m ean is, som ewhere w'here the
6 .2 ))) seeding w hen there are clouds and then w'eather is a bit more reliable.
Intelligent m achines that can serve us in save the w'ater for w'hen there is a drought. 2 In fact, I'm sure the challenge keeps you
supermarkets, give us directions and even drive P That could be helpful, 1 g u ess... And can it healthy.
for us are becom ing part of all our lives. Some help with storm s and hurricanes as well? 3 Anyw'ay, we’ve just booked two weeks
of the things m achines can do now would have N Yes. Hurricanes form in warm, tropical exploring the lakes and volcanoes of
seem ed impossible just a few years ago. And w'aters. That’s why global warm ing is having Nicaragua. I can't w a it...
there’s m ore to come. Amazon prom ises robot an impact; as the seas get warmer, there are 6 .1 0 |
drones which will deliver our packages, and likely to be more hurricanes. But it seems 1 You know', as soon as I get behind the steering
Rolls-Royce says robo-ships, which w on’t need possible that we could use cloud seeding to wheel, I feel great. I’m in control. I decide
any crew, will soon be sailing our seas. cool the seas down. where I’m going and how' fast. W'hat I m ean
But what will this m ean for our workers? Some P That sounds incredible! But is it actually a is, I'm in charge. I don't have to w'ail at the
think that only people whose skills are better good idea to try and change the weather? I bus stop or get nervous about catching the
than the m achines’ abilities will have work. mean, what about putting chemicals into the train, or it not turning up. I find travelling by
'Ihose who do n ’t have high-level skills risk atmosphere? That can’t be a good idea, can it? bus and train m uch m ore stressful.
being unemployable, or will have to work for N Well, this is one of the things we need 2 I m ust have about twenty pairs, in all
very low wages. to find out. There is som e concern that colours. I wear them so I can feel taller, and
creating rain in one area of the w'orld might that makes m e feel m uch m ore confident.
6.3 ») take it aw'ay from som ewhere else. But in My favourite ones are silver and very high.
climate change terms of the chemicals, it seem s that one I only w ear them to special events because,
crop dam age group of scientists have found a solution. although they look great, they’re rather
water shortages Professor Jean-Pierre Wolf and Dr Jerome uncomfortable. In fact, I usually w'ear flat
global warming Kasparian, at the University of Geneva, have
strong winds ones to get to the event and then slip them
been experim enting with using lasers to on before I go in.
tropical storm s control the w'eather. 3 I suppose it’s true. My w'hole life is on
6 .4 1 P Lasers? it - I just couldn’t function w'ithout it. I
P Welcome to The World Today. N Their experim ents have showm that pulses m ean, I’ve put everything on it, my friends'
of light from a laser can be used to make num bers, my Facebook, photos, music,
Today we’re talking about extreme weather.
Recently there seem to have been a lot of rain clouds, without using any chemicals. gam es and loads of apps. I’d be completely
extreme w eather events. While there have They also think that lasers can be used to lost without it. I never write anything dow'n;
always been strong winds and tropical storms, direct storm s away from certain buildings, I just put it on here, let me show you ...
many scientists now' agree that climate change such as airports. Actually, where is it? I had it a m om ent ago
has been causing higher tem peratures, and P Wow. That is quite amazing. I still feel that ... w a it... it m ust be in h e r e ...
more storms, floods and droughts. perhaps we shouldn’t be playing with the 4 I think it all began w hen I w'as a kid, and my
It’s a serious situation, and although w'eather like this. grandm a used to bring me a bar when she
governments have been trying to reduce N Yes, a lot of people would agree w'ith you. cam e round to babysit. Now I love it - in
pollution and stop the global tem perature But you've got to rem em ber that wre have cakes, biscuits or just a big boxful. I have
rising, w'e haven’t been very successful so been changing the w eather for a long time to have some every day - 1 feel a bit dowrn
far. Could there be a different solution? With anyway through global w'arming. This type if I do n ’t. But as I w'as saying, I think the
us in the studio today we have Neil Clough, of technology is nothing com pared w'ith that, real reason I love it so m uch is because it
our science correspondent, who has been and it could be helpful, rather than harmful. rem inds m e of all the happy times I had
researching ways in which scientists around 6 .6 ))) with my lovely grandma.
the world have been trying to artificially In recent years there has been a noticeable 6 .1 1 )))
control or change the w'eather. Neil, can increase in extreme w eather events. Many 5 Hi, Pedro - it’s Sara.
anything be done to prevent these extreme scientists now' agree that climate change P Oh, hi. I w'as just thinking about you,
w eather events? has caused this increase. The science Sara. We’re m eeting for lunch w'ith Estelle
N Well, if these changes in w eather patterns correspondent in the program m e has just tomorrow, aren’t we?
have been happening as a result of global finished researching ways in which scientists S Actually that’s why I'm phoning. There's
warming, then we should try to prevent around the w'orld have been trying to been a change of plan. I’m afraid I’ve got
further w'arming, by reducing pollution, artificially control or change w'eather patterns. som ething else on tomorrow lunchlime
protecting trees and so on. However, These scientists have been exploring various - I’ve got a work m eeting from 12 till 2
scientists have been exploring another techniques, including cloud seeding, over that I can't change - so how' about getting
m ethod. It seems possible that we might the past few years. However, many people together after w'ork instead? Say 6 o'clock?
be able to actually do m ore to control the are worried about putting chemicals into the We could go for an early dinner.
w eather directly. atmosphere. Recently one team of scientists in P Let me just have a look at my diary... Ilm m ,
Geneva has discovered a w'ay to use lasers to I’m really sorry, but I can’t m ake it then. I’m
6.5)))
P Tell us more about controlling the weather. control the weather. m eeting som eone in tow'n at 6.30. Are you
N Well, scientists have been working on 6.7))) free on Thursday after w'ork?
techniques to create or prevent rain for It's im portant to get away from your everyday S Well, I’m supposed to be playing tennis
quite some time now'. The best-known life at least once a year; and if you live here w'ith my sister, but we can probably change
it to another day. I’ll speak to her, then I’ll
166
A U D I O SC RIP TS
get back to you. OK? And will you see if rent-free accom m odation in a beautiful L Oh, I see. OK, you should give me the job
Thursday is OK with Estelle? apartm ent, and everyone w'as so friendly. because I have a lot of experience that will
P No problem. I'll speak to you later, then. And after tw'o years I becam e a director. So help your company.
S Bye. my career prospects have definitely been I Could you give som e examples of that?
improved by com ing to Manila. L Well, to give you a good example, I spent
6.12 »)
I didn’t w'ork such long hours in Ireland, it’s three years working in a similar situation i n ...
1 There's been a change of plan.
true, but 1didn't get the benefits I have now, Parissa
2 I’ve got som ething else on tomorrow
like private medical care and great training. A I’m not sure I understand. Do you m ean
lunchtime.
And the w eather is a lot better! what job will I have?
3 I low about getting together after work
2 I Yes... in other words, what are your goals for
instead?
I That certainly sounds like a very positive the next few' years? W hat do you w'ant to do?
4 I’m really sorry but I can't make it then.
move. And Maria, what about you? A Ah, I see. Well, I’m very ambitious. First, I’d
5 I'm supposed to be playing tennis with my sister
M Well, I’m a qualified architect, with a like to get som e good work experience with
6 I’ll speak to her, then I’ll get back to you.
masters' degree, but when I was m ade a com pany like yours and then, in a couple
6.13))) redundant in Athens, I just couldn’t find of years, I plan to start a part-tim e m aster's
1 climate change another job. I used to spend all day ringing course in ...
2 crop damage people up and getting nowhere. I'd been Sophie
3 global warming unem ployed for over a year w hen I decided S I’m sorry. Could you repeat that, please?
4 heatwaves to try Australia. I Yes, of course. I asked when w'as the last
5 landslides I still haven't been able to find work as an time you had a difference of opinion with
6 strong winds architect in Melbourne, but I have been able som eone at w'ork - a time you disagreed
7 tropical storms to retrain as a landscape designer, designing with som eone?
8 water shortages gardens instead of houses. It’s great being S Ah, OK. Let m e s e e ... a time I had a
6.14 outside so much, because the w eather’s different opinion. W ell... actually, last
1 music nearly always good. I also have a lot of job m onth I was w'orking in a project team, and
2 cloud satisfaction now. I didn't agree with the team leader about
3 danger Because I have relatives here, it w asn’t too the tim e we needed to complete the project.
4 luck difficult to get a visa. In fact, M elbourne is I And how' did you deal with that? What did
5 stress the biggest Greek city in the world, outside you do?
6 success of Greece! S Well, I...
7 fashion I Do you think you’ll stay as long as Dermot has? Marina
8 comfort M Probably. I really like it here. M Oh, that’s a difficult question! Let me think
3 ... well, I suppose I would be som ething like
6.15))) I And what about you, Joaquim? You’re an e g g ... yes, an egg!
J I Ii, it’s Joanne here. currently working in Luanda, Angola, aren’t I Why an egg?
M Hi, Joanne. you? Do you think you’ll stay there? M Well, because an egg is v ery ... now', w hat’s
J You know we were supposed to be going to J Well, the job is just temporary, for four the w'ord again?... Useful, yes, an egg is very
the cinem a on Saturday? I’m really sorry, months, but now I’m here I think I’ll stay a useful - it goes in so m any dishes, and it is
but there's been a change of plan. Can we lot longer. The w'orking conditions are much one of those foods that is eaten all over the
go on Sunday instead? better at the m om ent than in Lisbon, where w'orld... so, useful, international... and very
M Oh dear. Sorry, but I'm not available then. I'm from. I get sick pay and holiday pay, and healthy, of course!
How about next Saturday? plenty of time off. My salary is a lot higher Ken
J Ah, I’m m eant to be m eeting my brother as well, although Luanda is a very expensive K I'm sorry. Could you explain what you mean?
and his wife for dinner next Saturday. But city these days. In fact, it's now' supposed to I Yes, of course. What I m ean is, what makes
I’ll talk to them and get back to you. be the most expensive city in the w'orld! you want to work, to do a good jo b ... and
M OK, that's fine. There's plenty of w'ork, though, both skilled the opposite of that - what stops you being
and unskilled. Angola has one of the fastest- interested or working well?
U nit 7 A m b i t io ns growing econom ies in the world. K Ah, OK, now' I get it. Well, goals are very
7.1))) im portant to me. I w'ork really well w hen I
7.2)))
1 have clear goals - I know' what I am doing,
1 Which is more im portant - a good salary or
I For m any years people have moved to why I am doing it and when I need to do it by.
job satisfaction?
Europe in search of a brighter future and a I Could you give som e examples of that?
2 At work, is it better to obey the rules, or to
higher standard of living. In recentyears, K Yeah, of course. One example was w h e n ...
take risks?
however, the pattern seem s to be changing, 3 I lave you ever had a temporary job? What w'as 7.4)))
with thousands of young people moving it? Did you wrant it to becom e perm anent? 1 Could you explain what you mean?
from Europe to Africa, Asia and South 4 Have you ever had a job where you had to 2 Well, to give you a good example, I spent
America. We spoke to three people who supervise other employees? Did you like the three years working in a similar situation.
have m ade the move to find out why they responsibility? 3 I’m not sure I understand. Do you m ean
moved and how it has worked out for them. 5 Would you like a job where you had to come what job will I have?
Dermot, you’re from Ireland, aren’t you, but up with new' ideas, or one where you simply 4 Yes, in other w'ords, what are your goals for
you live and work in the Philippines. follow'ed the rules? the next few'years?
D Yes, that’s right. I came to the Philippines 6 Do you find it easy to think creatively and 5 Could you repeat that, please?
in 2005 for a job in property, selling office come up with new ideas? How' do you do it? 6 Let m e think.
buildings. At that lime, Ireland was doing 7 What I mean Is, what makes you w'ant to w'ork?
really well economically, and a lot of people 7.3)))
8 Could you give me som e examples of that?
couldn’t understand why I was going Li Yan
abroad. It was a fantastic opportunity for L I’m not sure I understand. Could you 7.5)))
me, though, as I was quickly prom oted to explain what you mean? 1 wanting to becom e rich or successful
manager when I’d just been a sales person I Well, yes, of co u rse... so, you’ve applied for 2 not willing to let anything stop you from
back in Ireland. The job also cam e with this job and you w'ant to get this job. But doing what you want to do
why should we give it to you? 3 having special skills or knowledge
167
4 a lot of people have heard their nam e or And, finally m ore than 40% of Danes use their The education system is m uch more relaxed,
know about them extra leisure time to do voluntary work, helping too. There isn’t the sam e em phasis on tests and
5 putting in a lot of effort their neighbours. exams. In prim ary school children spend a lot
6 very good at doing som ething I'm beginning to see just why it’s such a great of time playing outside and learning practical
place to live. skills, such as knitting. But they are still very
7.61
highly educated in the end, and, apparently,
get
completely
8.2 ») one in ten Icelanders is a published author.
1 If people spend m ore than an hour The food took a bit of getting used to as well.
take travelling to work, they are generally less
positions There are som e dishes I had to be persuaded to
content. try, like sheep’s head or shark. But my husband,
progress
2 Unless you have som e close friendships, Gustav, is such a good cook that he can make
risks you will find it hard to be happy.
prom oted most things taste nice.
3 If you do regular exercise outdoors, you’ll be
different
think
able to work more efficiently. 8.8 »)
4 People tend to be happier if they are in a Hello, everyone. My nam e is Stuart French and
make long-term relationship. I’m here to talk to you about som ething we
creatively
5 If people are active in work and free time, all have to do about seventy times every day
higher
they’ll probably be healthier. ... m ake a decision. Obviously some are more
straightforward than others. Most people do n ’t
U nit 8 C h o ic es 8.3)))
have too m uch trouble deciding what to have
1 If I were braver, I might be a firefighter.
8 .1 ))) for breakfast, for example, but some decisions
2 We could volunteer more if we had more time.
According to a recent World Happiness Report, can be a lot trickier.
3 What would you do if you saw som eone
Denmark is the happiest country in the world. being robbed? So, in today’s talk I’m going to look at how
But just why is that, and what, if anything, can 4 If we won the lottery we could give some understanding the decision-making process
other countries learn from it? m oney to charity. can help us to make better decisions w hen we
The first point to make is that, clearly, Denmark, 5 I wouldn’t do a job if it were risky or dangerous. really need to. First, I want to tell you about
and m ost of the other countries in the top ten 6 He'd be so em barrassed if he knew people som e factors that affect our decision-making.
d on’t have m uch poverty. Money may not buy were talking about his heroism. Then I’ll talk about m ethods people use to
happiness, but a strong economy certainly make decisions. And finally, I’ll give you some
helps. However, if you look a bit further down
8.5))) tips about decision-making.
the list, you'll see that m oney isn’t everything. 1 red pram
Mexico, for example, com es higher up the list
2 could be 8.9)))
3 white coffee So, what factors affect our decision-making?
than the United States. Money doesn't make
4 mild coffee The first thing I’d like to m ention is the num ber
you happy unless everyone has enough. Big
5 should go of decisions we make. Recent research seem s to
differences betw een rich and poor tend to make
6 cold metal show that making conscious decisions actually
people unhappier.
7 hot pepper makes the brain feel tired. As we make more
Also, just because a country is rich, it doesn't 8 hot milk and m ore decisions, we becom e less effective.
m ean that it looks after its people well. Many So, if you have an im portant decision to make,
people in the United States, for example, don't 8.6)))
it’s probably best to do it early in the day
have free healthcare. But if a country has quite If you could pick anywhere in the world to live,
before you’ve h ad to make loo m any other less
high taxes, like Denmark, it can provide free where would you go? Iceland might not be the
im portant decisions.
healthcare to everyone. You may not believe most obvious choice, but I don’t regret moving
here. I came to study earth science at the Another major factor that affects our decision-
that you'll be happier if you pay higher taxes,
University of Iceland. Iceland has volcanoes, making is how m uch information we have to
but as a country, you will.
glaciers and earthquakes. What can’t you see consider. It’s obviously a good idea to have
And Danish people have a healthy lifestyle, too. som e information before we make a decision.
They tend to eat a balanced diet and get plenty here? I came to study the natural world, but I
stayed in Iceland because I love the way of life. However, studies show that if we have too m uch
of physical exercise. In fact, 50% of trips to work information to deal with, w e’re more likely to
and school in Copenhagen are m ade by bicycle 8.7))) make the wrong decision. It seem s that it’s just
rather than car or bus. As well as the positive There was a bit of culture shock at first. I was too much for our brains.
impact on reducing pollution, doctors estimate surprised at just how m uch lime people spend The third and last factor I want to mention today
that if you can cycle for thirty m inutes a day, it outdoors. People are close to nature in a way is stress. Researchers have found that people
may add one to two years to your life. that m any other countries have forgotten, making decisions under stress are m ore likely
Denmark is also a very equal society. There and even when the tem peratures are freezing, to think about the possible positive results of
aren't big differences between rich and poor, people love getting out into the fresh air. Look a decision and less likely to think about the
and m en and wom en are treated equally, too. outside any cafe and you're likely to see lots of negatives. So if you’re under stress at work and
Both parents are allowed paid time off work babies sleeping outside in prams. Icelanders trying to decide whether to leave, you’re more
after the birth of a baby, and they can decide believe that the cold fresh air could be good for likely to think about how great it will feel to leave
how to share the time. It's a very family-friendly their health and helps them sleep better. And and less about how you'll actually get a new job.
country, with free or very cheap childcare no one worries about their safety. Crime rates
provided by the government. are very low indeed. 8 .1 0 )))
The Danes only work thirty-seven hours a week I also found it hard to get used to the way that Now, let's move on to look at h ow to make a
on average. If people work a thirty-seven hour time seem s to have no m eaning here. If friends decision. One com m on m ethod is to gather
week, they have quite a lot of leisure time, and arrange to m eet between half seven and eight, the necessary information (but not too much,
the Danes spend much of this time socializing you’d better not be surprised il lhey don’t turn remember!), list the possible solutions and set a
and enjoying cultural activities. The winter may up until about half past nine. At first this used time limit. This helps you to be more decisive.
be cold and dark, but there is a special term, to drive m e mad. I thought people were being Another useful thing to do is to make two
‘hygge,’ to describe a kind of cosy m eeting with really rude. Gradually, though, I realized that it lists on a piece of paper - the advantages and
friends and family. People light candles, keep w asn’t rudeness - people just don’t worry about the disadvantages - and then see if you have
warm, and eat delicious food together. punctuality the way we do at home. m ore advantages than disadvantages and how
168
A U D I O SC RIP TS
im portant each one is. In fact, Charles Darwin, be either an old painting or a painting of 3 Jon took up bird-w'atching in his teens, and
the great evolutionary scientist is said to have a historical scene. In the bottom left-hand h e’s never got tired of it.
used this m ethod to decide w hether to ask his corner there are som e m en with dogs. I 4 Dan takes after his father in looks, but his
girlfriend to m arry him. Not a great romantic, think they might be going out to hunt. Ah, m other in character.
th o u g h ... no, they can’t be going out to hunt because 5 I’m really looking forward to the concert
Many people believe that it’s som etim es a good I can see they've caught something. Just to tomorrow. I haven’t seen any live m usic for
idea to be guided by our heart - our gut feeling their left, there’s a group of wom en doing years!
- so rem em ber that overthinking things can som ething with a big fire. I'm not sure 6 Jill and I get on really well, even though we
som etim es make your decision-making ability exactly what they’re doing! 'They could be only see each other every five years.
worse. cooking something. It all looks very cold. 7 Why do n ’t you come round later and we'll
There's lots of snow on the ground and on watch a DVD?
So, we’ve looked at some of the things that
the m ountains in the distance. The river 8 We had to put off the m eeting because the
affect our ability to make decisions and some
m ust be frozen over, because people are projector broke down.
ways to make decisions; now I’d like to finish
with a tip. Decision-making can be a difficult skating on it in the valley towards the right-
9.7)))
and com plicated process. Don’t expect hand side of the picture.
Conversation 1
everyone to agree with your decisions, and be 2 I think this painting is really beautiful. It’s a
J Look, I'm sorry to have to say this, but I
portrait of a woman. She's wearing an old-
prepared to accept that som etim es you will need to talk to you about something.
fashioned long dress in a lovely bright shade
make the wrong choices. L Oh, w hat’s that? W hat’s wrong?
of red, with a purple scarf round it. There’s
Are there any questions? J Well, I’m afraid there's a problem with noise.
the sam e red on her lips, and on the side
L Noise?
8 .1 1 ))) of the book she’s got in front of her. She’s
J Yes. There are a lot of us in this office trying
1 Ifyou spend it on the right things, m oney drinking from a blue glass bowl. I have no
to work, and, well, it’s a bit noisy at times.
can buy happiness. idea why; it’s really mysterious. It might be
L Yeah, actually you’re right. It is noisy
2 Most people will be happier if you spend a picture of an old story or something. The
sometimes, isn’t it?
time with them rather than spend m oney w om an is in the foreground of the picture,
J No, w'hat I mean is you’re a bit noisy at
on them. hut the background is also really detailed.
limes. On the phone.
3 If you're going on holiday, you will be Behind her there’s a curved w indow ... no,
L Well, I did have one long call today - sorry
happier ifyou pay for it straightaway. actually, it can’t be a window'. I think it must
about that.
4 People should buy experiences rather than he a mirror. It’s reflecting the sea and tw'o
J To be honest, the problem ’s been going on
things, especially if they are older. old-fashioned sailing ships. I’d love to know
for a w'hile now. You keep making personal
5 People do n ’t enjoy things as m uch unless w'hat this picture is actually about!
calls in our shared workspace.
they have to work hard for them. 9.4))) Conversation 2
8 .1 2 ))) 1 In the top right-hand corner there are some A Dan, can I have a word?
1 If I were president of my country,... sharp, snowy m ountain peaks. D Oh, hi, Andy. Yeah, sure. What's up?
2 I would move to another country if... 2 In the foreground there are four or five tall A Well, sorry to bother you, b u t ...
3 If I spoke fluent English,... black trees, with no leaves. D Is everything OK?
4 I could earn m ore m oney if ... 3 On the left there are som e houses. A Well, actually, no, not really. Look, it's a bit
5 If I had more m oney,... 4 In the bottom right-hand corner som eone is awkward, but I’m afraid there’s som ething
6 I’d be happier if... w'alking over a snowy bridge. I'm not happy a b o u t...
5 Tire people in the background look very small. D O h ... what's that?
U nit 9 A p p e a r a n c es 9.5 »)
A It's the office kitchen - well, you don't ever
seem to wash up your stuff; you just leave
9.1))) Speaker 1
your coffee cups for som eone else to do,
1 He’s got dark hair and a bit of stubble on his 1 Tire river m ust be frozen over, because
and you leave food out on the counter.
chin. He looks quite middle-aged and h e’s they’re skating on it in the valley.
Look, Dan, to be honest, we're all getting a
got a bit of a double chin. He’s quite well- 2 It can’t be summer, it looks too cold.
bit fed up with it.
built, possibly a bit overweight. Oh, and he’s 3 The hunters m ust be coming back from the
going bald. But h e’s got kind eyes! h unt because one has som ething on his 9.8)))
2 I’d say h e’s in good shape. I Ie’s probably in back. Conversation 1 continued
his late twenties. He’s got quite a square jaw 4 The painting could be a few' hundred years J Do you think you could take your personal
and a big nose, but it looks good! He's got a old, I suppose. calls outside the office?
bit of a beard and a moustache. His hair is Speaker 2 L Yes, of co u rse... I’ll make sure I get up and
shoulder-length and dark brown. 5 It might be a picture of an old story or go out in future, so people can't hear me.
3 I think she’s quite slim. She's got short something. J Well, actually, would you m ind taking the
blonde hair, with a bit of a fringe. Her hair 6 It can’t be a m odern painting; it looks too calls in your own time rather than w'hen
might be dyed, actually. I'd say she was in old-fashioned. we’re working? Maybe in your lunchtime?
her late thirties or early forties. 7 It m ust be a mirror; I can see the reflection Sometimes you're too busy on the phone
of her face. w hen one of us needs to speak to you.
9.2)))
Speaker 3 L Yes, of course I can do that. And listen,
1 The descriptions were m ore positive. 8 The abstract painting m ust be very m odern. I’d really like to apologize for being so
2 The descriptions were m uch more positive. I don’t think it w'as painted a long time ago. annoying. I didn’t realize it was that bad.
3 The descriptions w ere far m ore positive. 9 It could be older than you think. People Conversation 2 continued
4 The descriptions were a bit more positive. started painting abstracts more than one D Oh, Andy, I'm sorry about that. I just didn’t
5 Their descriptions w eren't as positive as hundred years ago. think.
their friends! 10 It can’t be a painting of a mandrill. I can’t A It's O K ... it’s just that it’s a bit annoying
9.3))) see a mandrill in the painting at all! at times, especially w hen everyone else
1 I love this painting because it's so detailed, m anages to do it. Look, I know it might not
9.6 »)
and it really tells a story. The colours are seem such a big deal, but it w'ould really
1 Hie search for the missing climbers w'ent on
quite soft, mainly white, brown and a kind help if you could just clear up your stuff -
all night.
of bluey-green. It’s a landscape, and it must 2 But in the end they had to give up.
169
you know, wash your mugs, put things away 5 In the first three m onths of production, 5 The school used to hold sports days in a
in the fridge. Ganjavian’s com pany shipped five public park, so everyone in the park could
D Yeah, of course. I'm sorry. I’ll make sure I do thousand pillows to fifty-two countries. watch.
that next tim e ... I m ean every time!
10.3$ 10.6 $
9.9$ As figures show that more and more children Sound of a crowd cheering at a baseball or
1 I’m sorry to have to say this, but I need to are overweight, the government has announced football match.
talk to you ahout something. that highly competitive sports days and
2 Look, it’s a bit awkward, but I’m afraid tournam ents are to be re-introduced at 10.7 $
there's som ething I’m not happy about. schools. U nder the new plans, schools will play P There's nothing quite like the atm osphere
3 I'd like to apologize for being so annoying. against each other in an Olympics-style event, of the crowd at a big game, is there? Well,
4 It would really help if you could just clear up with sports such as football, athletics, rugby, actually a South Korean baseball team,
your stuff. swimming, tennis and cycling. Winning team s the Hanw'ha Eagles, think they can create
5 Would you m ind taking the calls in your will com pete in sixty county competitions som ething like the atm osphere of the crow'd
own time? before going on to a national final. by using robots instead of real live fans. The
robots can cheer on their team, and hum an
9.10 ») For loo long, schools have been avoiding
fans who aren’t able to attend the game in
1 I Ier hair isn't straight at all. competitive sports, introducing activities
person will be able to upload their faces
2 He has been trying to grow a beard for a month. such as yoga, trampolining, cheerleading and
onto the robot, and make the robots clap
3 She runs m arathons every weekend. dancing instead. They seem to believe that
and w'ave. They can also send text messages
4 He doesn't like beards or m oustaches. losing a race will make people feel bad about
which the robots will display to the players.
5 I Ie has lots of hair. themselves. We have to realize that taking part
in competitive sport is not bad for people’s self- 10.8 $
9.11))) esteem. W hether you win or lose, competitive 1 The robots can cheer on their team.
I think I’m more like my father than my mother. sport teaches people to work together in a team
He's the kind of person who always looks 10.9 $
and to try hard to be the best that they can be. 1 The robots can cheer on their team.
forward to the future, and so am I. My m other These are skills w'hich are just as im portant in
always thinks about what might go wrong. 2 Then the robots can also cheer on their owm
the workplace as they are in school. team.
Recently my father took up cycling and w anted
It is also hoped that the new'plans will help Britain
to teach her how to ride, but she kept making 10.11 $
to break more records in future Olympic Games.
excuses and putting it off. In the end he gave up 1 The atm osphere at the m atch was amazing.
trying to persuade her. 10.4$ 2 We couldn’t have had a better result.
1 It’s just unrealistic for children to be told that 3 I was able to sit right at the front.
9.12)))
everyone can win; life is competitive. If you 4 I rang my friend at the end of the first half of
C Sorry to bother you, but I’ve got a bit of a
lose a race, then you should just try harder. the game.
problem with this tablet.
That’s w hat I learnt w'hen I w'as at school. 5 She couldn't come, but she was happy to
A Oh, I'm sorry to hear that. What seems to be
2 I don’t think m ore com petition is the hear the score.
the problem?
answer. Sport at school isn't about teaching 10.12 $
C I only bought it a few weeks ago, but it keeps
children how' to be competitive; it's about Convenient it might be, but attending a game
turning itself off.
encouraging them to exercise. virtually couldn’t possibly be as exciting as
A Do you have the receipt?
3 There are plenty of children who don’t
C Er, no I don't, actually. being at a real game, surely? And what about
do well academically, who are brilliant at the effect on the players? D on’t the fans have a
A Well, I’m afraid I can’t help you, then.
sports. Why shouldn't they be allow'ed to responsibility to turn up and encourage their
C Do you think you could get the manager?
play against each other and prove how'well team? Sporting team s always prefer to play
He might rem em ber selling it to me.
they can do? No one says that trying to get a in their hom e stadium, where 70-80% of the
U nit 10 C o m p e t e a n d c o o p e r a t e good m ark in an exam is too competitive. crowd will be m ade up of their owm fans, and
4 I went to a school that insisted on there is plenty of evidence to show that the
io.i D competitive sports. The school used to hold
1 Ali Ganjavian noticed that people who hom e team really does have an advantage. On
sports days in a public park, so everyone in average, team s playing in their hom e stadium
travel a lot often get very tired. the park could watch. I was small for m y age
2 The Ostrich Pillow was invented to help win about 53% of the time, and there are certain
and alw'ays cam e last in all the races. It was football stadiums, such as the Turkish team
long-distance travellers. awHil.
3 It's a kind of hat that is pulled over the head Galatasaray’s Ali Sami Yen Stadium, which
5 Competition is healthy, but taking part is seem to be designed to take advantage of the
in order to take a nap. more im portant than winning. Everyone
4 So far, over $195,000 has been pledged by its noise fans make, using the shape of the stadium
should feel good about having done their to make the noise as loud as possible. This then
backers. best, w hether they win or lose. m akes it very' difficult for die visiting team to
5 In the first three m onths of production, 6 If everyone knows at the start of a race
Ganjavian's com pany shipped five do well.
w'ho the w inner is going to be, then it can
thousand pillows to fifty-two countries. be boring and demotivating. Why can’t Some team s now' train using recordings of the
children be encouraged to com pete against other team ’s fans, so that they can learn to take
1 0 .2 ))) no notice of w'hatever their opponents might be
1 Ali Ganjavian noticed that people who themselves, to break their owm personal
records instead? shouting. However, there is som e evidence to
travel a lot often get very tired. suggest that the biggest im pact of the crowd is
2 The Ostrich Pillow was invented to help 10.5$ not on the players, but on the referees, or match
long-distance travellers. 1 It's just unrealistic for children to be told officials, w'ho have to take decisions about
3 It’s a kind of hat that is pulled over the head that everyone can win; life is competitive. whether to allow' goals and so on. It seems
in order to take a nap. 2 If you lose a race, then you should just try that shouting from the crow'd can affect their
4 So far, over $195,000 has been pledged by its harder. decisions, and make them more likely to favour
backers. 3 That’s what I learnt w'hen I w'as at school. the hom e team.
4 I don’t think more competition is the But is the noise of their supporters always
answer. a positive thing for players or athletes? Not
necessarily. In general, crowds seem to improve
perform ance for team sports and sports that
170
A U D I O SC RIP TS
involve strength or the ability to keep going, B Well, you just have to go to the Charles just loved the idea of him teaching him self
such as running or cycling. However, sports Bridge and up to the castle - especially at to fly - who w'ouldn’l w'anl to do that?!
which require a lot of concentration don’t night. It’s very romantic. The area near the P Er, m e for one! But seriously, he w'asn’t
benefit from the excitement caused by the castle has lots of restaurants and bars where really som eone to be admired, w'as he? I
screaming crowd. These kinds of athletes need you eat traditional Czech food, and, of mean, if he had crashed the plane in a towoi,
calm and quiet to do well, and noise from the course, drink some of our famous beer. he w'ould probably have killed someone.
crowd might cause them to take unnecessary 4 But there are examples of criminals w'ho
risks and make a mistake. A OK, I arrive in Kyoto on Thursday. Where actually did some good. I can understand
would you recom m end I stay? those more. Take Ned Kelly, for instance.
10.131 B Well, have you thought of trying a S I’ve heard of him, but I’m not sure w hat he
1 Don't the fans have a responsibility to turn traditional Japanese inn? It’s called a did.
up and encourage their team? ryokan. I stayed in one last year and it was P I Ie was an outlaw in Australia in the 1800s.
2 ... the hom e team really does have an a great experience. They’re the last word His trouble started w hen a police officer
advantage. in luxury and relaxation - you can enjoy w'as shot in Ned’s house. Ned w'as arrested
3 ... there are certain football stadium s traditional Japanese foods and baths - just for murder, but he claim ed he h ad n ’t done
... which seem to be designed to take everything you could ever want. it and escaped with his brother and two
advantage of the noise fans make. A That sounds fabulous. I'll definitely try it. friends. The four of them then went around
4 ... they can learn to take no notice of robbing banks, but they w'ere kind to the
whatever the other team 's fans might be 10.16 f
people who actually w'orked in the banks,
shouting. 1 You could try learning flamenco.
and shared the m oney with other people.
5 ... referees, or match officials, who have to 2 OK, I'll give it a go.
Ned claimed that he was being unfairly
take decisions about w hether to allow goals 3 If you like skiing, I’d strongly recom m end
treated because his family w'as Irish. When
and so on. Portillo or Valle Nevado, both world-class
he w'as finally arrested, thousands of people
6 ... noise from the crowd might cause them ski resorts.
protested outside the prison.
to take unnecessary risks and make a 4 Is there anything we shouldn’t miss?
S That rem inds me of som eone else 1heard
mistake. 5 W here would you recom m end I stay?
about - a I Iungarian called Atilla Ambrus.
6 Well, have you thought of trying a
10.141 He robbed banks as well, back in the
traditional Japanese inn?
Helsinki, Lisbon, Istanbul, Bologna, Liverpool, early 1990s. No one w'as ever hurt, and he
7 They’re the last word in luxury and
Riga, Santiago de C om postela... what do they treated the people w'orking at the bank very
relaxation.
all have in com m on? They’re all in Europe, of politely. I Ie even gave the w om en working
8 ’Ihat sounds fabulous. I’ll definitely try it.
course, but they’re also all past winners of the there flowers! He becam e popular because
title of European Capital of Culture. Since 1985, 10.17))) m any people felt that the banks deserved
w hen Athens was first given the title, a different 1 get m oney to start a business it! Though I don’t think he ever gave any of
city has been chosen each year to organize a 2 put m oney into som eone else’s business the m oney away. When he was arrested, he
series of cultural events. As well as the honour 3 discover that you don’t have very much money escaped from prison by tying his bed sheets
of being chosen, the winning cities have often 4 prom ise that som ething will be done or will together! It’s a great story, and there’s been a
been able to attract more visitors and improve happen film m ade about him since.
their image, so com petition is fierce. 5 think of som ething new P Really? People do seem to love this kind of
6 make m oney from a business story, don't they?
10.15)))
1
10.18))) 11.2)))
A I'd really like to get a bit fitter. What sport or 1 I accidentally posted a video of myself and
A So how long are you going to be in Spain?
B Six months. My com pany is opening an
activity would you recom m end? some friends at a party and my boss saw it.
B I strongly recom m end running; you'll get fit I didn't m ean to post it. I was uploading a
office in Seville, and I'm involved in setting
it up. very fast. different video and accidentally clicked on
A That’s a good idea, but I have some this video, too. It was really embarrassing,
A I loved living in Spain. You are so lucky to be
problem s with my knees. Could you and now' my boss thinks I’m really
going there.
recom m end som ething a bit gentler? unprofessional.
B Yes, but I hope I don't get lonely - being so
B Have you thought of swimming? It’s really 2 I had just had a job interview and one of
far from home.
good for you. the interviewers was very rude to me. So I
A Well, there's one thing you could do to m eet
A Thank you, that's a good idea. I’ll give it a go. tw'eeted about it. As soon as I pressed Send,
people - you could try learning flamenco. I
tried it and I loved it - 1made loads of friends. I knew' it was a mistake, but it was too late.
B But I’m not m uch of a dancer.
Unit 11 Consequences Later I found out that I w'ould have been
A That doesn’t matter. There are fantastic 11.1 $ offered the job, but som eone saw my tweet
schools - they can teach anyone to dance. P And now let’s move on to a new film which and they changed their m inds and gave the
B OK, I’ll give it a go! has just been announced, about the life and job to som eone else.
2 crimes of Colton Harris-Moore, known as 11.3)))
I’ve just got back from Santiago in Chile. the 'barefoot bandit! Apparently the m oney 1 She should have been m ore careful when
It’s such a fabulous city, m ountains in one Colton makes from the film will be going she posted the video.
direction, the beach in the other. If you like straight to his victims, but can it be right 2 She shouldn't have accepted her boss as a
skiing, I’d strongly recom m end Portillo or to make films which celebrate som eone’s 'friend' online.
Valle Nevado, both world-class ski resorts. crimes in this way? Susie, wall you be going 3 She shouldn’t have behaved badly at the part}'.
In the city itself, one of the most interesting to see the film? 4 She shouldn’t have posted any videos online.
things to do is to go to La Chascona, one S Yes, definitely. I think it’s a fascinating story. 5 I Ie should have thought before pressing Send.
of the houses of the famous Chilean poet, P Why do you think people are so interested 6 He shouldn't have said anything negative
Pablo Neruda. It's fascinating. in his story? D idn’t he get a lot of fans on about the interviewer online.
3 Facebook as well? 7 He should have waited until he w'as offered
A Did n ’t you use to live in Prague? S Yes, he did. I think the biggest thing the job.
B Yes, why? Are you thinking of going there? w'ith Colton is that the story was just so 8 They should have given him the job anyw'ay,
A We've just booked a weekend there. Is there entertaining. Everyone w anted to know if he was the best candidate.
anything we shouldn’t miss while we’re there? w'hat would happen next. And lots of people
171
11.4))) big business and government. Today 3 The m atch was rubbish - it ...
She should have been more careful. we have Dr Michelle Hall with us. She’s 4 Please can you give me the key - 1need it to
She shouldn’t have behaved badly. been researching into an area known as 5 We need change - it’s im portant because
‘unintended consequences! Good morning, 6 I’ll m eet you at the bank - bring s o m e ...
11.5$ Dr Hall. Just to start off with, can you tell
11 .1 2 $
1 I really w anted to go to a big football game, us what you m ean exactly by 'unintended
1 We’re running out of time.
but 1was supposed to be working. So I told consequences’?
2 Are there any other suggestions?
my boss I was ill. The game was brilliant, H Good morning, Peter. Well, yes, the easiest
but unfortunately I got so excited I started 3 That’s settled, then.
way to explain is through an example: let's
4 Let's leave that for now.
tweeting about it and my boss saw the imagine that we pass a law which says
5 You m ust adm it that’s true.
tweets, so she knew I w asn’t at hom e sick. I that all young people m ust wear helm ets
ended up losing my job. 6 That would be another option.
w hen they are cycling. This looks like a very
2 It really w asn’t my fault. I was looking 7 I’m convinced th a t...
sensible law. Obviously our intention is that
after my parents’ house while they were 8 So what we’re saying i s ...
if a young cyclist were to have an accident,
away, and I decided to have a party. It was their head would be protected. Unit 12 Influence
only going to be a few friends, but one of I Yes, it sounds like a very good idea!
my friends decided to write about it on H But the problem is that wearing helm ets is 12.1 $
Facebook. He didn’t realize it, but that very ‘uncool! or unfashionable, so young 1 The best ad I’ve seen had a serious point,
m eant that 500 people knew about the party people might say, ‘I don’t want to wear a but it was actually really amusing. There
and about 150 people turned up. It was a helmet! were three guys sitting outside som ewhere
great party, but the house was a terrible I And s o ...? in Australia. There was a house behind
mess afterwards. H So they'll stop cycling, and go everywhere by them, and the light was on. One of them
car. This m eans they may take less exercise. asked another one to go and turn the light
11 .6 $
And then they could put on weight, and later off because it was Earth Hour. You know,
Conversation 1
in life that might bring health problems. every year it’s one hour w hen everyone
M Something horrible has happened at work.
And that all m eans that the unintended around the world is supposed to turn off
W Oh no! What?
result is as bad as the original problem. their lights to save energy and make people
M 1had to finish a report for Tuesday morning,
think about using less electricity. Anyway,
and by M onday afternoon, I h ad n ’t even 11.9))) the m an couldn’t be bothered to turn the
started it. I decided to borrow a laptop from A OK, so when do we have to move? light off - he said it was just one light and
the office so I could write it at home, and B By the end of the month; I think the last it w ouldn’t make any difference. Then,
bring it in on Tuesday morning. day’s the 28th. suddenly, he saw a HUGE cloud of m oths
W OK .So...? C I’ve been checking all the estate agent's sites coming towards them. Maybe every m oth in
M The thing is, it’s against the rules. Our on the internet, and there seem to be quite a Australia was heading for their light because
m anager says we m ust get permission few apartm ents that would suit us. all the others had been switched off) I really
before we do that. A Great. Let's see. It would be a good idea for think that the most effective adverts are
W Right... us to decide what we have to have. those that make people laugh.
M So I took the laptop home, and was wTiting C Well, to start off, a bedroom each, and a nice 2 I saw an amazing ad to raise our awareness
the report at home. But then during the living ro o m ... of the problem s hom eless people have. It
night I got really sick ... B I'd like the apartm ent to have a balcony. said that the w eather was one of the biggest
W You were probably feeling guilty... C Let's leave extras like that for now and problem s hom eless people have, and that
M ITmmm. Maybe. Anyway, I couldn't go into concentrate on the essentials. during the previous winter many of them
work on the Tuesday after all, because I was B Don't you think a balcony is essential? What had died. However, because they were
sick. And they discovered the laptop was will we do in the sum m er when it’s hot? homeless, no one really noticed them. So,
missing. A Well, another option would be to go for a in Germany, Switzerland, Russia and a lew
W And they realized it was you! ground-floor apartm ent, or a building with other countries they asked hom eless people
M No, worse than that, actually! They called in a shared garden. to present the weather forecast on TV. This
the police! C OK, we can see w hat’s available. Could we helped people watching to see them as real
W Why do n 't you just phone in and tell them it move on to thinking about where we want people, just like them, and lots of them were
was you? to live? offered help and jobs. They are now hoping
M Because then they'll realize I was going to A Near the centre - that would be good for m ore countries will do it next year.
be late with the re p o rt... you at the university and for our office. 3 I really liked a public service ad called "Ihe
Conversation 2 B OK, now for the difficult question: how impossible texting and driving test! It was
M Where were you last night? m uch rent can we afford to pay? really clever. It was m ade in Belgium, and
W I had to help Professor Dudley with his new C Could we all go up by 100 euros a month? the point was to persuade people not to
research project. We’d get som ewhere really nice for that. send texts on their mobile phones while
M Again? That’s all you do at the moment. A I suppose so. driving. Of course, no one likes being told
W I know! I wish I’d never offered to help him. C So, w e’re looking for a three-bedroom ed not to do som ething - well, I don’t anyway
M So why did you? apartm ent, near the city ce n tre... - so they decided the best way to convince
W I thought it would get me a better grade in B With a balcony or garden ... people that it’s a stupid idea was to show
my exams. B u t...
11 .1 0 $ what happens when you actually force
M But...?
1 Let's leave extras like that for now ... people to text and drive! So the ad shows
W 1 have to work day and night for him - for
2 Don't you think a balcony is essential? real people learning to drive at a driving
free! And I don’t think he even knows my
3 Another option would be to go for a ground- school in Brussels. The instructor told them
name. I’m just a slave.
floor apartm ent... that a new law had been passed and that
M Ha! Serves you right.
4 So, w e're looking for a three-bedroom ed they now had to prove they could use a
11 .8 $ ap a rtm en t... m obile phone while driving. Of course, no
I Over the past three programmes, w e’ve one could do it, and there were lots of silly
looked at the results of actions - both
11.11 $ little accidents.
1 In the square I sa w ...
our personal actions and the actions of
2 The light w as...
172
A U D I O SC RIP TS
12.2))) but now soft power is used in business, too. 2 Lena and Matt
1 The best ad I’ve seen had a serious point. The idea is that to succeed in business, you L So how did you get hom e from the party last
2 Earth Hour is about saving energy. need to influence people - so nothing new night?
3 I saw an amazing a d ... there - but the best way to do that is through M In the end I got a lift with Andre. Have you
4 Lots of them were offered help. com m unication and soft skills. You need seen that thing he drives? It looks absolutely
5 The instructor told them that a new law had to respond to your employees and show terrible. So old-fashioned.
been passed. that you believe in them. Then they will L Oh no, I totally disagree... I think it's really
6 There were lots of silly little accidents. work hard for you and make your business cool to go around in som ething like that. It's
successful. so different.
12.3))) 2 One thing that’s really changed in business M Yes, but I can ’t help thinking that 'different'
P So, Tania, you’ve been reading our book of is the way we persuade people through doesn't m ean good-looking!
the week, How to Persuade and Influence com m unication skills and not force. We're L Well, I think som e of the old styles look
People. Did you enjoy it? not afraid of being m ore open in the better than the m odern ones. And anyway,
T Yes, actually. I thought it might be useful, workplace any more. Of course, we have we shouldn't be under pressure to buy new
but I didn't really expect to enjoy reading it. wom en to thank for a lot of these changes. stuff.
But it was really quite entertaining. There W omen are starting more businesses than M I couldn’t agree more. But this m odel never
are a lot of personal stories by the author, ever, so female influence is increasing. was stylish! It’s just awful!
and som e of them are quite funny. Poor leadership and com m unication lead 3 Isabella and M arina
P Can you give an example? to employees becoming dissatisfied with I I lave you been to that new place in town yet
T Er, well, the author probably tells the stories their boss and maybe even leaving. That’s - you know, at the top of the hill?
better, but there’s one where a bird attacked a disaster because we depend on our M Yes, I went last week, actually. What was
the audience at a presentation... employees to make our business a success. your impression?
P Really?! 3 The thing we’re all concentrating on now I Well, the food is fantastic, but so expensive.
T Yes, the author had thought it would is working together and finding work that And they eneourage you to order so much!
be a good idea to have a real owl in his we find satisfying. We want to work in a Don’t you agree?
presentation, but it escaped! Amazingly, he group and deal with problem s effectively, M Yeah, that’s just what I thought. I m ust say,
still got the job. not spend our time blam ing other people we enjoyed it, but I didn’t enjoy paying
P So, what did you actually learn from reading for the problems, or feeling jealous of other the bill. I think it's in a great spot, though,
the book? people’s success. I think a lot of young looking out over the city.
T Well, there were some very useful tips for people have stopped worrying about how I Absolutely! It's a great view. It’s even better
rem em bering people’s nam es. He says that’s they are going to get a prom otion. They just if som eone else is paying!
im portant in getting people to trust you, so want to be good at som ething and to feel
that you can then influence them. 12.7)))
they’re working for a com pany that values
P Oh, I’m not very good at remem bering Agree strongly
them as a person.
names. What were the tips? I was just going to say that!
T Erm, to believe that you could do it, to 12.5))) That’s just what I thought.
listen carefully when the person first 1 We're not worried about showing our Absolutely!
says their name, to use their nam e in the em otions in public. I couldn’t agree more.
conversation, to look at their face and 2 What we're talking about is a country's My thoughts exactly.
associate it with the name, and to write influence in business and culture. That’s a good point.
down their nam e and everything you can 3 The idea is that to succeed in business, you Agree weakly
rem em ber about them afterwards. need to influence people. I suppose so.
P That sounds sensible. Have you got belter 4 We’re becoming m ore interested in how You might be right, b u t ...
at rem em bering nam es since you read the other people see us. Disagree strongly
book? 5 You need to respond to your employees and I totally disagree.
T Actually, I think 1 h av e... a bit, at least. It show that you believe in them. Rubbish!
probably takes practice. 6 Joseph Nye was referring to foreign policy.
7 Poor com m unication can lead to employees Disagree weakly
P And what does the book say about I’m not sure about that.
persuading people? becom ing dissatisfied.
8 Managers need to listen to their staff. Yes, but I ean't help thinking...
T Well, there's a lot of information - you'll I agree up to a po in t...
have to read it, really. But probably the most 9 The thing w e're all concentrating on now is
im portant thing is to really listen to people working together. 12.8)))
and to ask questions to find out w hat’s 10 They just want to feel they’re working for a 1 It really makes me want to try the product.
really im portant to them, what m atters to com pany that values them as a person. 2 I’ll never forget that advert.
them. W hen they see that you understand 12.61 3 I didn't really understand what it was trying
them, you’ll be better able to influence or 1 Emily and Andrew to say.
persuade them. E Ooh? Is that new? Very fancy! 4 It was really funny.
P I guess that makes sense, to o ... So, most A Yes, well I decided to treat myself - my old 5 I’ve never seen anything so horrible. Yuck!
im portant question: are you better at one wasn't working properly. It has a really 6 It is really imaginative and different.
persuading people now? good cam era - 12 megapixels. That’ll be 12.9)))
T I'm not sure. Ask m e again in a few m onths really useful for my holiday. 1 Do you usually watch adverts on TV?
E I was just going to say that! You w on’t need 2 What kinds of adverts do you notice?
P I certainly w ill... to take your camera with you now. 3 Have you ever bought a product because of
12.4))) A And the internet is really good on it as well, advertising?
1 Well, the interesting thing is that soft so I don’t think I’ll need my com puter as 4 What slogans can you remember?
power is now all about business. Countries m uch as before. 5 Was advertising better when you were a child?
no longer depend on force or politics to E I'm not sure about that. Don’t you think the 6 What do you think about advertising to
increase their influence abroad. I mean, screen’s a bit too small to read? children?
when the distinguished American political A Mm, you might be right. Maybe I’ll still use
scientist Joseph Nye used the words 'soft the com puter for work. It really does look
power,’ he was referring to foreign policy, good, though, doesn’t it? Hey, maybe I can
persuade you to get one as well!
173
Irregular verbs
Infinitive Past simple Past participle HI Infinitive Past simple Past participle
be was/were been lend lent lent
beat beat beaten let let let
become became become lie lay lain
begin began begun light lit lit
bite bit bitten lose lost lost
blow blew blown make made made
break broke broken mean meant meant
bring brought brought meet met met
build built built must had to had to
buy bought bought pay paid paid
can could been able to put put put
catch caught caught read read read
choose chose chosen ride rode ridden
come came come ring rang rung
cost cost cost rise rose risen
cut cut cut run ran run
dig dug dug say said said
do did done see saw seen
draw drew drawn sell sold sold
dream dreamt/dreamed dreamt/dreamed send sent sent
drink drank drunk set set set
drive drove driven shake shook shaken
eat ate eaten shine shone shone
fall fell fallen shoot shot shot
feed fed fed show showed shown/showed
feel felt felt shut shut shut
fight fought fought sing sang sung
find found found sit sat sat
fly flew flown sleep slept slept
forget forgot forgotten speak spoke spoken
forgive forgave forgiven spend spent spent
freeze froze frozen spoil spoilt/spoiled spoilt/spoiled
get got got stand stood stood
give gave given steal stole stolen
go went gone/been stick stuck stuck
grow grew grown swim swam swum
have had had take took taken
hear heard heard teach taught taught
hide hid hidden tear tore torn
hit hit hit tell told told
hold held held think thought thought
hurt hurt hurt throw threw thrown
keep kept kept understand understood understood
know knew known wake woke woken
lay laid laid wear wore worn
lead led led win won won
learn learnt/learned learnt/learned write wrote written
leave left left
OlW O xford 3000™

Phonemic symbols
Single vo w el sounds co n s o n a n t sounds
tree com puter pen see

/i:/ /tri:/ /a / /k a m 'p ju :ta / /p / /p e n / /$ / /si:/
/i/
his
/h iz /
h'J learn
/b in / Ibl
big
/b ig/ /z /
lazy
/'le iz i/
h'J
happy four tea shower
/i/ /'h a e p i/ /fa :/ It/ /til/ /J / /'Jaua/
good hat do television
/u / /g u d / /a e / /h a e t/ Id/ /d u:/ # /'te liv i 3 n/
usual sunny children man
/u / /'ju : 3 ual/ /a / /'s A n i/ /tf/ /'tjild r a n / /m / /m aen/
school car journey never
/u :/ /sk u il/ /a :/ /k a :/ ld $ l /'d 3 3 in i/ /n / /'n ev a /
ten clock cat sing
/e / /te n / /d / / k in k / Ik / /kaet/ ¥ /sir)/
go hot
/g / /goo/ /h / / h n t/
fly like
it/ /fla i/ /l/ /la ik /
Diphthongs (double vo w el sounds)
very river
/ia/ hi/
near boy
/v / /'v e ri/ /r/ /'riv a /
/nia/ /b a i/
thing w ater
/ua/ /ail
tour try
/e / /eig/ /w / /'w aita/
/tu a / /tr a i/
this yes
/ea/ /au/
wear so
16/ /<5is/ /j/ /je s /
/w ea/ /sau/
lad
train
/ei/
out
/tr e in / /a o t/
175
Navigate
N a m e ________________________
B1+ Wordlist Unit 1
Here is a lis t o f useful o r n e w w o rd s fro m U n it 1 o f N avigate B1+ C oursebook. You can in se rt y o u r o w n tra n s la tio n .
W ords m a rked w ith a key ( O n ) all a pp e ar in th e O xford 3000.
a d j = a d je c tiv e c o n j = c o n ju n c tio n p h r v = phrasal ve rb p h r = phrase p ro n = p ro no u n

a d v = a dve rb n = noun p i = plural p re p = p re p o sitio n v = ve rb
a b ility O m n / o 'b i l o t i / The co urses a vailable are fo r d iffe re n t levels o f ability.
able Om a d j / 'e i b l / The in te rn e t is chan g in g o u r c u ltu re so th a t w e are less able to

c o n c e n tra te o r m ake deep c o n n e c tio n s in o u r brain.
a c h ie v e m e n t Om n / o ' t j ’h v m o n t / A lth o u g h it w a s hard w o rk, it w a s an am azing a ch ie ve m e n t.
a d v e n tu re Om n / o d 'v e n t j'o ( r ) / His a d ve n tu re has ta ke n h im across Europe.
bargain O m n / ' b a : g in / W h a t have you b o u g h t re c e n tly th a t w a s a bargain?
behave O m v / b i'h e iv / The in te rn e t is ch an g in g th e w a y o u r brains behave.
c h a rity O m n / 't ja c r o t i / His aim is to raise m o n e y fo r a c h ild re n 's charity.

c h o ic e O m n / t jo is / W e 're try in g to g e t people to th in k a b o u t th e e ffe c t th e ir
buying ch oices have on th e re s t o f th e w o rld .
c o m e fa c e -to -fa c e w ith p h r He has a lre a d y co m e fa ce -to -fa ce w ith 123 in te rn e t friends.
/,kAm 'f e is t o ,fe rs w i d /
c o m m u n ic a tio n O m n / k o . m j u i m 'k c i j n / The in te rn e t, and e spe cia lly Skype, has im proved
c o m m u n ic a tio n w ith frie n d s w h o live abroad.
connect O m v / k o 'n e k t / I th in k th is cable co n n e c ts to th e back o f th e co m p ute r.
consum er O m n / k o n 's . ju : m o ( r ) / H ig h -stre e t shops have a w id e ch o ice o f p ro d u c ts fo r th e

consum er.
co n vin ce d a d j / k o n 'v i n s t / I'm co n vin ce d m y life has im p ro ve d since I s ta rte d m y n e w job.
c u rre n tly O m a d v / 'k A r o n t li / Rob Jones is c u rre n tly m e e tin g every single frie n d on his
Facebook page.
deal O m n /d i:l/ Have you ever b o u g h t s o m e th in g you d id n 't need because it
w a s a good deal?
d ee p ly O m a d v / 'd i : p l i / We n eve r ta k e any tim e to th in k a b o u t th in g s deeply.
d e fin itio n O m /? / . d e f i 'm / n / W h a t is y o u r d e fin itio n o f a tru e frie n d?
d evelop O m v / d i 'v e l o p / O ur frie n d s h ip has deve lo p ed o ve r tim e .
dig ital age n / 'd id 3i t l c i d 3/ The d ig ita l age is m a kin g us lose o u r a b ility to do one th in g a t
a tim e .
e ffe c t O m n / i'f e k t / D o n 't you th in k th e y have an e ffe c t on yo un g people?
expression O m n / ik 's p r e j'n / The e xpressio n B lack F rida y has been used m o re th a n tw o
b illion tim e s on T w itte r recently.
fall o u t (w ith som e on e ) p h r v I ra re ly fall o u t w ith m y friends.
/ f o : l 'a u t ( w i d ,S A m w A n )/
frie n d s h ip O m n / 'f r e n d / i p / Her frie n d s h ip m eans a lo t to me.
g e t on (w ell w ith som eone) p h r v I g e t on really w e ll w ith Jill.

/g e t 'o n ( 'w e l w id ,S A m w A n )/
g overn O m v / 'g A v n / W ho is th e region g ove rn e d by?
g o v e rn m e n t O m n / 'g A v o n m o n t / The g o v e rn m e n t has a n n o un ce d th e la te s t ta x proposals.
g u ilt-fre e adj / g ilt 'f r i: / H o w do you fee l a b o u t th e fa c t th a t g u ilt-fre e brands are o fte n
m o re expensive?
h a lf-p rice a d j / h a : f 'p r a is / I b o u g h t th e s e in th e sale. They w e re half-price!
h a rm fu l O m a d j / 'h c n m f l/ It has a h a rm fu l e ffe c t on th e e n v iro n m e n t.
have a lo t in c o m m o n p h r I guess I d o n 't have a lo t in c o m m o n w ith th e m .
/.h a e v o . lo t in 'k o m o n /
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help (som eone) o u t p h r v A really good frie n d is so m e on e you can rin g a t m id n ig h t and
/ h e lp (.S A m w A n 'a u t ) / ask th e m to help you out.
im p ro v e m e n tO m n / i m 'p r u i v m o n t / There have been so m e am a zing im p ro v e m e n ts in th e w a y w e
can g e t in fo rm a tio n .
in to u c h (w ith som e on e ) p h r H o w do you keep in to u c h w ith fa m ily o r frie n d s w h o live fa r
/ i n 'tA tJ" ( w i d ,S A m w A n )/ aw ay?
in ju ry Om n / 'in d jo r i/ There have been five in ju rie s in th e la st fe w ye ars on B lack
Friday.
ite m O m n / 'a it o m / All o f th e s e ite m s are half-price.
ju d g e m e n t O m n / 'd 3A d 3m o n t/ His b o o k sh o w s us th a t w e need to use o u r ju d g e m e n t befo re
w e le t c o m p u te rs ta ke over.
la te ly adv / 'le it li/ H o w m a n y o f y o u r Facebook frie n d s have you seen lately?
leisure tim e n / ' l e 3o t a i m / The idea o f buying th in g s as a w a y o f sp en d in g y o u r leisure

tim e is crazy.
m edia O m n / 'm i i d i o / W hen w e use n e w m edia, o u r brain w o rk s and d eve lo p s in a
d iffe re n t w a y to h o w it did b efo re th e in te rn e t.
m e e t up p h r v / m i : t 'A p / I o fte n m e e t up w ith g ro up s o f frie n d s in th e evening.
m e m b e rsh ip O m n /'m c m b o J T p / The annual m e m b e rsh ip is to o expe n sive fo r me.
m ovem ent O m n / 'm u iv m o n t / N o w th e re are B uy N o th in g D ay m o v e m e n ts in o v e r 65

co un trie s.
occasional a d j / o 'k e i 3 o n l/ We send th e occasion a l m essage to each other.
on c re d it O m p h r /o n 'k r e d i t / There's a dan g er o f sp en d in g m o re th a n you in te n d e d and

buying th in g s on cre d it.
o p p o rtu n ity O m n / . o p o 't j u i n o t i / This is a g re a t o p p o rtu n ity.
p ersuade O m v / p o 's w c i d / He persuades th e m to give to his charity.
p rocess O m n / 'p r o u s e s / He hopes to have m e t all 700 Facebook frie n d s w ith in th re e

years, tra v e llin g th o u sa n d s o f m ile s in th e process.
p rove O m v /p ru :v / This proves th e in te rn e t is a p o w e rfu l to o l.
purchase O m n / 'p 3 it. f o s / W hile you m ay g e t a good d is c o u n t on y o u r purchases, you

sh ould be careful.
queue v / k ju :/ Som e people have q ueued o vernig h t.
re so urces O m n p i / r i 's o i s i z , - 'z o is i z / People sh ou ld be e ncouraged n o t to co n su m e m o re tha n th e ir

fa ir share o f th e w o rld 's resources.
re u n ite v / , r i: ju : 'n a it / I'm re u n itin g w ith friends.
run-up n / 't at i Ap/ The shops have am azing special o ffe rs in th e ru n -u p to
C hristm as.
se cure O m a d j / s i 'k j o o ( r ) / The im p o rta n t th in g is to fee l se cure in y o u r job.
s e c u rity O m n / s i 'k j o o r o t i / I am a lw a ys e x tre m e ly ca re fu l a b o u t m y personal s e c u rity

online.
s m a rtp h o n e n / 's m a it f o u n / The d e v e lo p m e n t o f sm a rtp h o n e s has m ade a huge d iffe re n t to
th e w a y w e all access in fo rm a tio n .
so cialize v / 's o u j'o la iz / S tud e nts in th e USA spend 51% o f th e ir tim e socializing.
special o ffe r O m n / . s p e jl'n f o ( r ) / Do you look fo r special o ffe rs such as b u y o ne g e t o ne fre e in

th e su p e rm a rke t?
tra n s p o rt O m v / t r a e n 's p o : t / I'm n o t sure tra n s p o rtin g goo d s by a ir is a good ide
tre n d v /tre n d / W h a t's tre n d in g in social m edia?
tru s t O m v /trA s t/ I can tru s t m y clo se st frie n d w ith all m y secrets.
a d m it O m v / o d 'm i t / The n e w sp a p e r has a d m itte d th e s to ry w a s a hoax.
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B1+ Wordlist Unit 2
Here is a lis t o f useful o r n e w w o rd s fro m U n it 2 o f N avigate B1 + C oursebook. You can in se rt y o u r o w n tra n s la tio n .
W ords m a rked w ith a key ( O m ) all a pp e ar in th e O xford 3000.

ann o un ce O m v /o 'n a u n s / Police a n n o un ce d ye s te rd a y th a t calls to th e e m e rg e n cy 999

n u m b e r had risen sh arply in re c e n t m onths.
app e ar O m v /o'p io (r)/ A huge hip po su d d e n ly appeared.
a tte m p t O m n /o ' t c m p t / The w h o le s to ry had been m ade up by th e b oy's parents, in an

a tte m p t to g e t a re a lity TV deal.
be s tu c k p h r /b i 's t \ k / I realized I w a s s tu c k inside so m e th in g .
b elieve O m v /b i'li:v / I believe, th o u g h , th a t I m e t him one m o re tim e .
b reath O m n /breG/ I re m e m b e r w o n d e rin g w h ic h o f us co uld hold his b re ath th e

longest.
cable c a rO m n / 'k e i b l k a : ( r ) / He d ecide d n o t to ta ke th e cable ca r d o w n w ith his frie n ds, b u t
to w a lk d o w n instead.
c harge O m v /tju :d 3/ A hoax s to ry cla im e d th a t d ia llin g 999 w o u ld charge y o u r
p hone battery.
c irc u la te v / 's a ik jo lc it / Recently, a p ic tu re has been c irc u la tin g on th e in te rn e t o f a
b rig h t blue w a te rm e lo n .
cla im O m v /k lc im / The hoax s to ry cla im s th a t ca llin g 999 w ill charge y o u r phone
battery.
c o in cid e n c e n / k o u 'in s id o n s / C o in cidences are o fte n m e a nin g ful and 'm e a n t to h ap pen'.
c o n clu sio n O m n / k o n 'k l u : 3 n / The co n clu sio n w a s th a t th e ju d ge s w e re d e cid in g n o t on w h a t
th e y could hear, b u t w h a t th e y could see.
c o n s e c u tiv e ly a d v /k o n 's c k j o t iv l i/ E xpert: a m an w h o m akes th re e c o rre c t guesses consecutively.
c re a te O m v /k r i'c it / It is easy to c re a te a hoax n o w th a t everyon e can change

p h o to s and videos digitally.
c u rio u s ly a d v / 'k j u o r i o s l i / O rchestras, curiously, sta rte d h irin g w o m e n left, rig h t and
centre.
d isa pp e ar O m v ^ d is o 'p io /r ) / The h ip p o had q u ie tly disappeared.
escape O m n /d sk e ip / That re m in d s m e o f a n o th e r s to ry I heard a b o u t a m an w h o

had a lu cky escape.
evid e n ce O m n / 'e v id o n s / S cie ntists w e re keen to fin d so m e e vid en ce th a t w o u ld prove
th e link.
expect O m v / i k 's p c k t / Did you e x p e c t th a t to happen?
fake n / fe ik / In 1953 a te a m o f re se arche rs d isco vere d th a t it was, in fa ct,

a fake.
flo a t Om v /flo u t/ On O cto b e r 15, 2009, th e m edia re p o rte d th a t a six-year-old
boy w a s inside a large silve r balloo n flo a tin g high in th e sky.
fo rtu n a te ly adv / 'f o it jo n o t li/ Fortunately, w e g o t to th e a irp o rt on tim e .
fre e O m v /fr i:/ I m anaged to fre e one hand and fe lt a ro un d - m y hand to u c h e d

a h ip p o 's nose.
h ir e O m v /'h aio (r)/ O rchestras sta rte d h irin g m a n y m o re w o m e n .
hoax n /h o u k s / It tu rn s o u t th e s to ry w a s a n o th e r in te rn e t hoax.
in fo rm O m v /in 'fo : m / The p o lice w e re in form e d.
in te re s tin g ly a d v /' in t r o s t ip li/ Interestingly, I k n o w a lo t o f peo p le w h o w a n t to w o rk on

tele visio n .
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in te rv ie w O m v / 'in t o v ju : / The boy spoke to so m e on e w h ile re p o rte rs w e re in te rv ie w in g

th e fa m ily on TV.
in v e n t O m v / i n 'v e n t / A jo u rn a lis t a c tu a lly in ve nte d th e story.
ja w n / d 3 o :/ It had an ape -like jaw.
keen adj /k i:n / S cie ntists w e re keen to fin d so m e e vid en ce th a t w o u ld prove

th e lin k b e tw e e n e arly m an and apes.
keep q u ie t p h r / k i : p 'k w a io t / He w a s supposed to keep q u ie t a b o u t it.
kn ock in to p h r / 'n o k , i n t u : , . in t o / S om eth in g kn ocked in to th e boat.
live Om adv /la iv / By th e tim e th e balloon fin a lly landed a b o u t 80 km away, an

h o u r o r so later, th e s to ry w a s live on tele visio n .
lose c o n ta c t p h r / lu : z 'k n n ta e k t/ Barry had lo st c o n ta c t w ith his fa m ily w h ile he w a s w o rk in g
abroad.
lu ckily adv / 'U k ili/ Luckily, she w a s n 't a c tu a lly h urt.
m edical O m a d j / ' m c d ik l/ By chance, a m e d ical te a m w a s nearby, and th e y helped m e to

reach a h ospital.
m e n tio n O m v / 'm c n j'n / The boy a c c id e n tly m e n tio n e d th a t th e y 'd d on e it to be on TV.
o rch e stra n / 'o : k i s t r o / A g ro up o f th re e 'ju d g e s' fro m th e o rc h e s tra w o u ld s it in a

room .
o rd in a ry O m a d j / 'o i d n r i / It sta rte d o u t as ju s t an o rd in a ry day a t w o rk .
perso n a lly O m a d v / 'p 3 is o n o li/ Personally, I p re fe r tea.
realize O m v / 'r i : o l a i z / Did you realize w h a t w a s going to happen?
recognize O m v / 'r e k o g n a iz / Did you re co gn ize it?
re m a rka b ly a d v / r i 'm a : k o b l i / Rem arkably, th e c o m p a n y m ade 600 m illio n d ollars fro m th e

n e w ch u n ky sauce.
re m e m b e r O m v / r i'm e m b o ( r ) / I re m e m b e re d it so clearly.
re m in d O m v / r i 'm a i n d / W h a t did it re m in d you of?
re p o rt O m v / r i'p o it / The m edia re p o rte d th a t a six-year-old boy w a s inside a large
silve r balloon flo a tin g high in th e sky.
re sp on sib le O m a d j / r i's p o n s o b l/ M e a nw hile, D aw son, w h o m o s t peo p le c o n sid e r re sp on sib le
fo r m a kin g th e fake, had died.
sadly O m a d v /'s a e d li/ Sadly, none o f th e s tu d e n ts passed th e fin a l exam .
scream O m v / s k r iim / I scre a m e d loudly.
screen O m n /s k r iin / O rchestras sta rte d p u ttin g up scre e ns in th e ro o m s w h e re th e

a u d itio n s to o k place.
s h a rp ly O m a d v / 'J a i p l i / Police a n n o un ce d ye s te rd a y th a t calls to th e e m e rg e n cy 999
n u m b e r had risen sh arply in re c e n t m onths.
skull n /s k A l/ He dug up a h um an skull.
s o u rO m a d j /' s a u o (r )/ The m o o n m elon w ill change th e ta s te o f a n y th in g you e at

a fte rw a rd s, m akin g s w e e t th in g s ta s te sour, and so on.
s tre a m O m n /s tr iim / He fe ll in a stre a m and b ro ke his leg.
su rface O m n / ' s 3 : f is / I re m e m b e r lo o kin g up a t th e su rfa ce o f th e w ater.
s u rp ris in g ly a d v / s o 'p r a i z ir jli / Surprisingly, th e re su lts w h ic h M o s k o w itz o b ta in e d w e re

c o m p le te ly confusing.
s u rvive O n v / s o 'v a iv / He su rvived by d rin k in g w a te r m ixe d w ith th e b arbecue sauce.
s ystem O m n / 's is t o m / U nder th is system , m o s t o f th e m u sicia n s w h o w e re chosen

w e re m en.
te ll Om v / t e l/ They to ld th e pub lic to ig nore th e hoax.
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tra c k v /tra e k / The p o lice w e re in fo rm e d and h e lic o p te rs w e re se n t up to

tra c k th e balloon.
turn around p h r v /t3 in o 'r a u n d / I tu rn e d ro u nd to push it away, w h e n s u d d e n ly e v e ry th in g
w e n t dark.
u n d e rw a te r Om a d v / , A n d o 'w o : t o ( r ) / I realized I w a s u nd e rw a ter.
u n fo rtu n a te ly Om a d v / A n 'f o i t / o n o t l i / U n fortu n ate ly, w e w e re n 't able to ta lk to Dr Green a t th e

co nference.
w a s te Om v / w e is t / By th e tim e th e hoax w a s disco vere d , s c ie n tis ts had w a s te d
n ea rly fo rty years b elieving a lie.
w a te rm e lo n n / 'w o it o m e lo n / Each w a te rm e lo n is supposed to c o s t a b o u t $200.
w eakO m adj / w i:k / M o st peo p le like w e a k coffee.
w h is p e r Om v / 'w is p o ( r ) / He w h isp e re d s o m e th in g to me.

w o n d e r Om v / 'w A n d o ( r ) / I w o n d e r if w e 'll go th e re again.
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a d m ire Om v /o d 'm a io (r )/ Pick up so m e va lu ab le lessons by o b se rvin g s o m e o n e w h o s e

p a tie n ce you adm ire.
a tte n tio n O m n /o 'ten jn / If you succeed in tu rn in g y o u r a tte n tio n a w a y fro m th e
c h o co la te fo r a w h ile , you m ay fo rg e t a b o u t it altogether.
b ea t O m v / b iit / You sw e a t, y o u r m o u th goes dry, y o u r h e a rt s ta rts b ea tin g fast.
bleach n /bliitJV Fill th e b o ttle w ith w a te r and add te n m illilitre s o f bleach.
blood vessel n / 'b U d ,vesl7 There are signs o f dam age to th e blood vessels a ro un d th e
heart.
c o m p u te riz e d a d j / k o m 'p j u i t o r a i z / Technology, such as c o m p u te riz e d h ousehold appliances, are
an e ssential p a rt o f everyda y life.
c o n fid e n c e O m n /' k o n f i d o n s / You need a lo t o f c o n fid e n c e to succeed as a chef.
c o n te s t O m n /'k o n te st/ They ta ke p a rt in a co n te st.
cra ck O m v /kraek/ C rack th e egg in to th e bow l.

dam age O m n /'daem id 3/ There are signs o f dam age.
dea d lin e n /'d e d la in / It's also a ve ry h ig h-p re ssu re job, so he m u s t w o rk to tig h t

deadlines.
deal w ith p h r v / 'd i d w id / The su ccessful ch ild re n deal w ith th e p ro b le m by lo o kin g a w a y
o r co ve rin g th e ir eyes.
decision O m n / d i ' s i 3n / An im p o rta n t m e m b e r o f th e te a m is s o m e o n e w h o can m ake
decisions.
device O m n /d i ' v a i s / All th e se devices are c o n s ta n tly developing.
easy-going a d j /,i:z i 'g o u ip / Do you p re fe r a ve ry s tric t o r a v e ry easy-going tea ch er?
E nglish-speaking a d j / ' i r j g h f ,spi:kir)/ Can you nam e five E nglish-speaking co un trie s?
e x p e rim e n t O m n /ik ' s p e r im o n t / One g ro up w h o to o k p a rt in th e e x p e rim e n t w e re to ld n othing.
e x p e rt O m n /'ek sp a it/ They send so m e on e w ith no e x p e rie n ce in a p a rtic u la r jo b to

live and tra in w ith an e x p e rt fo r fo u r w eeks.
fail O m v /fe d / H o w m any o f th e m faile d th e test?
fiv e -s ta r a d j /' f a i v s t a : ( r ) / Have you ever stayed in a fiv e -s ta r hotel?
flip v /flip / W hen th e firs t side is cooked, you flip it over.
fu ll-tim e a d j / ' f u l , t a im / He is a fu ll-tim e in te rn a tio n a l business speaker.
give in p h r v / g i v 'i n / M o st o f th e ch ild re n gave in b efo re th e tim e w a s up.
g o o d -lo o kin g a d j / , g u d 'l u k i g / I th in k he's ve ry goo d -lo oking .
h ob b y O m n / 'h o b i/ A n e w h ob b y gives us s o m e th in g to ta lk a b o u t w ith o u r frie n d s

and fam ily.
in s tru c to r n / in 's t r A k t o ( r ) / The in s tru c to r sh ou ted , 'Faster! Faster!'.
in te llig e n c e O m /? / i n ' t e l i d 3o n s / He's good a t u sing his in te llig e n c e to solve problem s.
leader O m n / ' li : d o ( r ) / A u d re y is a good leader.
le ft-h a n d e d a d j / l e f t 'h a e n d id / Did you k n o w th a t Karen is le ft-ha n de d ?
m ake an e ffo rt p h r / , m c ik on 'c f o t / If th e y d id n 't th in k a b o u t th e m a rsh m a llo w , th e y d id n 't have to

m ake an e ffo rt n o t to e a t it.
m anage Om v /'m a c n id 3 / She m anages th e te a m really w e ll.
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marshmallow n /.niCKj'maelsu/ If you can be p a tie n t and w a it u n til I co m e back and n o t e a t th e

m a rsh m a llo w , you can have tw o m a rs h m a llo w s as a rew ard.
m easure Om v / 'm e 3o ( r ) / You need to use special m e ta l-c u tte rs , and you need to
m easure carefully.
multitask v /,m A lti'ta :s k / He's g re a t a t m u ltita skin g .
observe Om v /o b 'z 3 :v / Pick up so m e va lu ab le lessons by o b se rvin g so m e on e w h o se

p a tie n ce you adm ire.
on im p u lse p h r /o n 'im p A ls / N ever buy th in g s on im pulse.
o v e rco o k v / . o u v o 'k u k / The ve ge ta b le s w e re overcoo ke d.
o ve rp rice d a d j / . o o v o 'p r a is t / W hen w a s th e la st tim e you th o u g h t s o m e th in g w a s

o verpriced ?
panel Om n /'p a e n l/ A panel o f ju d ge s d ecide s w h o w ins.
p a rtic ip a n t n / p u i 't r s i p o n t / The ju d ge s d ecide w h ic h p a rtic ip a n t is 'th e real th in g '.
passion n / ‘ p a e jn / He has a passion fo r food.
p a tie n t O m adj / 'p e ijn t / M o st o f th e ch ild re n fo u n d it d iffic u lt to be p a tie n t.
p le asa n t O m a d j / 'p l e z n t / He d id n 't need to do m u ch a p a rt fro m a rrive a t w o rk on tim e

and be re a sonably ple asa n t to people.
p o lite O m a d j / p o 'la it/ He also had to be p o lite to th e cu sto m e rs.
precise O m a d j I p r i 's a i s / As a chef, it's im p o rta n t to w o rk to v e ry p re cise tim e s.
p ro fe ssio n al O m n / p r o 'f e j o n l / They ta ke p a rt in a c o n te s t a ga in st professionals.
re sist O m v / r i 'z i s t / If th e ch ild re n m anaged to re sist te m p ta tio n , th e re se arche r

p ro m ise d th e m a rew ard.
re s p e c t O m v / r i 's p e k t / Ed w a s sh ocked to realize th a t he c o u ld n 't say please and
th a n k you all th e tim e if he w a n te d th e te a m to re sp e ct him .
responsibility Om n /r j ,s p n n s o 'b i lo ti/ You m u s t ta ke re s p o n s ib ility fo r y o u r actions.
result Om n /ri'z A lt/ The re su lts w e re n o t good.
reward Om n /r i 'w o :d / The re se a rch e r p ro m ise d th e m a re w a rd o f tw o m a rsh m a llo w s.
rise to th e ch allen g e phr Those ch ild re n w h o co uld rise to th e ch allen g e w e re g en e ra lly

to d o 'tja c lin d 3 / m uch m o re su ccessful th a n th e others.
rub O m v /r A b / N ext, rub th e b o ttle w ith sandpaper.
s a nd p ap e r n /'s£ e n d p e ip o (r)/ Rub th e b o ttle w ith sandpaper.
sch ed u le O m n / 'J e d j u i l / She's th e b e st one in th e te a m a t m a naging schedules.

s c ie n tific a lly p roven phr The re su lts have been s c ie n tific a lly proven.
/ ,s a i o n ,tif ik li 'p r u iv n /
se con d -h an d a d j / 's e k o n d haend/ Have you ever b o u g h t a se con d -h an d car?
s e t goals p h r / s e t 'g o o lz / He's ve ry good a t s e ttin g goals.
shocked adj /J o k t/ Ed w a s sh ocked to realize th a t he c o u ld n 't say please and

th a n k you all th e tim e if he w a n te d th e te a m to re sp e ct him .
s h o rt-sle e ve d a d j / 'J o : t s liiv d / I'm g o in g to w e a r a sh o rt-sle e ve d s h irt to w o rk today.
spare O m v /sp e o (r)/ Can you spare th e tim e to go fo r a run th is a fte rn o o n ?
s tre ss O m n /strc s/ The Social Stress Test is a w a y o f m e a suring stress.
stre ssfu l a d j / 's t r c s f l / One o f th e m o st stre ssfu l th in g s you can e ver do is speak in
fro n t o f a large g ro u p o f people.
sw eat O m v /sw et/ w h e n I give a speech o r a talk, I sw e a t, m y m o u th goes dry,
and m y h e a rt s ta rts b ea tin g fast.
s y m p to m n / 's i m p t o m / One o f th e te s t g ro up s e xp e rie n ce d s y m p to m s o f stress.
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ta k e p a rt in (som ething) p h r They th e n have to ta ke p a rt in a c o n te s t a ga in st professionals.

/ t c i k 'p a : t in (,S A m 0 ir))/
ta ke re s p o n s ib ility p h r H owever, he d id n 't have to ta ke m u ch re s p o n s ib ility as his
/ t e i k r i. s p D n s o 'b ilo t i/ boss d e a lt w ith th e m oney.
ta lk O m n /to ik / Have you ever given a ta lk o r speech to a large g ro up o f
people?
te c h n iq u e Om n / t e k 'n iik / Did he e xplain w h a t his te c h n iq u e w as?
te m p ta tio n n / t e m p 't e i j n / The ch ild re n are try in g to re sist th e te m p ta tio n to e a t th e

m a rsh m a llo w .
th in k ahead p h r v / 0 i q k o 'h e d / Think ahead. Plan fo r th e fu tu re and you w ill succeed in
a ch ie vin g y o u r goals.
tu rn up p h r v / t 3 : n 'A p / W hen he w a s w o rk in g in th e b u rg e r van, Ed had to be re lia b le
and tu rn up fo r w o rk on tim e .
van O m n /v£e n / Jack w o rk s in a fa st-fo o d van in all w e a th e rs.
w o rk hard p h r / w 3 : k 'h u : d / She's good a t w o rk in g hard on a p ro je ct.

w o rk w e ll u n d e r pressure p h r Does she w o rk w e ll u n d e r pressure?
/ w 3 ik ,w e l A n d o 'p r e jo ( r ) /
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all o ver th e place p h r I c a n 't fin d m y glasses; I've looked all o ver th e place.
/ o i l 'o u v o ( r ) d o p le is /
a rtific ia l O m adj / . a i t i 'f i j l / The c o m p a n y w ill deve lo p a rtific ia l islands to p ro vid e houses
fo r th e M a ld ive s' p o o re r citizens.
a spirin g a d j / o 's p a io r ir j/ A re you an a spirin g tra v e l w rite r?
canal n /k o 'n a e l/ The Thai ca pital, Bangkok, has m a n y canals.
com m unal a d j / k o 'm . ju in l/ Every b lo ck o f fla ts has a c o m m u n a l garden.
c h e m ica l O m n / 'k e m i k l / It seem s th a t th e tre e s give o ff ch e m cia ls w h ic h help to keep

you healthy.
c liff n / k lit '/ You co uld also s it u n d e rn e a th th e w a te rfa lls c o m in g d o w n th e
c liffs in to th e rive r below.
c u b ic le n / 'k ju ib ik l/ The sh am po o is in th e s h o w e r cubicle.
c u ltu re O m n /'k A lt J 'o ( r ) / There are a lready c u ltu re s w h e re a life on w a te r is n o th in g new.
feel a t h om e p h r / , f i : l o t 'h o u m / I fee l a t h om e in m y n e w jo b already.
fe rry se rvice n / ' f e r i , s 3 iv is / There is a d a ily 3 0 -m in u te fe rry service.

g e t rid o f (som ething) p h r We need to g e t rid o f so m e o f o u r books - w e have to o many.
/ g e t 'r i d o v (,S A m 0 ir))/
give o ff p h r v / g i v 'o f / It seem s th a t th e tre e s give o ff ch e m ica ls w h ic h help to keep
you healthy.
g lo b a liza tio n n / . g lo u b o la i'z c ijn / The p ro je c t is all a b o u t g lo b a liza tio n .
g re e n e ry n / 'g r i i n o r i / There w a s p le n ty o f greenery, b u t also th e m o s t am a zing rocks.
h is to ric a d j / h i 's t D r i k / It's a m ix tu re o f h is to ric b uilding s and n atu ra l beauty.
h oa rd e r n / 'h o id o ( r ) / I'm a h o a rd e r - I'm ju s t n o t able to th r o w th in g s away.
in h a b ita n t n / i n 'h a i b i t o n t / By 2030, e ig hte en citie s w ill have m o re tha n tw e n ty m illio n

inhabitants.
inland a d v / in 'la m d / As c itie s b e co m e bigger, th o s e w h o c a n 't m ove inland are
s ta rtin g to c o n s id e r m o vin g out, o n to th e sea itself.
k n o w (s o m e o n e /so m e th in g ) like th e back Relax, l k n o w th is p a rt o f to w n like th e back o f m y hand.
o f y o u r hand p h r /n o o (.S A m w A n /
,S A m 0 ir)) l a i k d o ,baek o v j o : 'h a e n d /
landscape O m n /'la e n d s k e ip / I d o n 't th in k I've ever seen such a b e a u tifu l and unusual
landscape.
lu x u ry n / 'l A k f o r i / This p ro je c t is n 't a b o u t lu xu ry living.
m ainland n /'m e in la e n d / There are d a ily fe rrie s to th e m ainland.
m ake ro o m p h r / m e ik 'r u im / I'm sure w e can m ake ro o m fo r one m o re person.
m ake y o u rs e lf a t h om e p h r C om e in and m ake y o u rs e lf a t hom e.

/ m e ik j o : . s e l f o t 'h o u m /
m iles fro m a n y w h e re p h r W ell, a c tu a lly w e live m iles fro m anyw here.
/ m a ilz f r o m 'e n iw e o /
m ix tu re O m n / 'm i k s t j 'o ( r ) / This p a rt o f to w n is a really in te re s tin g m ix tu re o f buildings.
n ea t and tid y p h r / , n i : t o n 't a i d i / I like to keep m y living space n e a t and tidy.
ocean O m n / 'o u f n / W hy do you th in k so m a n y people w a n t to go and live in th e

m id d le o f th e ocean?
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packed in like sardines p h r It's a w fu l, w e 're packed in like sa rd ine s on th e Tube.

/p a c k t in l a i k s a :'d i:n z /
peak o«» n /p i:k / I co uld see th e m o u n ta in peaks and th e deep green valleys.
p e rm a n e n t O m adj /'p 3 :m 3 n o n t/ He's ch o o sin g a p e rm a n e n t hom e.
pool O m n /p u :l/ in b e tw e e n th e rocks w e re lo ts o f cle a r pools fo r s w im m in g ,

w ith bluish w ater.
reed n / r i:d / islands m ade fro m reeds flo a t in th e m id d le o f P eru's Lake
Titicaca.
ro c k O m n /ro le / The landscape had th e m o s t am a zing rocks.
run o u t o f (som ething) p h r v I agree. W e've run o u t o f space here!
/i*An 'a u t o v (,S A m 0 ir))/
s ce n e ry n /'siinori/ As l ca m e o u t o f th e trees, I could see th e b e a u tifu l scenery.
season O m n / ' siizn/ A u tu m n is p erhaps th e m o s t b e a u tifu l season.
s e to f f p h rv /set 'o f / It w a s th e end o f S eptem ber, and q u ite a cold, g re y day, as I

se t off.
s e ttle d o w n phr v /,s e tl 'dau n/ I d id n 't w a n t to s e ttle d o w n u n til I w a s 35.
so la r p o w e r n /'s o u ls ,pauo(r)/ They use so la r p o w e r to m ake e le ctricity.
stee p O m adj /stiip / The path w a s p re tty steep.
s u b u rb n /'sAb3ib/ Do you live in th e suburbs?
sunset n /'sA nset/ I th in k th e m o s t in cre d ib le th in g w a s th e sunset.
su nshine n /'sA nfain/ The park w a s full o f peo p le e njo yin g th e sunshine.
tra il n / tr e il/ As I clim b e d , I could h ear th e sound o f th e riv e r by th e side o f

th e tra il.
va lle y O m n /'v a e li/ I co uld see th e m o s t a m a zing deep green valleys.
w a ve O m n / w e iv / I love w a lk in g on th e sandy beaches and lo o kin g a t th e waves.
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W ords m a rked w ith a key (Om) all a pp e ar in th e O xford 3000.

a b s o lu te ly O m a d v / 'a e b s o lu :tli/ I a b so lu te ly love it here.
a ccessible a d j /o k 's e s o b l/ It's a b s o lu te ly e ssen tia l w e are accessible all th e tim e .
a c tio n film n /'a e k /n f i l m / I p re fe r a ctio n film s.
a c tio n h ero n /'a e k /n , h io r o u / W ho plays th e a ctio n hero in th e film ?
a d d icte d adj / o 'd ik tid / I h a d n 't re a lly realized th a t you could b e co m e a d d icte d to y o u r
screen.
a m u sin g O m a d j /o 'm ju iz ir j/ M a liyo a im s to p ro d u ce s o m e th in g clever, a m u sin g and
d e fin ite ly A frica n.
a n im a te d a d j / 'a e n im e it id / Rio 2096 is an a n im a te d film .
app n /a ip / M o re and m o re people are lo o kin g fo r e n te rta in in g apps and

gam es.
appeal O m n / o 'p i d / in fact, th e gam es do seem to have a w o rld -w id e appeal.
a s to n ish in g a d j / o 's t D n iJ ig / Last year, N igerians b o u g h t an a s to n ish in g 21.5 m illio n m o b ile

phones.
a tm o sp h e re O m n /'ae tm o sfio (r)/ Thom as N e w m a n 's s o u n d tra c k cre a te s an e x c itin g a tm o s p h e re
th ro u g h o u t th e film .
a u th e n tic a d j / o : 'B e n t ik / A gus's fa m ily w o u ld love to e a t a t an a u th e n tic Indonesian
re stau ra n t.
b an ke r n /'baerjko(r)/ Tim R obbins plays A nd y Dufresne, w h o is a banker.
base on p h r v /b c is (on)/ The film is based on a novel by S tephen King.
b rillia n t Om a d j /'b r ilio n t / A lth o u g h th e film is a little slow, th e end is a b s o lu te ly b rillia n t.

c a s tO m n /k a ist/ There are several ve ry good a c to rs in th e cast.
c h a ra c te r Om n /'k ae ro k to (r)/ He plays th e p a rt o f th e m ain c h a ra c te r in th e film .
c h a tO m v /t/a e t/ M e a nw h ile, m y d a u g h te r spends h er days c h a ttin g online.
classic Om n /'klaesik/ It has b e co m e a m o d e rn classic.
c lip n /k lip / V ie w ers use second scre e ns to w a tc h clips.
dash v /daeJV He m akes a living by dashing th ro u g h th e s tre e ts o f Lagos.
d ear a d j /d io (r)/ The te a c h e r asked th e m to w rite an essay a b o u t th e ir d e a re st

d re am s and w ishes.
d e sp ite O m p r e p / d i 's p a i t / D espite fa ilin g a t th e box office, th e film has b e co m e popular.
d iffic u lt O m a d j /'d i f i k o l t / The exam w a s e x tre m e ly d iffic u lt.
d is a p p o in tin g O m a d j / .d i s o 'p o i n t i g / I th o u g h t th e gam e w a s ra th e r d isa pp o intin g .
d is tu rb in g O m a d j /d i's t3 ib ir)/ It is a d is tu rb in g fu tu re w h e re p o o r people c a n 't a ffo rd to buy

w ater.
d o c u m e n ta ry n / . d n k j u 'm e n t r i / I w a tc h e d an in te re s tin g d o c u m e n ta ry on TV th is w e e k.
d re ad ful a d j / 'd r e d f l / The tra ffic is d re adful.
e n te rta in in g O m a d j / , c n t o 't e in ir ) / It w a s th e m o s t e n te rta in in g gam e I've e ver played.
e sse n tia lly O m a d v / I 's c n f o l i / The film is su rp risin g ly sad in places, b u t essentially, it is a
p o sitive story.
e x h ib itio n O m n / . e k s i 'b i / n / O ver th e p a st m o n th , I've been to th e th e a tre th re e tim e s, as
w e ll as a n u m b e r o f a rt e xhib itio n s.
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falsely a d v /'foilsli/ In th e film , he plays a b a n ke r w h o is fa lse ly s e n t to prison fo r

killin g his w ife.
fan Om n /faen/ M o st o f its fan s log in fro m Brazil, India and th e US.
fa n ta size v /'faentosaiz/ M ei fan ta sizes a b o u t b e co m in g an actress.
gen re n / ' 3n n r o / W h a t gen re o f film do you prefer?
g ro w a p a rt p h r v / g r o o o 'p a i t / In th e film , th e tw o m ain c h a ra c te rs m e e t a t u n iv e rs ity and

b e co m e frie n d s; how ever, th e y g ro w a p a rt fo r th e n e x t fe w
years.
han d -h eld adj /'hacndhcld/ A second screen can be a ta b le t, a sm a rtp ho n e, a la p to p o r a
hand-held g am in g u n it used w h ils t w a tc h in g TV.
harm less Om a d j / 'h a i m ls s / It's a b so lu te ly te rrib le to th in k th a t s o m e th in g th a t looks as
h arm le ss as a vid e o gam e can have such an e ffe c t on y o u r life.
hopeO m n /h o u p / The film is a b o u t frie n d s h ip and hope.
in c re d ib ly adv /rn'k red ob li/ It's in c re d ib ly expensive.
in fu ria tin g adj /in'fjjoorieitir)/ It's a b so lu te ly in furiatin g .

in te ra c t v / . in t o r 'a c k t / The m o re w a ys w e have to in te ra c t w ith peo p le th e better.
irrita tio n n /.iri'te ij'n / The o n ly th in g s th a t g e t h u rt are th e m osquitos, a c o n s ta n t

irrita tio n in Lagos.
login phr v /log 'in/ M o st o f its fan s log in fro m Brazil, India and th e US.
m a g ically a d v /'m a e d 3 i k l i / in th e film , he m a g ically tu rn s in to a bird.
m id d le class n /m idi 'k la is / A g ro w in g m id d le class th a t is lo o kin g fo r e n te rta in m e n t has

re su lte d in N igerian m o vie s and m u sic sw e e p in g across th e
c o n tin e n t.
m ilita ry O m a d j / 'm i l o t r i / The film sh o w s th e co u p le living th ro u g h m ilita ry d ic ta to rs h ip
in 1970.
m o d e rn -d a y adj /'m o d n dci/ The second screen is p a rt o f m o d e rn -d a y life, espe cia lly fo r
yo un g people.
m o vin g O m a d j / 'm u i v i g / Freem an's p e rfo rm a n ce is ve ry m oving.
m ug v /m A g / it can be q u ite a v io le n t place. I h a v e n 't been m ugged yet, b u t

m y frie n d has.
novel O m n /'n o v l/ I've read th e novel, b u t I h a v e n 't seen th e film .
on balance phr /on 'baelons/ A lth o u g h living in N ew York d e fin ite ly has so m e bad points, on
balance I d o n 't th in k I w a n t to live a n y w h e re else.
o rig in al O m a d j / o ' n d 3 o n l/ He's a c h a ra c te r in an o rig in al n e w v id e o gam e.
p e rfo rm a n c e O m n /p o 'fo im o n s/ His p e rfo rm a n c e in th e film is th e best.
p lo t Om n /p lo t/ The p lo t is q u ite d iffic u lt to follo w .
p o st O m V /p o u st/ We are in v itin g fan s to p o st re vie w s th is m o n th .
p o th o le n /'p o th o o l/ He dashes th ro u g h th e s tre e ts o f Lagos on his bike, avoidin g

cars, tru c k s and potholes.
p re d ic ta b le adj /p ri'd ik to b l/ The gam e w a s good, a lth o u g h it w a s q u ite p re dicta b le.
p ris o n e r O m n /'p rizn o (r)/ He soon m akes frie n d s w ith a n o th e r prisoner.
re co m m e n d O m v /.re k o 'm e n d / I highly re c o m m e n d it to everyone.
release O m v /ri'li:s/ D espite fa ilin g a t th e box o ffic e w h e n it w a s o rig in a lly released,

it has n o w b e co m e a m o d ern classic.
re m a ke n / 'r i i m e i k / It's a re m a ke o f an old film .
re s u lt in p h r v / r i 'z A l t in / it has re su lte d in N igerian m o vies and m usic s w e e p in g across

th e c o n tin e n t.
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rom co m n / 'm m k o m / This film is a rom com .
salsa n /'saelso/ I've also ju s t sta rte d salsa dance classes.
scene Om n / s i: n / Som e o f th e scenes w e re film e d in D enm ark.
set out p h r v /s e t 'a o t / He d ecide s to s e t o u t on a jo u rn e y to fin d a m issing

p h o to g ra p h ic negative.
sh o w ca se v / 'J o o k c is / It is designed to sh o w ca se A frica n c u ltu re to th e w o rld th ro u g h
gam es.
silly O m adj / 's ili/ I th o u g h t it w a s really silly.
skyscra p e r n /'s k a is k r e ip o ( r )/ The film s ta rts in th e fu tu re , w h e re a m an and a w o m a n stand

a t th e to p o f a skyscra p e r in th e m id d le o f th e night.
slavery n /'s le iv o r i/ We th e n see th e co u p le living th ro u g h slavery in 1825.
s o u n d tra c k n /'sau n d traek / Thom as N e w m a n 's so u n d tra c k cre a te s an e x c itin g a tm o s p h e re

th ro u g h o u t th e film .
special e ffe c ts n pi /,s p c jl I'fc k ts / There are so m e am a zing special effects.
s tu n n in g a d j / 's t A n ir j/ S tepping on th e Flying Grass is b oth visu a lly s tu n n in g and tru ly

m oving.
sw e e p (across) O m v /'s w i: p (o .k rn s)/ It has re su lte d in N igerian m o vies and m usic s w e e p in g across
th e c o n tin e n t.
te n d O m v /t e n d / I te n d to ch e ck e m a ils and m essage w h ile I w a tc h .
te rrific adj / t o 'r if ik / The S h a w sh a nk R e d em p tio n is te rrific e n te rta in m e n t.
te rrify in g a d j /'terifa n rj/ It w a s a te rrify in g experience.
th rille r n / 'G n lo ( r ) / Do you like th rille rs ?
to p ic O m n / 't o p i k / We asked Paul to choo se a to p ic th a t he fo u n d really

in te re s tin g and re le va n t to people his age.
u n e x c itin g a d j / . A n ik 's a it ip / It's a p re tty u n e x c itin g gam e, really.
v io le n t O m a d j / 'v a io lo n t / It can also be q u ite a v io le n t place.
vo ice O m v / v o is / The m ain c h a ra cte rs are vo ice d by Brazilian actors.
v o te Om v /v o u t/ W e w a n t you to vo te fo r y o u r fa v o u rite film o f all tim e ,

w o rld -w id e a d j / w 3 ild 'w a id / in fact, th e gam es do seem to have a w o rld -w id e appeal.
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a c c id e n t Om n /'a e k s id o n t/ 90% o f th e s e a c c id e n ts are caused by h um an error.
a rtific ia lly adv / . a i t i 'f i / o l i / I read a re p o rt on w a ys in w h ic h s c ie n tis ts a ro un d th e w o rld

have been try in g to a rtific ia lly c o n tro l o r change th e w eather.
a t speed p h r /o t 's p i: d / D riverless cars w ill be able to d rive a t speed m uch clo se r to
each other.
a u to m a tic a lly a d v / , o : t o 'm a e t ik li/ M any cars can a lre ad y brake auto m a tically.
basically Owr a d v / 'b e i s i k l i / Basically, due to p ro b le m s w ith s ta ff illness in h e r te a m , she's

behind w ith h er w o rk.
brake v /b r e ik / M any cars can a lre a d y brake a u to m a tic a lly w h e n th e y need to
s lo w d ow n.
c h e e rfu l O m a d j /'t.fio f'1 / I fin d it d iffic u lt to be ch e e rfu l w h e n th e w e a th e r is bad.
c lim a te change n / 'k la im o t t / e i n d 3/ M any s c ie n tis ts n o w agree th a t c lim a te change has been
ca using h ig h e r te m p e ra tu re s .
c lo u d seeding n / 'k la o d s iid ir ) / These s c ie n tis ts have been e x p lo rin g va rio us tech n iq ue s,
in clu d in g clo u d seeding, o v e r th e p ast fe w years.
c o m m u te v / k o 'm ju it / I hate c o m m u tin g to w o rk , it's so stre ssful.
c o n firm O m v / k o n 'f 3 : m / I'll ch e ck m y d ia ry and w ill c o n firm later.
c o n tra c t O m n / 'k o n t r a e k t / W e 've w o n a n e w c o n tra c t w ith th e sam e com pany.

c o rre s p o n d e n t n / . k o r o 's p o n d a n t / W ith us in th e s tu d io to d a y w e have Neil C lough, o u r science
co rre sp o n d e n t.
c re w n /k ru :/ Rolls-Royce says robo-ships, w h ic h w o n 't need any crew , w ill
soon be sa iling o u r seas.
c ro p O m n /k ro p / C rops have died fro m w a te r shortages.
decrease O m n / 'd iik r iis / They hope th is m eans a decrease in rainfall.
d is a b ility n / . d i s a 'b i l a t i / M y o w n disability, w h ic h I have had since birth , m eans th a t I

w ill n eve r be able to drive a 're a l' car.
d rive rle ss a d j / 'd r a iv a la s / D riverless cars are a lre a d y on th e roads in C alifornia.
d rivin g te s t n / 'd r a i v i q t e s t / H o w did you fee l b e fo re y o u r d riv in g te st?
d ro ne n /d ra u n / A m azon p ro m ise s ro b o t d ro n e s w h ic h w ill d e liv e r o u r

packages.
d ro u g h t n /d r a u t/ M any s c ie n tis ts n o w agree th a t c lim a te change has been
causing flo o d s and droughts.
d u sty a d j / 'd A s t i/ This ro o m is ve ry dusty.
e xp lo re O m v / i k 's p la : ( r ) / S cie ntists have been e x p lo rin g a n o th e r m e tho d .

e x tre m e O m a d j / i k 's t r k m / In re c e n t years, th e re has been a n o tic e a b le increase in
e x tre m e w e a th e r events.
fire O m n / 'f a i a ( r ) / Have you heard a b o u t th e te rrib le fire s in A ustralia?
h e a tw a ve O m n / 'h iit w e iv / There's going to be a h e a tw a ve n e x t w e e k.
helpless a d j / 'h e lp la s / I fee l a b so lu te ly helpless.
im a g in a tive a d j /i'm a e d 3 i n a t i v / A lth o u g h th e p ro b le m is ve ry serious, local peo p le have begun

to fin d n e w and im a g in a tive so lutions.
in charge p h r / in 't j a i d 3/ Your ca r is n o w in charge: d rive rle ss cars are a lre ad y here.
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in c o n tro l p h r / i n k o n 't r o u l/ You know , as soon as I g e t behind th e s te e rin g w h e e l, I feel

g re at. I'm in c o n tro l.
increase Om n /'ir)k ri:s/ There has been an increase in tro p ic a l storm s.
injure Om v /'in d 3 3 (r)/ M o re th a n 50 m illio n people die o r are in ju re d in road crashes

every year.
in s ta n t m essaging n / .in s to n t 'm e s i d 3 ir)/ Do you th in k in s ta n t m essaging has m ade it e asier to organize
y o u r social life?
in te rru p tO m v / , i n t o 'r A p t / D o n 't you e ver g e t annoyed w h e n people in te rru p t a m e e tin g
w ith a personal call?
ju n c tio n n / 'd 3A r)kJ'n/ D riverless cars co m e w ith fa s t bro ad b an d and can
c o m m u n ic a te w ith tra ffic lig h ts as th e y a pp ro a ch ju n ctio n s.
landslide n /'la en d sla id / The road is blo cked because o f a landslide.
lane O m n /le in / The ca r is d rivin g in th e c o rre c t lane on th e m o torw a y.
m e te o ro lo g ic a l a d j / , m i: t io r 3 'lD d 3 i k l/ He w o rk s in th e m e te o ro lo g ic a l d e p a rtm e n t.
m o to rw a y n / 'm o o t o w c i / W h a t's it like being in a d rive rle ss c a r on a m o to rw a y ?
m usical O m adj / 'm ju iz ik l/ She's a ve ry m usical person.
n o w ad a ys a d v / 'n a u o d e iz / I th in k m o s t people organize th e ir social life by m o b ile

now adays.
o v e rta ke v / . o u v o 'te ik / They are able to o ve rta ke o th e r cars safely.
p a rkO m v /p a i k / M any cars can a lre a d y park th e m s e lv e s by th e side o f th e road.
possession Om n / p o 'z e j n / M o s t o f o u r possessions are replaceable.
pra ctica l Om a d j /'p ra s k tik l/ I'm n o t a ve ry p ra ctica l person.
p re ve n t Om v / p r i 'v e n t / They have been w o rk in g on te c h n iq u e s to c re a te o r p re v e n t

rain.
p ro te c t O m v / p r o 't e k t / We sh ould try to p re ve n t fu rth e r global w a rm in g by re d u cin g
p o llu tio n , p ro te c tin g tre e s and so on.
pulse n /p A ls / T h eir e x p e rim e n ts have sh o w n th a t pulses o f lig h t fro m a laser
can be used to m ake rain clouds.
rainfall n / 'r e i n f o d / in so m e areas, th e re has been a decrease in rainfall.
rep lace a ble a d j /r i'p lc is o b l/ This is th e one possession I have th a t is n o t replaceable.
seasonal O m a d j /'s iiz o n l/ The seasonal rains have been a rrivin g la te r and la te r o ve r th e
last te n years.
shortage n /'J"o:tid 3 / There are w a te r sh orta g e s across th e c o u n try because o f th e
h ea t w ave.
skill O m n / s k il/ Som e th in k th a t o n ly peo p le w h o s e skills are b e tte r th a n th e
m a ch in e s' a b ilitie s w ill have w o rk .
slip o u t p h r v / s lip 'a u t / D riverless cars can w a rn th e d riv e r if th e y are slip p in g o u t o f
th e c o rre c t lane.
sociable a d j /'s o u j’obl/ The m o s t so cia ble person I k n o w is m y sister.
social a d j /'so u j'l/ He's a ve ry social person.
speed limit n /'s p i id ,li m i t / G oogle's d rive rle ss ca r s tic ks to th e speed lim it.
steering wheel n /'stio rir) w ill/ The d riv e r presses a b u tto n on th e s te e rin g w h e e l - th e c a r is
n o w d riv in g itself!
tra d itio n a l Om a d j / t r o 'd i j o n l / A t w e d din g s, it's tra d itio n a l fo r th e b rid e and g ro o m to have
th e firs t dance.
tra ffic ja m n / 't r a e f ik d 3acm / Being stu ck in tra ffic ja m s co uld b e co m e a th in g o f th e past.
tro p ic a l O m adj / 't r o p ik l/ Did you hea r a b o u t th e tro p ic a l s to rm s in th e P hilippines?
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u n e m p lo ya b le a d j / . A n im 'p lo io b l/ __________ _____________ Those w h o d o n 't have high-level skills risk being u ne m ployable.
w ages Om n, p i / 'w e i c ^ i z / _____________ They w ill have to w o rk fo r ve ry lo w wages.
w a sh a b le a d j / 'w n f o b l / _____________ Is th is m a te ria l w ashable?
w e a th e r p a tte rn n /' w e d o ( r ) p a e tn /_________ _______________ If th e s e changes in w e a th e r p a tte rn s have been h appening
as a re s u lt o f global w a rm in g , th e n w e sh ou ld try to p re ve n t
fu rth e r w a rm in g .
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a c c o m m o d a tio n O m n / o . k o m o 'd e ij'n / The jo b also ca m e w ith re n t-fre e a c c o m m o d a tio n in a b e a u tifu l

a p a rtm e n t.
a d v e rtis e m e n t O m n /o d 'v 3 : t i s m o n t / I am w ritin g re g ardin g y o u r a d v e rtis e m e n t fo r te a m leaders
posted on th e Jobs & Training w e b s ite th is m o n th .
a m b itio n O m n /acm'bij'n/ I'd like to k n o w if you have any fu rth e r a m b itio n s.
a m b itio u s a d j /a e m 'b ijo s / She w a s h a rd w o rk in g and am b itiou s.
a n th ro p o lo g is t n /,aen0r o 'p n lo d 3 is t / in h e r e a rly tw e n tie s , she w o rk e d as a s e c re ta ry to th e

a n th ro p o lo g is t Louis Leakey.
a p p lic a n t n / 'e e p lik o n t / A p p lica n ts sh ould have a t least a sch oo l leaver's c e rtific a te
plus a s tro n g in te re s t in travel.
a pp ly O m v / o 'p l a i/ Send a p p lic a tio n s to C arm en Ramos a t studytrips@
tra ve la b ro a d .co m o r a pp ly online.
a s p e ct O m n /'a esp ek t/ Did you like th a t a sp e ct o f th e job?
a s s ista n t m a n ag e r n I am w o rk in g as an a ssista n t m anager.
/ o ,s is t o n t 'm<enid3o(r)/
a tte n d O m v / o 't e n d / I w o u ld be happy to a tte n d an interview .
a ttitu d e O m n /'a e tit j u : d / I w a n t to be re m e m b e re d as s o m e o n e w h o helped to change

a ttitu d e s to w a rd s anim als.
a w a rd Om n /o 'w o id / He has received va rio us a w a rd s fo r his achieve m e nts.
b e h a vio u rO m n /b i'h e iv j o ( r ) / Jane soon b eca m e a re se a rch e r herself, stu d yin g th e b eh a vio u r
o f w ild apes and chim panzees.
blam e O m v / b l c im / You m u s tn 't blam e him .
b logger n /'b lD g o C r)/ Social bloggers w a n te d fo r o n lin e life style magazine.
branch O m n /b r a :n t.f/ We are lo o kin g fo r peo p le to lead te a m s in o u r n e w branches

a cross th e country.
b rig h t O m a d j / 'b r a i t / For m a n y years, people have m oved to Europe in search o f a
b rig h te r fu tu re .
b u b b ly a d j / 'b A b li/ I w a n t to be re m e m b e re d as s o m e o n e w h o e njoyed life, w as
b u b b ly and w o rk e d hard.
c h a m p io n a d j / 't ja e m p io n / Rebecca A d lin g to n is a ch a m p io n sw im m e r.
c lim b O m v / k la im / im agine you send o u t a g ro u p o f sc o u ts to a n e w land to fin d

m o u n ta in s to clim b.
c o n c e n tra te O m v / ' k o n s o n t r e it / They believe th a t a school system th a t c o n c e n tra te s on m arks
and grades w ill reduce th e a b ility o f th e kids to p ro d u ce n e w
ideas.
c re a tiv e adj / k r i'e it iv / The e x p e rts w e re w o rrie d th a t yo un g peo p le in France w e re
n o t cre a tive and in n o va tive enough fo r th e m o d ern w o rld .
c ritic iz e O m v / 'k r it is a iz / He says th a t if you c ritic iz e peo p le fo r having good ideas, th e y
w ill give up.
c u s to m e r care n / . k A s t o m o 'k e o ( r ) / C u sto m e r care is ve ry im p o rta n t in th is com pany,
decision m a ke r n / d i ' s i 3 n , m e ik o ( r ) / w e w a n t decision m a ke rs w h o are good w ith people.
d e te rm in e d O m a d j / d i 't 3 : m i n d / Her s is te r's illness m ade h er m o re d e te rm in e d to succeed.
d ire c to r O m n / d o 'r c k t o ( r ) / A fte r tw o years, I b eca m e a d ire ctor.

d is a g re e m e n t O m n / . d is o 'g r i im o n t / W hen w a s th e last tim e you had a d is a g re e m e n t a t w o rk?
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d ra g o n fly n /'d r a e g o n fla i/ Have you ever seen a dragonfly?

e arly O n . adj / 's ili/ W h a t is y o u r e a rlie s t m em o ry?
e n te rta in m e n t Om n / . e n t o 't e in m o n t / We are lo o kin g fo r w rite rs w ith s o m e th in g to say a b o u t social

m edia, fashion, foo d and e n te rta in m e n t.
e n tra n ce Om n / 'e n t r o n s / We re w a rd success in exam s, fo r exam ple, w ith e n tra n c e to
university.
e n v iro n m e n ta l Om a d j / in . v a ir o n 'm c n t l/ She s e t up a global e n v iro n m e n ta l p rogram m e.
e xe cu tive O m n / i g 'z e k j o t i v / He le ft his jo b in London to te a ch English to business

e xe cu tive s in Buenos Aires.
e xp a n d in g O m a d j /ik 's p a e n d ir ) / We are lo o kin g fo r n e w and e x p e rie n ce d leaders to m anage
o u r e xp a n d in g g ro u p o f co ffe e shops.
fa ilu re O m n /'ferljo(r)/ There are reasons w h y w e sh ould value fa ilu re as w e ll.
fa m e O m n /fe im / She uses h e r fa m e to raise m o n e y fo r an e n c e p h a litis charity.
fa m o u s O m adj /'fc im o s/ She b eca m e fa m o u s a fte r w in n in g tw o gold m edals.
fe stiva l O m n / 'f e s t i v l / A re you going to th e m usic fe s tiv a l th is w e e ken d ?

flo c k v /flok/ Y oung Europeans flo c k to A rg e n tin a fo r jo b o p p o rtu n itie s .
g e t to th e to p p h r / g e t t o d o 't o p / M o st peo p le w h o w o rk here w a n t to g e t to th e top.
high a ch ie ve r n /h a i o 't / iiv o f r ) / W h a t does it ta ke to be a high a c h ie v e r in business?

h u m a n ita ria n a d j / h j u : , m a m i't c o r i o n / She w o rk s fo r a h u m a n ita ria n y o u th e d u ca tio n p ro gram m e.
in n o va tive a d j / 'i n o v o t i v / The e x p e rts w e re w o rrie d th a t yo un g peo p le in France w e re

n o t cre a tive o r in n o va tive enough fo r th e m o d ern w o rld .
jo b s a tis fa c tio n n / 'd 3 Db saetis,faekj'n/ Job sa tis fa c tio n is really im p o rta n t. It's good to fee l happy and
c o n te n t a b o u t w h a t you do.
life sty le n / 'l a i f s t a i l / The c ity w e lc o m e s a g ro w in g n u m b e r o f yo u n g pro fe ssio n als
w h o have co m e here lo o kin g fo r jo b s and a m o re relaxed
lifestyle.
life tim e n / 'l a i f t a i m / It's th e e xp e rie n ce o f a life tim e .
m ake progress phr /m eik 'p ro u g res/ So m a kin g a m ista ke can m ean you also m ake progress!
m ake (som eone) re d u n d a n t p h r The c o m p a n y is m a kin g peo p le re d un d an t.

/m e ik (,SAmwon) r i'd A n d o n t /
m anagem ent O m n / 'm a m id 3 m o n t/ Do you w a n t to g e t in to m an ag e m e nt?
m o tiv a te v / 'm o o t i v c i t / W h a t m o tiv a te s you and w h a t d o e s n 't?
n e tw o rk in g n / 'n e t w 3 ik ir ) / I am ve ry a ctive in th e w o rld o f business n e tw o rk in g .
o b e yO m v / o 'b e i/ We fo llo w th e procedures, o b e y th e rules.
o c c u p a tio n n / . o k ju 'p c ijn / Two years ago, Hanson d e cide d to change his o ccu p a tio n .
online c o m m u n ity n / . o n la in k o 'm ju m o t i/ If you have g re a t ideas and e xp e rie n ce s to share w ith o u r
m a gazine's o n lin e co m m u n ity, a pp ly now.
o v e rn ig h t a d j / . o u v o 'n a it / in cluded in th e trip are o v e rn ig h t v is its to places o f local
in te re st.
p a tte rn O m n /'p a e tn / in re c e n t years, how ever, th e p a tte rn seem s to be changing.
p o in t o f v ie w n / p o in t o v 'v j u : / A n o th e r p o in t o f v ie w is p ro vide d by Dr A s tro Teller w h o w o rk s

fo r Google.
p o sitio n O m n / p o 'z i.f n / I've been p ro m o te d to a h ig he r p osition.
p ro ce d u re O m n /p ro 'si:d 3 o(r)/ M ake sure you fo llo w th e procedures.
p ro d u ce r O m n /p ro 'd ju :so (r)/ There are m a n y d ire c to rs and p ro d u ce rs here y o u n g e r th a n I

am w h o are ve ry successful.
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p ro sp e cts Om n p i /' p r o s p e k t s / M y ca re e r p ro sp e cts have d e fin ite ly been im p ro ve d by c o m in g

to M anila.
q u a lity Om n / 'k w n l o t i / This c o m p a n y has a good re p u ta tio n fo r quality.
q u itO m v /k w it/ She q u it h e r job.
relaxed Om a d j /ri'laekst/ She changed h e r jo b because she w a n te d a m o re relaxed

lifestyle.
re lo ca tio n o ffic e n /,r i: lo o 'k c ij n , o f i s / I w o rk in an in te rn a tio n a l re lo c a tio n o ffice, h elpin g co m p a n ie s
s e t up abroad.
re n t-fre e a d j / 'r e n t f r i : / The jo b ca m e w ith re n t-fre e a c c o m m o d a tio n in a b e a u tifu l
a p a rtm e n t.
re p u ta tio n Om n /.rep ju 'teijn / Your c o m p a n y has a ve ry good re p u ta tio n .
re se a rc h e r O m n / r i's 3 : t / o ( r ) / She soon b ecam e a re se a rch e r herself.

re tra in v /r ii'tr e in / I have been able to re tra in as a landscape designer.
ru le O m n / r u :l/ W e have to o b e y th e rules.
school leaver's c e rtific a te n A p p lica n ts sh ould have a t least a sch oo l leaver's c e rtific a te .
/s k u il 'li iv o s s o ' t i f i k o t /
s ic k /h o lid a y pay n / ' s i k , ' h o l o d e i p e i/ I g e t sick pay and h o lid a y pay and p le n ty o f tim e off.
skilled Om a d j /s k ild / The w o rk available is m a in ly skilled w o rk.
s p e c ia lis t Om n /'sp e jo list/ Som e French e d u ca tio n sp e cia lists re c e n tly p u t on a fe stiva l in
Paris to e n co u ra ge ch ild re n to m ake m istakes!
stan d ard o f living n /.s ta c n d o d o v ' l i v i r j / They are se archin g fo r a h ig he r stan d ard o f living.
s ta yO m n / s t e i/ S hort stays w ith local fa m ilie s are in clu de d in th e trip .
s u ite d a d j / 's u i t i d / I believe I w o u ld be id e ally s u ite d to a m a n a g e m e n t p o s itio n in

y o u r com pany.
supe rvise v / 's u ip o v a iz / Have you ever had a jo b w h e re you had to supe rvise o th e r
em ployees?
ta ke risks p h r / t e i k 'r is k s / People w h o like to ta k e risks th in k creatively.
ta le n te d a d j / 't a e lo n t id / A ta le n te d m u sician, he began to learn piano aged five.
te a m leader n / t i i m 'li id o ( r ) / Last m o n th , I w a s w o rk in g in a p ro je c t tea m , and I d id n 't agree

w ith th e te a m leader a b o u t th e tim e w e needed to c o m p le te
th e p ro je ct.
te m p o ra ry O m a d j / 't c m p r o r i / Have you ever had a te m p o ra ry job?
th o u g h tfu l a d j / 'G o it f l/ She is th e m o s t th o u g h tfu l person th a t I've e ver kn ow n.

tra ve l back in tim e p h r M y su p e r p o w e r w o u ld be to tra ve l back in tim e .
/ 't r a c v l back in 't a im /
tre a s u re d adj / 't r e 3o d / W h a t is y o u r m o s t tre a su re d possession?
u nb e lie vab le a d j / , A n b i'li : v o b l/ His c o m p a n y is fa m o u s fo r its u n b e lie vab le failures.
u n ite O m v / ju 'n a it / He co -fo u n d e d an o rch e stra in o rd e r to u n ite Israeli and Arab

m usicians.
u nskilled a d j / . A n 's k ild / There's p le n ty o f w o rk, b oth unskille d and skilled.
up to d ate a d j M p to 'd e it/ M y business kn o w le d g e and IT skills are up to date.
value Om v /'vaelju:/ You should value y o u r p o sitio n in th e com pany.
visa n / ' v iiz o / It w a s n 't to o d iffic u lt to g e t a visa.
w e ll kn o w n O m a d j / w c l 'n o o n / He is also w e ll kn o w n fo r his w o rk w ith yo un g people.
w onder n / 'w A n d o ( r ) / The a c tiv itie s in th e w e e k -lo n g e v e n t sh o w e d th e p a rticip a n ts

th e w o n d e r and p leasure o f g e ttin g th in g s w ro n g .
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w o rk e x p e rie n ce n / w s i k ik 's p io r io n s / _____________ W ith m y w o rk e xp e rie n ce and skills, I b elieve I w o u ld be ideally

su ited to a m a n a g e m e n t p o sitio n in y o u r com pany.
w o rk in g c o n d itio n s n p i _____________ The w o rk in g c o n d itio n s are m u ch b e tte r a t th e m o m e n t th a n in
/ 'w a i k i p k o n ,d iJ 'n z / Lisbon, w h e re I'm fro m .
w o rk in g h ou rs n p i / 'w 3 : k ir ) ,a u o z / _____________ W h a t are y o u r usual w o rk in g hours?
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a c tive Om a d j / 'a e k t iv / If peo p le are a ctive in w o rk and fre e tim e , th e y 'll p ro b a b ly be

healthier.
adapt O m v /o 'd a e p t/ Som e people have no p ro b le m s a d a p tin g to d iffe re n t cu ltures.
a fraid O m a d j / o 'f r c i d / It's a b o u t le a rning to m ake th e rig h t choices, even if w e are

afraid.
a p p re cia te O m v / o 'p r i: j'i e i t / in th e end, I ca m e to a p p re c ia te Iceland's d iffe re n ces.
a p p ro p ria te O m a d j / o 'p r o u p r io t / M ake sure you are w e a rin g th e a p p ro p ria te clo th e s fo r th e

m e eting.
a ud ie n ce O m n / 'o id io n s / She m ade a p p ro p ria te e y e -c o n ta c t w ith th e audience.
balanced a d j /'b a e lo n s t/ Danish people te n d to e a t a balanced d ie t and g e t p le n ty o f

physical exercise.
be ca pa b le o f p h r / b i 'k e ip o b l o v / R esearchers believe w e are all capable o f b e co m in g heroes.
brave O m adj / b r c iv / Do you th in k Clark w a s crazy o r unu su ally brave?
b rin g up p h r v / 'b r i g A p / I m u s t say th e y 'v e d e fin ite ly g o t so m e th in g s rig h t w h e n it

co m e s to b rin g in g up ch ild re n.
b ully n / 'b o l i / If I w e re stronger, I w o u ld s to p th a t bully!
b u rn in g a d j / 'b 3 i n i g / A fire fig h te r risks h is /h e r life e ve ry day to save peo p le fro m

b u rn in g buildings.
casual a d j /'k a e 3 u o l/ I had to replace m y ve ry casual clo th e s w ith som e s m a rte r ones.
c h ild c a re n / 't j a i l d k c o ( r ) / D enm ark is a ve ry fa m ily -frie n d ly country, w ith fre e o r ve ry

cheap ch ild ca re p ro vide d by th e g o ve rn m e n t.
c o s t o f living n /,k o s t o v 'liv ig / The c o s t o f living w a s a n o th e r th in g I q u ic k ly n o tice d .
co sy a d j / 'k o o z i / The w in te r m ay be cold and dark, b u t th e re is a special te rm

'h yg ge ', to d e scrib e a kind o f co sy m e e tin g w ith frie n d s and
fam ily.
c ra ft O m n /k ra :ft/ I suppose it's one o f th e ir tra d itio n a l crafts.
c u ltu ra l O m a d j /'k A lt J 'o r o l/ Danes spend a lo t o f th e ir leisure tim e so cia lizin g and enjoyin g
cu ltu ra l a ctivitie s.
c u ltu re sh o ck n / 'k A lt J o J o k / Since I m oved to Iceland te n years ago, I've been th ro u g h
several d iffe re n t stages o f c u ltu re shock.
d isadvantage O m n / , d i s o d 'v a m t i d 3/ List all o f th e advantages and disadvantages on a piece o f paper.
d isa ste r O m n / d i 'z a : s t o ( r ) / Having been lu cky enough to su rvive a d is a s te r y o u rs e lf m akes

you th re e tim e s m o re like ly to be a hero and a volunteer.
dress co d e n / 'd r e s k o u d / M ake sure you fin d o u t w h a t th e dress co de is fo r th e party.
econom y O m n / I 'k n n o m i/ W h a t th e y do have is a s tro n g econom y.
e du ca te d a d j / 'e d 3u k e i t i d / The m o re e d u ca te d you are, th e m o re like ly you are to be a

hero.
e m b arrassed O m a d j /im 'b a e r o s t/ W om en can be a b it e m b arrassed a b o u t th e ir heroic actions.
e xplod e O m v / ik 's p lo u d / He rushed o ve r to help, even th o u g h th e plane w a s on fire and
m ig h t e xp lo d e any m in u te.
e x tre m e ly O m adv / ik 's t r iim li/ I w a s e x tre m e ly em b arrasse d a b o u t it.
eye c o n ta c t n / 'a i ,k n n ta e k t/ I m ade e y e -c o n ta c t w ith th e m im m ediately.
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fa c to r O m n / 'f a e k t o ( r ) / The th ird and last fa c to r th a t a ffe c ts o u r d e c is io n -m a k in g is th e

a m o u n t o f in fo rm a tio n w e have.
fe a rO m n / f io ( r ) / He's so m e on e w h o is ready to do th in g s th a t are d angerous
w ith o u t s h o w in g any fear.
fire fig h te r n / 'f a i o f a i t o ( r ) / If I w e re braver, I w o u ld be a fire fig h te r.
firs t aid n / f a is t 'e id / If so m e o n e had an a ccid e n t, I co uld help him because I k n o w

firs t aid.
fo rm a l O m a d j / 'f o : m l / in th e UK, w e ra re ly w e a r fo rm a l c lo th e s w h e n w e a re n 't a t
w o rk.
gender n / 'd 3e n d o ( r ) / There's a d iffe re n c e w ith th e g en d ers w h e n it c o m e s to m akin g
decisions.
g e n e ro us O m a d j / 'd 3e n o ro s / Kind, g e n e ro us people are m o re like ly to be heroes.
gen iu s n / 'd 3i: n io s / Even a s c ie n tific gen iu s like C harles D arw in is said to have
used th is m e th o d .
have no p ro b le m s (-ing to) phr Som e people have no p ro b le m s a d a p tin g to d iffe re n t cu ltures.
/h iu v 'n o u ,p r o b lo m z /
h e a lth ca re n / 'h c l0 k c o ( r ) / M any peo p le in th e U nited S tates d o n 't have fre e healthcare.
h e ro O m n / ' h ro ro u / The m o re e d u ca te d you are, th e m o re like ly you are to be
a hero.
heroic a d j / h o 'r o u ik / One in five people has done s o m e th in g heroic.
h e ro ica lly a d v / h o 'r o u ik li / R esearchers a t B erkeley U n ive rsity have s p e n t th e last five
years s tu d yin g w h a t e x a c tly m akes peo p le a c t heroically.
heroism n / 'h c r o o iz o m / M en re p o rte d h e ro ism m o re th a n w o m e n .
im m e d ia te O m a d j / i 'm i : d i o t / Som e Icelanders w e a r su its to m e e t th e ir im m e d ia te fa m ily on

im p o rta n t days o f th e year.
k n ittin g O m n / 'n i t i r ) / They te a ch k n ittin g in schools.
lo tte ry n / 'lD t o r i/ If w e w o n th e lottery, w e w o u ld give som e m o n e y to charity.
m e th o d O m n /'m e B o d / One co m m o n m e th o d is to m ake tw o lists on a p iece o f paper.
m isbehave v / . m is b i'h e r v / P arents can be ve ry em b arrasse d if th e ir c h ild re n m isbehave in

public.
m isjudge v / m is 'd 3 A d 3/ O nce I c o m p le te ly m isjud g ed th e dress co de w h e n I w as
in vite d to a fa m ily m eal.
m is u n d e rsta n d v /.m is A n d o 's ta c n d / If you m o ve to a ve ry d iffe re n t cu ltu re , people m ay easily
m isu n d e rsta n d y o u r behaviour.
n e ig h b o u r O m n / 'n e ib o ( r ) / Danes use th e ir e xtra le isure tim e to do v o lu n ta ry w o rk,
h elpin g th e ir neighbours.
overspend v / o o v o 's p e n d / I m u s t be ca re fu l I d o n 't o verspend th is m o n th .
physical a c tiv ity n / , f i z i k l a j k 't i v o t i / Y ou'll be h e a lth ie r if you have p le n ty o f physical activity.
p o v e rty n / 'p o v o t i / D enm ark d o e s n 't have m u ch poverty.
pram n /p ra e m / Look o u tsid e any cafe and y o u 're like ly to see lo ts o f babies
sleeping o u ts id e in pram s.
pub lic tra n s p o rt system n If th e re w a s a cheap and re lia b le p u b lic tra n s p o rt system ,
/ , p A b lik 'tra e n s p o :t s is t o m / peo p le w o u ld use th e ir cars less.
rarely O m a d v / 'r e o li/ W here I co m e fro m , w e ra re ly do th a t.
re a pp e ar v / , r i: o 'p i o ( r ) / The sta rs sto p co m in g o u t a t n ig h t and d o n 't re a pp e ar u n til

A ugust.
reasonable O m a d j / 'r i i z n o b l / People te n d to have m o re jo b s a tis fa c tio n if th e y w o rk
reasonable hours.
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re d e co ra te v / r i i 'd e k o r e i t / W hen w e m oved in to th e n e w a p a rtm e n t, w e c o m p le te ly

re d e co ra te d it.
re n e w a b le a d j /r i 'n j u i o b l / R enew able e nergy co m e s fro m so urces th a t w ill a lw a ys exist.
resch ed u le v /,ri:'J 'e d ju :l/ The flig h t has to be re sch ed u led due to th e bad w e a th e r.
rescue O m i/ / 'r e s k j u : / He rushed o ve r th e re im m e d ia te ly and sta rte d to rescue

people.
risk O m v /r is k / If you sa w a crash, w o u ld you risk y o u r life to help?
risky adj /'n s k i / I w o u ld n 't do a jo b if it w a s risky o r dangerous.
selfish a d j /'selfiJ7 They have cre a te d an o n lin e co urse to tra in peo p le to b eco m e
less selfish and m o re heroic.
sensible O m a d j /'s e n s o b l/ She's a ve ry sensible person.
s o c ie ty O m n /s o 's a io ti/ D enm ark is also a ve ry equal society.
s p e cta c u la rly a d v /s p c k 'ta e k jo lo li/ I m u s t say, it did look sp e cta c u la rly b e a u tifu l.
sta y up p h r v / s t e i 'A p / It w a s re a lly e x c itin g to sta y up w ith m y friends, having m eals

o u ts id e in th e m id d le o f th e night.
s u ffe r O m v / 's A f o ( r ) / Som e people w h o m ove to a n o th e r c o u n try s u ffe r fro m c u ltu re
shock.
s u p e rs ta r n / 's u : p o s t a : ( r ) / S om e tim e s a su p e rs ta r m akes a s m a lle r c o u n try m o re fam ous.
u n d e rco o k v / . A n d o 'k u k / I se n t th e steak back because it w a s u n d e rco o ke d - in fa ct, it

w a s a lm o s t raw.
u nd e rd re ssed a d j / . A n d o 'd r e s t / I fe lt e x tre m e ly undressed!
v o lu n te e r v /v D lo n 'tio C r ) / One th ird o f th e h eroes in th e s tu d y had also v o lu n te e re d up to

59 h ours a w eek.
v o lu n te e r n / v o l o n 't i o / r ) / Having been lu cky enough to su rvive a d is a s te r y o u rs e lf m akes
you th re e tim e s m o re like ly to be a hero and a volunteer.
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a b s tra c t a d j /'a s b s tra e k t/ The a b s tra c t p a in tin g is ve ry m odern.
b ackground O n n /'b a e k g r a u n d / The b ackg ro u nd o f th e p ic tu re is re a lly d eta ile d .
b e a u ty Om n / 'b ju it i/ A lth o u g h th e cam paign is se llin g beauty, I th in k th e a d v e rt

is b e tte r tha n a d ve rts th a t m ake w o m e n fee l bad a b o u t
the m selves.
b ird -w a tc h in g Om n / 'b 3 : d w D t / iq / Jon to o k up b ird -w a tc h in g in his teens.
blob n / b lo b / W e try to fin d m e a nin g and p a tte rn s in chan ce lines, b lobs and
colours.
blond(e) O m a d j / b lo n d / She's g o t s h o rt blo nd e hair.
cam paign O m n /k a e m 'p e in / They are fa m o u s fo r th e ir ca m p aig n s to m ake people feel

b e tte r a b o u t the m selves.
clean-shaven a d j / , k l i : n '. f e iv n / He's clean-shaven.
closed o ff a d j / k lo u z d 'o f / One w o m a n d escribe d h e r face as 'a lo t m o re closed off, and

fa tte r, sa dd e r to o '.
c o m e across p h r v /k A m o 'k r o s / i ca m e acro ss a w e b s ite called 'H ouses th a t look like face s'.
c o m e up w ith p h r v /k A m 'A p w ic V S cie ntists have co m e up w ith va rio us ideas to e xplain it.
c o n s id e r O m v / k o n 's id o ( r ) / There are several th in g s w e need to consider.
c u rly O m adj / 'k 3 ili/ She's g o t s h o rt c u rly hair.

c u rta in O m n / 'k 3 : t n / He w a s hidden behind a cu rta in .
cu rve O m n /k 3 :v / Look a t th e cu rve s o f th e lines in th e painting.
d atabase n / 'd c i t o b c i s / A G erm an design s tu d io is m akin g a d atabase o f such faces.
d e s c rip tio n O m n / d i's k r ip j'n / The ske tch e s w e re done fro m th e w o m e n 's d e s c rip tio n s o f
them selves.
d eta ile d O m a d j / 'd i r t e i l d / I love th e p a in tin g because it's so d eta ile d .
d evo te O m v / d i 'v o u t / There are w e b s ite s d evo te d to all kinds o f objects.
d ou b le chin n /.c U b l ' t / i n / He's g o t a b it o f a d o u b le chin.
dye v / d a i/ Her h air m ig h t be dyed.
e m o tio n O m n /I'm o u J 'n / The houses seem ed to express e m o tio n s as w e ll.

e xpress O m v / ik 's p r e s / N ot o nly did th e houses lo o k like faces, b u t th e y seem ed to
express e m o tio n s as w e ll.
e y e b ro w n / 'a ib r a u / He's g o t q u ite th ic k eyebrow s.
eyelash n / 'a ila c j/ She's g o t long eyelashes.
fo re g ro u n d n / 'f o ig r a u n d / The w o m a n is in th e fo re g ro u n d o f th e p icture.

frin g e n / f r i n d 3/ She's g o t s h o rt hair, w ith a b it o f a fringe.
go bald p h r /g o u 'b o ild / He's g o in g bald.
g re y O m adj /g r e i/ He's g o t g re y hair.
h isto rica l O m a d j / h i 's t o r i k ! / It m u s t be e ith e r an old p a in tin g o r a p a in tin g o f a h isto rica l

scene.
h o n e stly O m a d v / 'o n i s t l i / They w e re asked to d e scrib e th e ir o w n faces, honestly, to a
c o m p le te stranger.
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h u n t Om v / h A n t/ l th in k th e y m ig h t be g o in g o u t to hunt.
irrita te d Om a d j/ ' ir iteitid / Som e looked a b it irrita te d .
look fo rw a rd to p h r v /lu k 'fo iw o d t o / I'm lo o kin g fo rw a rd to th e party.
look up p h r i/ /'lu k Ap/ We looked up th e w o rd in th e dictionary.
m ake o u t p h r v /m c i k 'au t / W e c a n 't help m a kin g o u t faces w h e re th e re a re n 't any.
m o u sta ch e n /mo'staiJV He's g o t a b it o f a m oustache.
m y s te rio u s Om a d j / m i's t i o r i o s / It's really m ysterious.
o ld -fa sh io n e d O m a d j /o u ld 'fae/n d/ It c a n 't be a m o d ern paintin g ; it looks to o o ld -fash io ne d .
o v e rw e ig h t adj /.o u v o 'w eit/ He's p ossibly a b it o ve rw e ig h t.
phenom enon n /fo ' n o m i n o n / I did so m e research and fo u n d o u t th a t th is p he n om en o n is

called pareidolia.
p o rtra it n /' p o i t r c i t / It c a n 't be a p o rtra it o f a m a n drill.
p ro je c to r n /p r o 'd 3e k to (r)/ We had to p u t o ff th e m e e tin g because th e p ro je c to r broke

d ow n.
p u t up p h r v / p u t 'A p / im ages have been p u t up on a w all.
re fle c t O m v /r i'f le k t/ I th in k it m u s t be a m irror. It's re fle c tin g th e sea.
re fle c tio n n /ri'flek /n / It m u s t be a m irro r; I can see th e re fle c tio n o f h e r face.
seem O m v / s ii m / It seem s to be m oving.

s e e m in g ly a d v / 's i i m i r j l i / She w a s se e m in g ly calm w h e n she to o k h er d riv in g te st.
s e lf-d e scrib e d a d j / . s e l f d i's k r a ib d / Looking a t h er se lf-d e scrib e d p o rtra it, one w o m a n d escribed
h e r fa ce as 'a lo t m o re closed o ff and fatte r, sadder, to o '.
sh ou ld e r-le n gth a d j /'J o u ld o le r)0 / His h air is sh ou ld e r-le n g th and dark b ro w n .
side by side p h r / .s a id bai 'sa id / He p u t th e tw o ske tch e s side by side.
skate v /s k c it/ The riv e r m u s t be fro zen over, because th e y 're ska tin g on it.
s ke tch n / s k e t j'/ They had ske tch e s done o f the m se lve s.
slim a d j / s lim / I th in k she's q u ite slim .
sp iky a d j / 's p a i k i/ He's g o t sp iky hair.
s tra n g e r O m n / 's t r e i n d 3 o ( r ) / They w e re la te r asked to go in to a ro o m and d e scribe th e ir

o w n faces, honestly, to a c o m p le te stranger.
s tu b b le n / 's t A b l/ He's g o t stubble.
s u itO m v /s u it/ We need to dress to s u it w h e re w e w o rk.
ta p Om n /ta e p / Taps, tea p ots, ta p e re co rd e rs - it seem s as if w e c a n 't help

m a kin g o u t face s w h e re th e re a re n 't any.
ta p e re c o rd e r n / 't e i p r i, k o : d o ( r ) / As w e ll as ta p s and tea p ots, th e re are even ta p e re c o rd e rs th a t
re se m b le faces.
te a p o t n / 't iip o t / This te a p o t re se m b les a face.
wear o * v /w c o (r)/ Rules a b o u t w h a t w e w e a r have changed so m u ch in th e last

fe w years.
w e ll-b u ilt a d j / w e l 'b i l t / He's q u ite w e ll-b u ilt.
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B1+ Wordlist Unit 10
Here is a lis t o f useful o r n e w w o rd s fro m U n it 10 o f N avigate B1 C oursebook. You can in s e rt y o u r o w n tra n sla tio n .

a d v = a dve rb n = noun p i = plural p re p = p re p o s itio n v = ve rb
a bu n da n ce n /o 'b A n d o n s / _____________ In th e past, m o s t v is ito rs e xplore d th e c ity 's abu n da n ce o f

h isto ric buildings.
a ca d e m ica lly a d v /.a e k o 'd e m ik li/ _____________ There are p le n ty o f ch ild re n w h o d o n 't do w e ll academ ically,
w h o are b rillia n t a t sports.
a th le te n /'a e B liit/ _____________ Is th e noise o f th e ir s u p p o rte rs a lw a ys a p o sitive th in g fo r
players o r a th le tes? N o t necessarily.
a ttra c tio n Our n /o 'tr a e k j'n / _____________ It is one o f th e m o s t im p o rta n t a ttra c tio n s in th e city.
back Om v /baekJ___________________________ _____________ They are g o in g to b ack th e p ro je c t and b e co m e an investor.
bank loan n /'b a e rjk lo u n / ________________________________ We had to ta ke o u t a bank loan to pay fo r it.
b o u tiq u e h o te l n / b u : , t i : k h o u 't e l/ _______________________ The old b uilding s w e re tu rn e d in to b o u tiq u e hotels.

break a re co rd p h r / , b r e ik o 'r c k o id / _______ _____________ It is also hoped th a t th e n e w plans w ill help B ritain to break
m o re re co rd s in fu tu re O lym p ic Games.
ch e e rle a d in g n / 't jio lk d iq / _____________ C heerleading is ve ry p o p u la r in A m e rica n schools.
c o m p e te Om v / k o m 'p h t / ---------------------- W inning te a m s w ill c o m p e te in 60 c o u n ty fin a ls b efo re going

on to a n atio n al final.
c o m p e titiv e Om a d j / k o m 'p e t o t iv / _____________ S chools have been a vo id in g c o m p e titiv e sports.
c ro w d -fu n d in g n / 'k r a u d , f A n d iq / _____________ Together w ith Yancey S tric k le r and C harles Adler, he s ta rte d up
K ickstarter, a c ro w d -fu n d in g w e b site.
d ancing n / 'd u i n s ir ) / _______________________ _____________ As w e ll as yoga and tra m p o lin in g , d an cin g is one o f th e
a c tiv itie s o ffe re d a t o u r school.
decade Om n /'d c k c id / _______________ in th e past decades, d e v e lo p m e n t has d ra m a tic a lly changed
m a n y p a rts o f th e city.
d e s tin a tio n n / . d e s t i 'n e i j n / --------------------------- ---------------------- in 2014 th e c ity w a s vo te d th e w o rld 's to p d e s tin a tio n in Trip
A d viso r's Travellers C hoice A w ards.
d e m o tiv a tin g a d j / d i i 'm o u t i v e i t i r j / _________ _____________ If e veryon e k n o w s a t th e s ta rt o f a race w h o th e w in n e r is
going to be, th e n it can be b o rin g and d e m o tiva tin g .
d is tric t Om n / ' d i s t r i k t / ____________________ _____________ It is s ta rtin g to re se m b le M a n h a tta n in so m e d is tric ts w h e re
m o d ern skyscra p ers are ra p idly being built.
d ra m a tic a lly Om a d v / d r o 'm a e t ik li/ _____________ D e ve lo p m e n t has d ra m a tic a lly changed m any p a rts o f th e city.
d o m in a te Om v / 'd o m i n c i t / ______________________________ The skylin e is d o m in a te d by skyscrapers.

e a rp lu g n / 'i o p U g / _____________ There are tw o holes w h ic h are loca te d n ear y o u r ears so you
can p u t in ear-plugs.
e n tre p re n e u r n / , o n t r o p r o 'n 3 : ( r ) / _____________ For e n tre p re n e u rs w h o fin d th e m s e lv e s s h o rt o f cash, it's a
g re a t w a y to g e t funding.
e v e n t Om n / i 'v e n t / _____________ W hy do w e go to big e ve n ts such as m usic festivals?
fa sh io n a b le O n a d j / 'f a e jn o b l/ _____________ Istanbul is b e co m in g ju s t as w e ll k n o w n fo r its m o d ern

galleries, d esign e r shops and fa sh io n a b le re stau ra n ts.
fie ld Om n /fir ld / _____________ W e 've had lo ts o f e m a ils fro m people in all d iffe re n t kinds o f
fie ld s saying th a t th e y have fo u n d it useful.
fig u re Om n / 'f i g o ( r ) / _____________ R ecent fig u re s s h o w th a t m o re and m o re ch ild re n are
o ve rw e ig h t.
g u a ra n te e Om n /.g a e r o n 't i: / _____________ They w o n 't give any g u a ra n te e th a t th e n e w business w ill
m ake a p ro fit.
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have a clue (about) Om p h r l h a v e n 't g o t a clue a b o u t racing.

/,h a c v o 'k lu : ( a ,b a u t) /
have a fe e lin g p h r /,h a e v o ' f i i l i r j / I have a fe e lin g th is h o lid a y w ill be a m istake.
have a go p h r /,h a e v o 'g o o / It's a b it d iffic u lt a t firs t, b u t ju s t have a go.
hom e s ta d iu m n /,h o o m 's t e id io m / S po rtin g te a m s a lw a ys p re fe r to play in th e ir h om e stad iu m .
hom e te a m n /,h o o m ' t i i m / The h om e te a m re a lly does have an advantage.
in v e s tm e n t Om n / m 'v c s t m o n t / There's a lw a ys th e p o ss ib ility th a t th e ir in v e s tm e n t w ill

increase in value.
in ve s to r n /m ' v e s t o ( r ) / A nyo n e w h o w a n ts to back th e ir p ro je cts can b e co m e an
investor.
m a g n ific e n t a d j / m a e g 'n if is n t / Istanbul w a s tra d itio n a lly fa m o u s fo r its m a g n ific e n t a n c ie n t
sights.
m a n u fa c tu re O m v /.m a e n ju 'fa e k t/o C r)/ M o re are c u rre n tly being m a n u fa ctu re d .
m u st-se e a d j /,m o s t 's i: / C om pared to 20 years ago, th e c ity 's lis t o f m u st-se e
a ttra c tio n s has also changed.
n ig h tclu b n /'n a itk U b / There are lo ts o f n ig h tc lu b s in th e city.
n o n -c o m p e titiv e a d j / n o n k o m 'p e t o t i v / Yoga, d a n cin g and ch e e rle a d in g are all e xam ple s o f n o n -
c o m p e titiv e sports.
o p e n -a ir a d j /.o u p o n 'eo(r)/ It is th e big ge st o p e n -a ir sh o p p in g c e n tre in th e UK.
padded a d j /'paedid/ The 'O strich P illo w ' is a kind o f padded hat.
pledge v / p le d 3/ People have pledged $195,094.
p o p u la rity n /.p opju 'laeroti/ It is g ro w in g in p o p u la rity in c o u n trie s like th e U nited States,

S w itze rla nd and Canada.
p re se n t O m v /p r i'z e n t / First o f all, you need to p re s e n t y o u r idea to th e bank.
p ro fit O m n /'p r o f it / H o w m uch p ro fit did th e y m ake on th e business?

pull (over) v /p u l 'ou vo(r)/ It's a padded h a t th a t people can pull o ver th e ir heads to ta k e
a nap.
raise O m v / r e iz / He c o u ld n 't raise th e m o n e y he needed.
re feree n / . r e f o 'r i : / The b ig ge st im p a c t o f th e c ro w d is n o t on th e players, b u t on

th e referees.
re n o va te v / ' r e n o v e it / The ru n d o w n b uilding s in m a n y areas w e re renovated.
re se m b le v /r i'z e m b l/ There are w e b s ite s d evo te d to all kinds o f o b je c ts th a t

re se m b le faces.
rio t n / 'r a i o t / The a u d ie n ce g o t o u t o f c o n tro l and th e c o n c e rt tu rn e d in to a
riot.
rugby n / 'r A g b i/ S chools w ill play a ga in st each o th e r in an O ly m p ic-style event,
w ith s p o rts such as fo o tb a ll, a th le tics, rugby, s w im m in g , te n n is
and cycling.
ru n -d o w n adj /,r A n 'd a u n / The ru n -d o w n b uilding s in m a n y areas w e re re n o va te d and
tu rn e d in to b o u tiq u e h o te ls and tre n d y cafes.
se lf-e ste e m n / s e lf i 's t i : m / W e have to realize th a t ta k in g p a rt in c o m p e titiv e s p o rt is n o t
bad fo r p eo p le 's se lf-e ste e m .
se rvice O m n / 's a iv is / Please give m e so m e d e ta ils a b o u t th e p ro d u c t o r se rvice you
are o ffe rin g .
s e tu p p h r v /s e t 'A p / A nyo n e w h o w a n ts to s e t up a business can p re s e n t th e ir idea
on th e w e b site .
s h o rt o f cash p h r / f o : t o v 'ka e j'/ For e n tre p re n e u rs w h o fin d th e m se lve s s h o rt o f cash, it's a
g re a t w a y to g e t funding.
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skyline n / 's k a ila in / The skyline w a s d o m in a te d by h is to ric b uilding s and

m o n um en ts.
s o p h is tic a te d adj / s s 'f is t ik e it id / The n e ig h b o u rh o o d is n o w h om e to s o p h is tic a te d nightclubs.
s ta te -o f-th e -a rt a d j / . s t e it o v d i: 'a : t / The w a re h o u se is n o w a s ta te -o f-th e -a rt gallery.
ta k e a decision p h r / , t e i k o ' d i ' s i 3n / It's ve ry im p o rta n t to ta ke th e rig h t decision.
ta k e a risk p h r / . t c i k o 'r i s k / D o n 't ta k e a risk - it's n o t w o rth it.

ta ke no n o tic e o f (so m e o n e /so m e th in g ) Take no n o tic e o f him - he's being silly.
p h r / , t c i k n o u 'n o u t is d v (,S A m w A n /
,S A m 0 ir))/
ta ke (som eone's) w o rd fo r it p h r I'll ta k e y o u r w o rd fo r it, since I d o n 't k n o w m uch a b o u t it!
/ t e i k (,S A m w A n z ) 'w 3 : d f o r , i t /
ta ke (s o m e th in g /so m e o n e ) se rio u sly p h r I ju s t c a n 't ta ke Paul seriously.
/ t c i k (,S A m 0 ir), ,S A m w A n ) 's io r io s li/
ta ke a dvantage o f p h r W e've decide d to ta ke a dvantage o f th e w a rm w e a th e r.
/ t c i k o d 'v a : n t i d 3 o v /
ta ke care o f p h r / t e i k 'k e o r o v / She's th e nurse w h o take s care o f m y g ra nd m o the r.
ta ke o u t p h r v / t e i k 'a o t / You w ill need to ta ke o u t a bank loan to pay fo r it.
ta ke tu rn s p h r / t c i k 't 3 : n z / S om e tim e s w e 'll buy s tre e t food, and th e re s t o f th e tim e

w e 're p la nn in g to ta ke tu rn s to co ok in th e evenings.
th rillin g a d j / '0 r i l i r ) / It is a th rillin g m ix tu re o f soccer, vo lle yba ll and g ym nastics.
to u rn a m e n t n / 't u o n o m o n t / The g o v e rn m e n t has a n n o un ce d th a t h ig hly c o m p e titiv e sp o rts

days and to u rn a m e n ts are to be re -in tro d u c e d a t schools.
tra m p o lin in g n / 't r a e m p o liin ir ) / O ur school a voids c o m p e titiv e sp o rts and has in tro d u ce d
a c tiv itie s such as d an cin g and tra m p o lin in g .
tre n d y a d j / 't r e n d i / Som e o f th e building s are n o w tre n d y cafes.
unheard o f p h r / A n 'h 3 id d v / A lm o s t unheard o f in Europe, sepak ta k ra w is an e x tre m e ly

p o p u la r s p o rt th ro u g h o u t East Asia.
u n re a listic adj /.A nrio'listik/ It's ju s t u n re a listic fo r ch ild re n to be to ld th a t e veryone
can w in .
v ib ra n t a d j / 'v a i b r o n t / Istanbul is n o w one o f E urope's m o s t p o p u la r and v ib ra n t
cities.
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a rre s t Om v / o 'r e s t / _____________ The p o lice are close to a rre s tin g him .
b a n d it n /'b a e n d it/ _________________________ _____________ They call h im th e 'b a re fo o t b a n d it'.
b a re fo o t a d j / 'b e o f o t / _____________ He's kn o w n as th e 'b a re fo o t b a n d it', as he o fte n ca rrie s o u t his

ro b b e rie s w ith no shoes on.
blog v / b lo g / ---------------------- It led to peo p le b lo gging o r tw e e tin g a b o u t th e issue.
burg la r n / 'b 3 : g lo ( r ) / ------------------------------------------------------------- A b urgla r w a s c a u g h t on Friday night, a fte r g e ttin g s tu c k in a

b a th ro o m w in d o w .
b urgla ry n / 'b 3 : g lo r i/ _______________________ _____________ His b urg la rie s have te rrifie d local residents.
c a n d id a te Om n / 'k a e n d id o t / _____________ They sh o u ld 've given h im th e jo b a n yw a y if he w a s th e b est

candidate.
c a p tu re Om v / 'k a e p t jo ( r ) / _____________ The p o lice have been try in g to c a p tu re 19-year-old C o tto n
H a rris-M o o re fo r n ea rly tw o years.
careless Om a d j / ' k c o lo s / _____________ I th o u g h t it w a s v e ry careless and u np le a san t o f him .
change Om v / t j 'e i n d 3/ ---------------------- The sch oo l building s have changed ve ry little since I w a s a t
school.
co nse q ue n ce Om n / 'k o n s ik w o n s / _____________ The idea o f u n in te n d e d co n se q ue n ces is an im p o rta n t one in
p o litic s and e conom ics.
crash-land v / k r a e j 'la e n d / _____________ That d id n 't sto p him fro m cra sh -la nd in g in th e sea.
crim in a l Om n / 'k r im in l/ _____________ There are e xa m p le s o f c rim in a ls w h o a c tu a lly did so m e good.
cy b e rb u lly in g n / 's a ib o . b u l iig / _____________ This can th e re fo re re su lt in a careless o r u n p le a sa n t tw e e t, o r

a t w o rs t, cyb erbu llying .
delay Om n / d i 'l e i / _____________ I a po logize fo r th e d elay in replying.
escape Om v / i 's k e i p / _____________ He escaped fro m prison.
e x te n sio n Om n / i k 's t e n f n / _____________ It w o u ld have been b e tte r to ask fo r an e x te n sio n earlier.
fin e Om n /fa in / _____________ The d o c to r m ade th e p a tie n ts pay a fin e if th e y m issed an

a p p o in tm e n t.
illeg a lly a d v / I ' l i i g o l i / _______________________ _____________ They e n te re d th e b u ild in g illegally.
in co n ve n ie n ce n / . in k o n 'v im io n s / _____________ I a po logize fo r th e inconvenience.
issue Om n / ' i j 'u : / _____________ I have had so m e p ro b le m s c o m p le tin g w o rk in th e last m o n th

due to fa m ily issues.
in s u lt Om v / i n 's A lt / ________________________ _____________ They are m o re like ly to in s u lt each o th e r w h e n th e
c o m m u n ic a tio n is n o t face -to -fa ce.
in te ra c tio n n /,m to r 'a e k J n / _____________ M o re th a n h alf o f th e 2,000 peo p le surveyed said th a t th e y fe lt
social m edia had replaced fa ce -to -fa ce in te ra ctio n .
lig h t Om n / I a i t / ____________________________ _____________ Please can you tu rn on th e light. It's ve ry d a rk in here.
m a tch Om n /m a e tj"/ _____________ A re you going to w a tc h th e m a tch th is evening?
nasty a d j / 'n a i s t i / __________________________ _____________ M o re th a n a q u a rte r (26%) a d m itte d th e y have said s o m e th in g

nasty on a social m edia w e b site.
o u tla w n / 'a u t l o i / _____________ The o u tla w b eca m e an in te rn e t sensation.
passionate a d j /'p a e fo n o t/__________________ _____________ They fe lt passion a te a b o u t it.

perm issio n Om n / p o 'm i j n / _____________ The DVDs w e re ta ke n w ith o u t p erm issio n .
prison Om n / 'p r i z n / _____________ He is in prison.
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p u n is h m e n t Om n /'p A n iJ 'm o n t/ The c o u rt w ill d ecide on his p u n is h m e n t la te r today.

re g re t Om v / r i'g r e t / M o re th a n a q u a rte r o f all users o f T w itte r and o th e r social
n e tw o rk in g site s send m essages th e y la te r re g re t.
re p o rte d ly adv / r i'p o it id li/ He had re p o rte d ly ta u g h t h im s e lf to fly, using in fo rm a tio n he
fo u n d on th e in te rn e t.
rob Om v /ro b / They w e re p la nn in g to rob th e bank.
ro b b e r n / 'r D b o ( r ) / The ro b b e r is kn o w n to th e police.

say (som ething) to (som eone's) face p h r Online, people are m o re like ly to say s o m e th in g rude o r nasty
/ s e i ( ,s A m 0 ip ) t o (,SAm wAns) 'f e is / th a t th e y w o u ld n ever say to so m e o n e 's face.
se nsation n /se n 'se ijn / He beca m e an in te rn e t se nsation, w ith a Facebook fan page
c o lle c tin g th o u sa n d s o f 'lik e s '.
s e n te n ce Om v /'se n to n s/ He w a s se nte nce d to seven years in prison.
spare O m a d j /s p e o (r )/ I th o u g h t it w o u ld be good to o ffe r h er m y spare tic k e t.
speak up p h r v /s p i: k 'Ap/ N early tw o in five peo p le said th e y used social m edia to speak
up a b o u t so m e th in g .
s quare O m n /s k w e o ( r ) / Let's m e e t in th e to w n square th is a fte rn o o n .
s to le n a d j /'s to u lo n / He escaped by fly in g a sto le n plane all th e w a y fro m Indiana to

th e Bahamas.
s to p (som eone) fro m (doing) p h r T hat d id n 't sto p him fro m cra sh -la n d in g in th e sea.
/ s t o p (,SAmwon) f r o m ( 'd u n r j) /
su bm issio n n / s o b 'm i jn / Please a c c e p t m y apo lo g ies fo r th e late su bm issio n o f th is
te rm 's w o rk .
suspect O m 1/ /s o 's p e k t / He is su sp e cte d o f m o re th a n 100 th e fts in th e U nited S tates
and Canada.
th e ft n /0 c ft/ There have been a lo t o f th e fts recently.
th ie f O m n /0 i:f/ The th ie f w a s c a u g h t by th e p o lice e a rlie r th is m orning.
u nfa shion a ble adj /An'faejnobl/ The p ro b le m is th a t w e a rin g crash h e lm e ts is v e ry 'u n c o o l' o r
unfashionable.
u n in te n d e d a d j / , A n m 't e n d id / The idea o f u n in te n d e d co n se q ue n ces is an im p o rta n t one in
p o litic s and e conom ics.
u np ro fession a l a d j / . A n p r o 'f c jo n l/ N o w m y boss th in k s I'm really unp ro fession a l.
upload i/ / . A p 'lo u d / I w a s u p lo a d in g a d iffe re n t vid e o and a c c id e n ta lly clicke d on

th is video, too.
u p se t O m \ / / A p 's e t / I d id n 't m ean to u p se t you.
v ic tim O m n / 'v ik t im / None o f his v ic tim s w e re a c tu a lly injured.
v io le n c e O m n / 'v a io lo n s / The th ie ve s used unne cessa ry violence.
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a d v e rt Owr n /'a e d v 3 :t/ _____________ I th in k th e m o s t e ffe c tiv e a d ve rts are th o s e th a t m ake people
laugh.
associate Om v / o 's o o j i e i t / _____________ One tip fo r re m e m b e rin g a p erso n 's nam e is to look a t th e ir
face and associate it w ith th e nam e.
billb o ard n / 'b i l b o : d / _____________ Have you seen th e n e w a d v e rtisin g b illb o a rd s near th e
cinem a?
brand Om n /b ra e n d / _____________ She alw ays buys th e w e ll-k n o w n brands.
brin g (som eone) round to phr v _____________ You w o n 't be su ccessful in business if you c a n 't b rin g people
/ b r ig 'r a u n d / ro u nd to y o u r w a y o f thin kin g .
d ra w b a ck n / 'd r o ib a e k / _____________ A n o th e r d ra w b a ck is th e c o s t o f p ro d u c tio n .
e ffe c tiv e Om adj / I 'f e k t iv / _____________ W h a t are th e m o s t e ffe c tiv e adverts?
h om ele ss a d j / 'h o o m lo s / _____________ I sa w an am a zing ad to raise o u r a w a ren e ss o f th e p ro b le m s

h om ele ss peo p le have.
im age Om n / ' i m i d 3/ _____________ I th in k th is gives th e co m p a n ie s a n e g a tive image.
in flu e n ce Om v / 'in f lu o n s / _____________ Funny a d ve rts can be a good w a y to in flu e n ce people.
logo n / 'lo u g o u / _____________ Each p ro d u c t is recognized by its o w n logo.
m ake (som eone) a w a re o f p h r _____________ A d ve rts can m ake peo p le a w a re o f social issues.
/ m e ik (,S A m w o m ) o 'w e a r o v /
m a jo r Om a d j / 'm c i d 3 o ( r ) / _____________ W h a t do you th in k are th e m a jo r advantages?
m e m o ra b le a d j / 'm c m o r o b l/ _____________ It's im p o rta n t to m ake sure o u r a d ve rts are m e m orable.
m e n s w e a r s to re n / 'm e n z w e o s t o : ( r ) / _____________ I w a s in to w n re c e n tly in a m e n s w e a r store.

m o th n /m D 0 / _____________ He s a w a huge clo u d o f m o th s co m in g to w a rd s th e m .
n e g o tia to r n / n i 'g o u f i e i t o ( r ) / _____________ W ith th is book, you w ill b e co m e an a m a zing negotiator.
new s agenda n / ' n j u i z o ,d 3 e n d o / ---------------------- France 24 o n lin e p ro vide s an a lte rn a tiv e to th e English-
language d o m in a te d n e w s agenda.
o b je c tio n n / o b 'd 3c k J 'n / _____________ This boo k w ill help you to o v e rc o m e o bjectio n s.
o b je c tiv e Om n / o b ' d 3e k t i v / _____________ The m ain o b je ctive s o f 'fa s t fa sh io n ' are to b rin g high-fashion
c lo th e s in to th e shops q u ickly and cheaply.
o v e rco m e Om v / . o u v o 'k A m / _____________ W h a t do you th in k is th e b e st w a y to o v e rc o m e so m e o n e 's
o b je c tio n s to an idea?
pass a la w p h r / , p a is o 'lo :/ _____________ The in s tru c to r to ld th e m th a t a n e w la w had been passed.
p e rsp e ctive n / p o 's p c k t iv / ---------------------- The 226 A llia n ce Frangaises and France 24 o n lin e p ro vid e new s
fro m a d iffe re n t p erspective.
persuasion n / p o 's w c i 3n / _____________ P hilip is a fu ll-tim e sp ea ke r on th e psycho lo g y o f persuasion.
persuasive Om a d j / p o 's w e is iv / _____________ It's a ve ry persuasive a dve rt.
p o in t o f v ie w n / . p o in t o v ' v j u : / _____________ It's im p o rta n t th a t you u n d e rsta n d th e o th e r p erso n 's p o in t o f

view.
p o s te r n / 'p o u s t o ( r ) / _____________ Please can you p u t th is p o s te r up to a d ve rtise th e co nce rt?
p sycho lo g y n / s a i'k n lo d 3 i/ _____________ P hilip H esketh is a fu ll-tim e in te rn a tio n a l business sp ea ke r on

th e psycho lo g y o f persuasion.
re ly on p h r v / r i ' la i o n / _____________ They d o n 't re ly on radio s ta tio n s to te ll th e m w h a t m usic th e y
sh ould liste n to any m ore.
1
Navigate
N a m e __________________________
slogan n / 's lo u g o n / _____________ W h a t slogans can you re m e m b er?

s o ft p o w e r n / s o f t 'p a u o ( r ) / _____________ The O lym p ic Gam es can increase a c o u n try 's s o ft pow er.
stylish Om a d j / 's ta iliJ V _____________ This p a rtic u la r m o d el w a s n eve r stylish! It’s ju s t a w fu l.
s w itc h o ff p h r v / s w i t j ' o f / _________________ _______________ M aybe every m o th in A ustra lia w a s heading fo r th e ir lig h t
because all th e o th e rs had been s w itc h e d off!
u p se t O m adj /A p'sct/____________________ ____________ I w a s really u p se t w h e n I sa w th is a dvert.
w in o v e r p h r v / w in 'o o v o ( r ) / ____________________________ This boo k w ill help you fin d th e p e rfe c t w a y to w in people over.
2
1 Video Are you really m y friend?
Vox p o p s
1a C o m p le te th e s e n te n c e s . Do you think that Facebook a n d L in ked ln frien d s

• C lo s e fr ie n d s a re ... are real friends?
• F a c e b o o k fr ie n d s a re ... 2 D e c id e i f th e s e n te n c e s a re t r u e (T ) o r fa ls e
(F). C o rr e c t th e fa ls e se n te n c e s .
b C o m p a re s e n te n c e s w i t h a p a r tn e r . 1 D a v id o n ly h a s g o o d fr ie n d s T F
o n h is F a c e b o o k page.
2 W a tc h th e v id e o . D o s e c tio n s 1 a n d 2. 2 K ir a n k n o w s m o s t p e o p le o n T F
H ow do you keep in touch with your friends? h e r F a c e b o o k p a g e in re a l life .
1 T ic k th e w a y s o f c o m m u n ic a tin g th a t e a c h s p e a k e r m e n tio n s . 3 T o m o n ly uses s o c ia l m e d ia T F
fo r w o r k p u rp o s e s .
D avid K ira n Tom S op h ie Sagar
4 S o p h ie uses F a c e b o o k to k e e p T F
Facebook
in to u c h w it h c lo s e fr ie n d s .
Linkedln 5 S agar's F a c e b o o k fr ie n d s a re a lw a y s T F
Telephone p e o p le h e k n o w s in re a l life .
SMS texts
3a W o rk in s m a ll g ro u p s . L o o k a t th e lis t o f w a y s
Snapchat o f c o m m u n ic a tin g in th e ta b le in s e c tio n 1 o f
W hatsApp e x e rc is e 2. H o w d o y o u k e e p in to u c h w it h y o u r
Email frie n d s ? G iv e re a s o n s w h y .
W h ic h o th e r w a y o f k e e p in g in to u c h d o T o m a n d S agar b W h ic h is th e m o s t c o m m o n w a y o f s ta y in g in
m e n tio n ? to u c h ?
2 video I’ll never forget th a t day

Vox pops 2 W o r k w it h a p a r tn e r a n d c ir c le th e c o r r e c t o p tio n s to
c o m p le te th e s e n te n ce s.
1 W o rk w i t h a p a r tn e r . N a m e tw o th in g s th a t c o u ld 1 H unter’s m anager / H unter le ft h is jo b a n d ju s t w a lk e d
go w r o n g in e a ch s itu a tio n . o u t o f th e o ffic e .
• Y o u ’re d r iv in g to w o r k i n h e a v y sn o w . 2 D a v id E ’s p a re n ts m a d e h im fe e l m o re relaxed / worried
• Y o u f a ll o v e r in th e s tre e t. a b o u t h is e x a m s .
• Y o u h a v e a n im p o r t a n t e x a m to d a y . 3 slipped a n d broke her ankle /
O n h e r b a d day, S o p h ie
h a d already broken her ankle w hen she slipped.
2 W a tc h th e v id e o . D o s e c tio n s 1 a n d 2. 4 D a v id R h a d to g e t d o w n th e s ta irs q u ic k ly b e c a u s e
Have you ever ha d a really bad day at work, college th e re w a s a fire I fire practice.
or when travelling? 5 A le x tr ie d to drive / w alk to th e g a ra g e in th e sn o w .
1 W h ic h s p e a k e rs a re o n t h e ir w a y to w o r k o r a t
w o r k (W ), a t u n iv e r s it y (U ) o r o n c ru tc h e s (C)? 3a W a lk a r o u n d th e cla ss a n d f in d s o m e o n e w h o ...
T ic k u p to tw o b o x e s fo r e a c h s p e a k e r. a h a s b e e n o n c ru tc h e s ,
1 H u n te r w G u G c G b h a d h a d a bad day o f exam s,
2 D a v id E w G u G c G c h a s b e e n s tu c k in th e sn o w .
3 S o p h ie w G u G c G d h a s d o n e a fir e p r a c tic e re c e n tly . _____________________
4 D a v id R w Q u G c G e h a s h a d a p u n c tu r e in t h e ir ca r. _____________________
5 A le x w G u G C D
b F in d o u t m o re a b o u t e a c h s to ry . (W h e n ? W h e re ? W h y ? H o w ? )
3 Video Life skills
Vox p o p s W hat skills do you need to be successful in your
ideal job?
1 C o m p le te th e p h ra s e s w i t h th e v e rb s fr o m th e b o x . W h ic h o f 2 C o m p le te th e s e n te n c e s w i t h u p to tw o w o rd s
th e s e s k ills d o y o u po ssess in y o u r p e r s o n a l lif e o r at w o rk ? i n e a ch gap.
1 S te p h a n ie ’s id e a l jo b is to be a __________ ,
cope deal have manage pay a n d s h e ’ l l n e e d to be a b le to w o r k
v e r y __________ .
2 A lb a t h in k s sh e ’ l l s u c c e e d i f she
1 ... g o o d p e o p le s k ills 4 ... w i t h m a n y jo b s a t th e
i s __________ , ___________ a n d b e lie v e s in
2 . . . m y t im e s a m e t im e
h e rs e lf.
3 ... w e ll u n d e r p re s s u re 5 ... a t te n tio n to d e ta il
3 N ia ll's id e a l jo b is to be a _, a n d
2 W a tc h th e v id e o . D o s e c tio n s 1 a n d 2. h e ’ l l n e e d to b e g o o d a t lo n g - te r m
Do you cope well under pressure?

A n d y ’s id e a l jo b is b e in g a and
1 M a tc h e a c h p e rs o n to a s ta te m e n t.
h e n e e d s to b e a b le to w it h a
I c o p e w e l l , ... w id e v a r ie ty o f p e o p le .
1 a n d I o fte n a c h ie v e m o re w h e n th e r e ’s a lo t o f p re s s u re . 5 B e lla ’s id e a l jo b is w o r k in g i n __________ ,
2 b u t o n ly i f I h a v e s o m e t h i n k i n g tim e o n m y o w n fir s t. a n d s h e 'll n e e d to be a b le to c o p e w e ll
3 p a r t ic u la r ly i f I h a v e tim e to g e t th in g s re a d y in a d v a n c e . u n d e r p re s s u re a n d b e __________ .
4 b u t I c a n fe e l q u ite a n x io u s i f th e re 's to o m u c h p re s s u re .
5 e v e n th o u g h m y jo b in v o lv e s m a n a g in g a v a r ie ty o f ta sks. 3 W o rk w i t h a p a r tn e r . A s k a n d a n s w e r th e
q u e s tio n s a b o u t th e th r e e d iffe r e n t jo b s .
W o u l d y o u l i k e t o be a ...?
1 chef 2 c o m p u te r scie n tist 3 head teacher
Y ES . Why? NO. W hy not?

I I
W h a t skills do you W h a t skills w ould you
possess w hich could need to develop in
help you do th is job? o rd e r to do th is job?
4 V i d G O Space
Vox p o p s 2 C o m p le te th e s e n te n c e s w it h p h ra s e s fr o m th e b o x .
M a tc h w o rd s a n d p h ra s e s a - e to s e n te n c e s 1-5. W o rk a green environm ent enjoying the outdoors

w i t h a p a r t n e r a n d d is c u s s w h ic h id e a s p la y a n im p o r t a n t escape city life keep him calm take nice walks
p a r t i n y o u r life .
1 S te p h e n t h in k s th e c o u n tr y s id e h e lp s
n a tu r e c r e la x a tio n e fre s h a ir
t o _______________ .
e x e rc is e d c it y liv in g
2 P a tr ic ia lik e s to a n d e n jo y th e s u n .
I o fte n go jo g g in g a lo n g c o u n t r y p a t h s . ___
3 N ia ll says th e g re a te s t b e n e fit is
I c a n b re a th e e a s ily b e c a u s e th e a ir q u a lit y is g o o d .
4 S te p h a n ie fe e ls th a t it's g o o d to
li t t l e b it.
3 P e o p le r u s h p a s t m y w in d o w o n t h e ir w a y to w o rk .
5 A n d y lik e s d o in g s p o r t i n ______
4 I w e n t o n a y o g a a n d m e d it a tio n c o u rs e .
5 I lo v e w a lk in g in th e h ills , w a tc h in g th e w ild lif e . W o rk in s m a ll g ro u p s . P la n a n id e a l w e e k e n d in th e
c o u n tr y s id e . W r ite o n e id e a fo r e a ch o f th e p o in ts b e lo w .
W a tc h th e v id e o . D o s e c tio n s 1 a n d 2. T h e n p re s e n t y o u r p la n to a n o th e r g ro u p .
W hat are the benefits o f visiting the countryside? * L o c a tio n • Food • S p o rt • N a tu re • R e la x a tio n
1 C ir c le o n e o r tw o b e n e fits t h a t e a ch s p e a k e r says.
1 S te p h e n : e x e rc is e q u ie t fre s h a ir
2 P a tric ia : c a lm sun fre s h a ir
3 N ia ll: fre s h a ir n a tu r e w a lk s
4 S te p h a n ie : sp ace e x e rc is e c a lm
5 A ndy: e x e rc is e re la x a tio n space
5 Video E n tertain m en t
Vox p o p s W h a t’s your fa vo u rite m ovie o f all time?
2 C o n n e c t th e w o rd s in th e th r e e c o lu m n s .
1 C o m p le te th e s e s e n te n c e s w i t h th e
n a m e o f a f i l m y o u h a v e seen. C o m p a re Person F a v o u rite film R easons fo r likin g th e film
y o u r id e a s w i t h a p a r tn e r . Kiran D um b a nd D u m ber good p lo t and good a c tin g
• r e a lly m a d e m e t h in k . A lex Heat fa s c in a tin g m o n o lo g u e s
• T h e re 's a c le v e r t w is t at th e e n d Bella Pu lp F ic tio n a v e ry good c a s t and several cle ve r tw is ts
in
Ebbe F ig h t C lu b good fu n w ith a g re a t tw is t a t th e end
m a d e m e la u g h o u t lo u d .
David S h a w sh a n k R e d e m p tio n it m akes m e laugh
2 W a tc h th e v id e o . D o s e c tio n s 1 a n d 2.
W o rk w i t h a n e w p a r tn e r . W h a t d o y o u t h i n k o f th e g e n re s o f f i l m in
W h a t’s your favourite kin d o f film ?
b o x A? F in d a n a d je c tiv e in b o x B th a t m a tc h e s y o u r o p in io n a b o u t e a ch
1 C irc le th e c o r r e c t o p tio n .
g e n re o f f i l m . D is c u s s y o u r o p in io n s .
1 K ir a n lik e s w a t c h in g / w n n y /
A B
science-fiction film s . action film comedy enjoyable entertaining interesting
2 A le x e n jo y s w a tc h in g any k in d o f documentary style film predictable and dull silly
historical film science fiction
action film / science fictio n film s
in particular.
3 B e lla te n d s to lik e f ilm s w h ic h
help her relax / m ake her think.
4 E b b e p re fe rs f ilm s th a t help him
relax / m ake him think.
5 D a v id lik e s only one genre / quite
a fe w genres o f f ilm .
6 Video C ontrolling th e w eather?

Vox p o p s 2 W a tc h th e v id e o . D o s e c tio n s 1 a n d 2.
Do you think the clim ate has been changing over the last 10 years?
M a tc h e a c h s itu a tio n to a re s u lt.
1 A re th e s e n te n c e s tr u e (T ) o r fa ls e (F)? C o r r e c t th e fa ls e s e n te n ce s.
D is c u s s y o u r id e a s a b o u t th e m e a n in g
1 B e lla d o u b ts te m p e ra tu re s a re b e c o m in g m o re e x tre m e . T F
o f th e w o rd s in b o ld .
2 D a v id E s tu d ie d g e o g ra p h y a t u n iv e r s ity . T F
S itu a tio n
3 L y n d s a y b e lie v e s h u m a n s a re c o m p le te ly re s p o n s ib le T F
1 F lo o d in g h a s c a u s e d a lo t o f
fo r c h a n g in g w e a th e r p a tte rn s .
d is r u p tio n in th e c ity c e n tre .
4 D a v id R b e lie v e s th e re h a s b e e n a n in c re a s e in r a in f a ll. T F
2 T h e ic e c a p s a re m e ltin g as g lo b a l
5 S o p h ie h a s n o tic e d th a t s u m m e rs s ta r t la te r n o w a d a y s . T F
te m p e r a tu re s rise .
Can you give an exam ple o f w hat you consider extrem e weather?
3 E v e ry o n e h a d re c e iv e d th e w a r n in g
2 T ic k th e s e n te n c e s th a t y o u h e a r.
th a t th e t y p h o o n w a s d u e to h it th e
c o a s t o f T h a ila n d la s t n ig h t. E x tre m e w e a t h e r ...
4 D ata f r o m th e w e a th e r o ffic e re p o rts • ca u se s r e a lly b ig d is r u p tio n .

a d e c re a s e i n r a in f a ll. • ca u se s d a m a g e to b u ild in g s .
R e s u lt • c a u s e d flo o d s a n d h u r r ic a n e s in th e U K .
a Sea le v e ls w i l l ris e in g e n e ra l. T h e re • is a ty p h o o n o r a h u r r ic a n e .
w i l l be m o re flo o d in g .
3 W o rk w it h a p a r tn e r . W r ite t o m o r r o w ’s w e a th e r fo re c a s t. E x c h a n g e
b P e o p le h a d th e c h a n c e to e sca pe to a
y o u r fo re c a s t w it h a n o th e r p a ir. D is c u s s h o w th e fo re c a s ts w i l l a ffe c t
s a fe r p la c e in la n d .
y o u r p la n s .
c D r o u g h ts w i l l h a p p e n m o re o fte n in
s o m e p la c e s .
d T h e re is n o b u s s e rv ic e . T h e p o lic e
h a v e c lo s e d m o s t ro a d s .
7 Video A m bitions
Vox p o p s W hat are the advantages a n d disadvantages o f living a n d
working abroad?
1 T h in k o f s o m e o n e y o u k n o w w h o h a s m o v e d a b ro a d . 2 W r ite th e c o r r e c t n a m e s .
P re p a re to s p e a k a b o u t t h is p e rs o n . U se th e q u e s tio n w o rd s A d v a n ta g e s
in th e b o x to h e lp y o u p la n w h a t y o u a re g o in g to say.
W h o m e n tio n s t h a t ...
1 it's e a s ie r to le a r n a p a r t ic u la r la n g u a g e liv in g
Who? Why? How long? Where? When? a m o n g p e o p le w h o s p e a k i t ? _________
2 it's a g re a t c h a n c e to le a r n a b o u t d iffe r e n t p e o p le
S h a re y o u r in f o r m a t io n a b o u t t h is p e rs o n w i t h o th e r a n d c u ltu re s ? , and
s tu d e n ts in th e class. W o rk w i t h d iffe r e n t p a r tn e r s a n d 3 y o u c o u ld e a rn m o re m o n e y a b ro a d ? and
ta k e n o te s . D o th e s e p e o p le h a v e a lo t in c o m m o n ?
D is a d v a n ta g e s
2 W a tc h th e v id e o . D o s e c tio n s 1 a n d 2. W h o fe e ls t h a t ...
W ould you ever m ove abroad for a job? 4 u s in g a n e w c u r r e n c y c o u ld be d if f ic u lt ?
1 C ir c le th e a n s w e r e a c h p e rs o n g ive s. W r ite th e 5 le a r n in g a n e w la n g u a g e is n ’t e a s y ? _____ and
re a s o n w h y .
Why? 6 th e y 'd m is s f a m ily a n d frie n d s ? and
S a ra h : Yes No
P e te r A: Yes No (n o re a s o n g iv e n )
L o o k at th e s ta te m e n t b e lo w . D o y o u a g re e o r d isa g re e ?
P e te r E: Yes No
P a tric ia : Yes No Everyone sh ou ld spend som e tim e living and w o rkin g
abroad.
A ndy: Yes No
W o rk w it h a p a r tn e r . P a ir A, p re p a re y o u r a r g u m e n ts in
fa v o u r o f liv in g a n d w o r k in g a b ro a d . P a ir B, p re p a re y o u r
a r g u m e n ts a g a in s t liv in g a n d w o r k in g a b ro a d .
P a ir A , s it fa c in g p a ir B. D is c u s s y o u r re a s o n s fo r o r
a g a in s t th e s ta te m e n t a b o ve . W h o h a s th e w i n n in g
a rg u m e n ts ?
8 Video W orld h ap p in ess rep o rt

Vox p o p s 2 D e c id e i f th e s e n te n c e s a re tr u e (T ) o r fa ls e (F).
C o r r e c t th e fa ls e se n te n c e s .
1 W o rk in p a irs . W h a t th r e e th in g s w o u ld m a k e y o u fe e l 1 M ic h a e l t h in k s t h a t it is im p o r t a n t to k n o w T F
v e r y h a p p y i f th e y h a p p e n e d to d a y ? w h a t y o u w a n t fr o m life a n d w h y .
2 S a ra h fe e ls th a t h o b b ie s a re m o re T F
i m p o r t a n t t h a n jo b s a tis fa c tio n .
Which three factors do you think are im portant to have
a good quality o f life? 3 N ia ll b e lie v e s th a t y o u n e e d to see th e T F
p e o p le y o u lo v e e v e ry day.
1 C h o o s e tw o c o rr e c t o p tio n s fo r e a ch sp e a k e r.
1 M ic h a e l: h a p p in e s s e n jo y m e n t c o m m u n ity 4 K ir a says th a t h a v in g a g o o d ra n g e o f jo b T F
p ro s p e c ts ke e p s p e o p le h a p p y .
2 S a ra h : c o m m u n it y e d u c a tio n h e a lth
3 N ia ll: h a p p in e s s h e a lth e n jo y m e n t 5 H a r r y b e lie v e s th a t b e in g s u r r o u n d e d b y T F
f a m ily is th e s in g le m o s t im p o r t a n t fa c to r.
4 K ir a : h e a lth fa m ily e d u c a tio n
5 H a rry : h e a lth e d u c a tio n c o m m u n it y
3a W o rk w it h a p a r tn e r . C o m p le te th e se n te n c e s w it h a
s u ita b le p ie c e o f a d v ic e .
H o w to h a ve a g o o d q u a lit y o f life
1 I t ’s a g o o d id e a to ... 4 A im to ... e v e ry day.
2 Y ou m u s tn ’t ... 5 Y ou s h o u ld ... if y o u c a n .
3 Y ou c o u ld t r y ...
b S h a re y o u r id e a s w it h a n o th e r p a ir . W h a t is th e b e s t p ie c e
o f a d vice ?
9 Video Real b eau ty
Vox p o p s 1 M a tc h e a c h p e rs o n to a s ta te m e n t.
1a W o rk w i t h a p a r tn e r . R e p la c e th e
u n d e r lin e d s e c tio n s w it h a n ite m
fr o m th e b o x w h ic h h a s a n o p p o s ite
m e a n in g .
1 I lik e p e o p le w h o a re g e n e ro u s , k in d a n d fu n n y .
easy-going frie n dly and open 2 K in d n e s s a n d h o n e s ty a re v e r y a ttr a c tiv e q u a litie s .
generous hum orous in telligent 3 C h a ra c te r is im p o r ta n t, b u t lo o k s a re th e f ir s t t h in g y o u n o tic e .
4 I lik e p e o p le w h o a re c le ve r.
a H e 's 1q u ite s e lfis h a n d I'd say he
5 I lik e p e o p le w h o t r y to a c c e p t p e o p le th e w a y th e y are.
is v e r y 2d i f f i c u l t to g e t o n w i t h . H e
2 D e c id e i f th e se n te n c e s a re tr u e (T ) o r fa ls e (F). C o rre c t th e fa ls e
a ls o h a s s o m e v e r y 3 s tu p id id e a s
s e n te n c e s .
s o m e tim e s ,
1 H e n r y t h in k s th a t a p e rs o n 's c h a r a c te r is m o re im p o r t a n t th a n a n y
b She c a n be v e r y '’ s e rio u s w h e n
o th e r p e rs o n a l q u a litie s .
w e a re h a v in g a la u g h . She is 5n o t
2 B e lla t h in k s th a t th e re is n o t h in g m o re im p o r t a n t th a n in te llig e n c e .
h a p p y m e e tin g u p w i t h p e o p le a n d
c h a t t in g a b o u t h e rs e lf. 3 H a y d e n lik e s m e e tin g a w id e v a r ie ty o f p e o p le .
4 A r ie lle b e lie v e s th a t it is im p o r t a n t to ta k e y o u r s e lf s e rio u s ly .
b W r ite a s h o r t d e s c r ip tio n o f a p e rs o n 5 D a v id lik e s p e o p le w h o a re f r ie n d ly a n d o p e n .
y o u w o u ld N O T lik e to m e e t. W o rk w it h
a p a r tn e r a n d d is c u s s . W o r k w it h a p a r tn e r . P u t th e q u a litie s in th e b o x in e x e rc is e 1 in o rd e r o f
im p o r ta n c e fo r y o u in y o u r r e la tio n s h ip s (1= m o s t im p o r ta n t) . Say w h y
2 W a tc h th e v id e o . D o s e c tio n s 1 a n d 2. a n d g iv e e x a m p le s .
W hat qualities m ake a person • I lik e p e o p le w h o a re ... b e c a u s e ...
attractive? • I p re fe r p e o p le w h o a re ... b e c a u s e ...
10 Video C om petitive sport

Vox p o p s Do you prefer to play a team sport or a solo sport?
2 C irc le th e c o r r e c t a n s w e rs .
1 W o rk w i t h a p a r tn e r . A s k a n d a n s w e r 1 E b b e e n jo y s com peting against / being part o f a te a m .
th e f o llo w in g q u e s tio n s . D o y o u h a v e a
2 L y n d s a y p re fe rs p la y in gsport on her own / team sports.
lo t i n c o m m o n ? W h y / W h y n o t?
3 H e n r y c y c le s s o lo w h e n he n e e d s to feel better about h im self / have
W h a t s p o r t d id y o u l a s t ... som e thinking time.
• ... w a tc h o n T V ? • ... go a n d w a tc h live ? 4 K ir a n e n jo y s m eeting new people /feelin g part o f the group w h e n
• ... d o i n a te a m ? • ... d o solo? she p la y s a te a m s p o rt.
5 S in c e D a v id was a t university / has been living in London, h e has
b e e n less in v o lv e d in te a m s p o rts .
Do you enjoy watching sports? I f so,
which sports? W o r k in s m a ll g ro u p s . T h in k o f o n e re a s o n fo r d o in g e a c h o f th e s e
1 D e c id e i f th e s e n te n c e s a re tr u e s p o rts b e lo w a n d o n e re a s o n fo r n o t d o in g th e m .
(T ) o r fa ls e (F). C o r r e c t th e fa ls e E x a m p le : cricket
s e n te n c e s . For - it’s an (Attractive, and traditional sport
1 E b b e r e a lly e n jo y s w a tc h in g Against - the- rules are, very complicated
fo o t b a ll o n T V .
• fo o tb a ll • snooker • r u n n in g • yoga
2 L y n d s a y r e a lly e n jo y s w a tc h in g
• m o to r r a c in g • c y c lin g • t r a m p o lin in g • ru g b y
in te r n a t io n a l fo o tb a ll
c o m p e titio n s . C o m p a re y o u r a n s w e rs as a class. D e c id e o n th e b e s t re a s o n s fo r a n d
3 H e n r y s p e a k s a b o u t th e s p o rts he a g a in s t e a c h s p o rt.
e n jo y s p la y in g .
4 K ir a n is n o t a c o m p e titiv e p e rs o n .
5 D a v id lik e s b o th te a m s p o rts a n d
s p o r t fo r in d iv id u a ls .
11 Video O utlaw s
Vox p o p s Do you have a favourite?
2 T ic k th e p h ra s e s y o u h e a r.
1 W o rk w i t h a p a r tn e r . In o n e m in u te , lis t as m a n y w o rd s 1 m y fa v o u r ite c r im e s to r y is b y S te p h e n K in g □
o r p h ra s e s as p o s s ib le o n th e s e tw o to p ic s b e lo w .
2 it's f ilm e d in O x fo rd □
• C r im e f ic t io n • T h r ille r s 3 th e a c tin g o f th e c a s t w a s v e r y g o o d □
4 i t ’s a g re a t f i l m s ta r r in g B ru c e W illis □
5 it h a d a r e a lly c le v e r p lo t □
Do you enjoy reading crime fic tio n or watching thrillers?
6 it p a in ts a v e r y g o o d p ic tu r e □
1 W h ic h s p e a k e rs e n jo y c r im e fic tio n ? W h ic h s p e a k e rs
7 it's set in V ic t o r ia n E n g la n d □
e n jo y th r ille r s ? W h ic h s p e a k e rs e n jo y b o th ? W r ite
8 th e y r e a lly m a k e y o u t h i n k □
C (c rim e ), T ( t h r ille r s ) o r B ( b o th ) n e x t to th e n a m e s .
3 D o a class s u rv e y . A s k a n d a n s w e r th e q u e s tio n s .
Do you enjoy crim e fictio n ?
I--------------- 1-------------------- 1
YES NO
W hy? W hy not?
l I
W h a t's the best crim e W h a t w ould you
s to ry you have read? p re fe r to read?
Do you enjoy w a tc h in g th rille rs?
YES NO
Why? W hy not?
i i
W h a t's the best th r ille r W h a t type o f film w ould
you have w atched? you p re fe r to w atch?
12 Video A dvertising
Vox p o p s
1 W o rk w i t h a p a r tn e r . M a tc h th e a d je c tiv e s in th e b o x to th e
s e n te n c e s a n d t a lk a b o u t a n a d w h ic h m a tc h e s e a c h d e s c r ip tio n .
am using dull m oving persuasive
1 I fe lt te a rs in m y eyes w h e n I fir s t w a tc h e d th e ad.

2 It's ju s t r e a lly b o r in g . Do you rem em ber any ads, but not w h a t they're for?
3 I w e n t o u t a n d b o u g h t th e p r o d u c t a lm o s t im m e d ia te ly . 2 W h a t d o th e s p e a k e rs say a b o u t d iffe r e n t k in d s
4 I c e r t a in ly s m ile d w h e n I f ir s t saw it. o f ad? M a tc h e a c h p e rs o n to a s ta te m e n t.
1 T h e s e a d v e rts a re a ll so s im ila r .
2 It's d i f f i c u l t to u n d e r s ta n d t h is ty p e o f a d v e rt.
W hat advertisem ent has m ade a big im pact on you?
3 A fte r a n a d v e r tis e m e n t h a s fin is h e d , i t ’s n o t
1 C h o o s e th e c o r r e c t o p tio n s to c o m p le te th e se n te n c e s .
a lw a y s easy to r e m e m b e r w h a t it w a s for.
1 L a u re n t h in k s th e T a c o B e ll a d v e r tis e m e n t w a s ...
4 T h e s e d a ys it's easy to re m e m b e r w h a t
a te r r ib le , b in c r e d ib le . a d v e rtis e m e n ts a re fo r b e c a u s e th e y are
2 J o h n d e s c rib e s a p e rs u a s iv e a d v e rtis e m e n t w h ic h re p e a te d so o fte n .
c o n v in c e d h im to ... a c h ild r e n 's c h a rity . 5 It's e a s ie r to r e m e m b e r th e c e le b r itie s th a n
a m a k e a d o n a tio n to b f in d o u t m o re a b o u t w h a t th e a d v e rtis e m e n ts a re fo r.
3 S a ra h t h in k s th e b re a d a d v e r tis e m e n t c re a te d a
r o m a n t ic im a g e o f B r it is h lif e ... 3 W o rk w it h a p a r tn e r . R ead th e s itu a tio n . T h e n p la n
a now adays, b m a n y y e a rs ago. a n d p re s e n t y o u r id e a to th e class.
4 A n d y lik e d th e c a r a d v e r tis e m e n t b e c a u s e it s h o w e d You w o rk fo r a TV and online ad agency. You need to

d esign a tw o -m in u te a d v e rtis e m e n t fo r one o f th e se
a th e c a r ’s s p e c ia l fe a tu re s , b h o w it w a s b u ilt .
p ro d u c ts :
5 S te p h a n ie e n jo y e d th e c o ffe e a d v e rts b e ca u s e th e y ... • a co ffe e • a s u p e rm a rke t
a w e re a m u s in g , b w e re v e ry b e a u tifu l. • a ca r • a p e rfu m e /a n a ftershave
In tro d u ctio n to Navigate
N avigate is an English la nguage course fo r a dults th a t V o c a b u la ry : m o re th a n ju s t k n o w in g w o rd s
incorporates c u rre n t k n o w le d g e a b o u t language learning
W hy learn vocabulary? The in tu itiv e answ er is th a t it allows
w ith co nce rn fo r tea chers'view s a b o u t w h a t makes a g o o d
you to say (and w rite ) w h a t you w ant. However, th e p icture
course. is m ore co m p le x th a n this. K no w in g th e m o st im p o rta n t
M any English language courses to d a y are based on m arket and useful vo ca b u la ry is also a key e le m e n t in reading
research, and th a t is a pp ro p ria te. Teachers kn o w w h a t w orks and listening; to p ic k n o w le d g e c a n n o t co m p e n sa te for
in th e ir classrooms, o u t o f th e m any kinds o f m aterials vo cab u la ry k n o w le d g e (Jensen & Hansen, 1995; Hu & Nation,
and activities th e y have available. However, relying o n ly 2000), and guessing from c o n te x t usually results in guessing
o n m arket research discourages in n o va tio n : it ignores th e w ro n g ly (Bensoussan & Laufer, 1984). Focusing o n learning
w e a lth o f k n o w le d g e a b o u t language learning and te a ch in g vo cab u la ry generates a virtu o u s circle in term s o f fluency:
th a t has been generated. Navigate has been d e ve lo p e d in k n o w in g th e m o st im p o rta n t w o rd s and phrases m eans th a t
a cycle w h ic h begins by calling on b o th m arket research reading and listening are m ore rew arding, and m ore reading
and th e results o f solid e xpe rim e n ta l evidence; and th e n and listening im proves th e a b ility to recall vo cab u la ry q u ickly
by tu rn in g back to classroom s once m o re fo r p ilo tin g and and easily.
e valuation o f th e resulting materials.
Navigate's vocabulary syllabus is based on th e Oxford 3000.
This is a list o f fre q u e n t and useful vo cab u la ry items,
A co u rs e fo r a d u lts c o m p ile d b o th on th e basis o f in fo rm a tio n in th e British
This is a course fo r adults, w h e th e r th e y w a n t to use English N ational Corpus and th e O xford Corpus C ollection, and
fo r study, professional o r social purposes. In fo rm a tio n -rich on c o n su lta tio n w ith a panel o f over seventy language
texts and recordings cover a range o f to p ics th a t are o f learning experts. That is to say, an initial selection based
interest and value for adults in today's w orld. Learners are on corpus in fo rm a tio n a b o u t fre q u e n cy has been refined
e nco u ra g e d to use th e ir o w n k n o w le d g e and experience using co nside ra tion s o f usefulness and coverage. To b uild
in c o m m u n ic a tiv e tasks. They are seen as m o tiva te d p eo p le Navigate's vo cab u la ry syllabus, th e O xford 3000 has the n
w h o m ay have very busy lives and w h o w a n t to use th e ir been referenced to th e C o m m o n European Fram ew ork o f
tim e efficiently. Im p o rta n tly, th e activities in th e course are Reference fo r Languages (CEFR; C ouncil o f Europe, 2001),
based o n h o w a dults best learn foreign languages. so th a t each level o f th e course focuses on le ve l-a pp ro p ria te
vocabulary. For m ore in fo rm a tio n on th e O x fo rd 3000, see
G ra m m a r: a c c u ra c y a n d flu e n c y pages 2 6 -2 7 o f this book.
A dults learn g ra m m a r best w h e n th e y c o m b in e a solid A d u lt learners typ ica lly take re sp on sib ility fo r th e ir learning,
conscious u n d e rsta n d in g o f rules w ith c o m m u n ic a tiv e and vo cab u la ry learning is an area w h e re out-of-class w o rk
practice using tho se rules (Norris & O rtega, 2000; Spada is im p o rta n t if learners w a n t to make substantial progress.
& L ig h tb o w n , 2008; Spada & T om ita, 2010). Navigate Navigate focuses on g iv in g learners too ls to m axim ize
engages learners in th in k in g a b o u t g ra m m a r rules, and th e e fficie n cy o f th e ir personal w o rk on vocabulary. O ne
offers th e m a range o f c o m m u n ic a tiv e activities. It does n o t w ay it does this is to teach n o t o n ly in d ivid u a l vo cab u la ry
skim p on in fo rm a tio n a b o u t gram m ar, o r d e p e n d o n ly on items, b u t also a range o f vo cab u la ry systems, fo r exam ple
c o m m u n ic a tiv e practice for g ra m m a r learning. Texts and h o w c o m m o n prefixes and suffixes are used. A n o th e r is
recordings are chosen to e x e m p lify g ra m m a r features. to suggest strategies fo r vo cab u la ry learning. In this way,
Learners are invited, w h e n a pp ro p ria te, to conside r samples learners are helpe d to g ro w th e ir vo cab u la ry and use it w ith
fro m a te x t o r re co rd ing in o rd er to c o m p le te g ra m m a r rules greater ease.
them selves. A lternatively, th e y are som etim es asked to fin d
exam ples in a te x t th a t d e m o n s tra te a rule, or to classify S p e a k in g : p u ttin g it a ll t o g e t h e r
sentences th a t fall in to d iffe re n t rule categories.These kinds Based on a synthesis o f research a b o u t h o w adults learn,
o f activities m ean th a t learners e ng a ge c o g n itiv e ly w ith (N ation & N e w to n, 2009) d e m o n s tra te th a t d iffe re n t kinds o f
th e rules. This means th a t th e y w ill be m ore likely to n otice activities are im p o rta n t in te a ch in g speaking. Language-
instances o f th e rules w h e n th e y e n c o u n te r th e m (Klapper focused learning focuses e xp licitly and in d etail on aspects o f
& Rees, 2003), and to in co rp o ra te th e rules in to th e ir o w n speaking such as com prehensible pronunciation, appropriately
usage on a lo n g -te rm basis (Spada & T om ita, 2010). p o lite language fo r a given situ atio n or tactics for h o ld in g
Navigate also offers learners o p p o rtu n itie s to d e ve lo p th e flo o r in a conversation. Fluency developm ent gives
flu e n c y in using th e g ra m m a r features. Aspects o f a learners focused practice in speaking m ore q u ic k ly and
g ra m m a r feature th a t may keep learners fro m using it easily. M eaning-focused o u tp u t provides o p p o rtu n itie s to
easily are isolated and practised. Then tasks are p rovided speak in o rd er to c o m m u n ic a te m eaning, w ith o u t e x p lic itly
th a t push learners to use th e ta rg e t g ra m m a r features in focusing on using co rre ct language.
c o m m u n ic a tiv e situations w h e re th e focus is on m eaning. Navigate covers all th re e kinds o f activities. The course
For m ore on Navigate's approach to gram m ar, see pages system atically teaches aspects o f p ro n u n c ia tio n and
2 4 -2 5 o f this book. in to n a tio n th a t c o n trib u te to e ffective c o m m u n ic a tio n ;
a p p ro p ria te expressions fo r a range o f form al and inform al
situations; and ways o f h o ld in g one's o w n in a conversation.
It offers a ctivities to h elp learners speak m ore flu en tly. Very W r itin g fo r d if fe r e n t p u rp o s e s
im p o rta n tly , it offers a w e a lth o f m e a nin g -fo cuse d activities. A dults learning English fo r professional, academ ic o r leisure
Very often, these a ctivities are tasks: th e y require learners to activities w ill need to w rite d iffe re n t kinds o f texts at d iffe re n t
d o s o m e th in g to g e th e r to achieve so m e th in g m e a ningful.
levels o f form ality. The N avigate w ritin g syllabus is based on
These tasks m e e t Ur's (1981) criteria for a task th a t works: a so-called genre approach, w h ic h looks at th e characteristics
stra ig h tfo rw a rd in p u t, a re q u ire m e n t fo r in teractio n , an
o f th e d iffe re n t kinds o f texts stud e nts m ay be called u po n
o u tc o m e th a t is ch a lle n g in g and achievable, and a design to w rite. It im p le m e n ts this syllabus by w ay o f activities th a t
th a t makes it clear w h e n learners have c o m p le te d th e a llo w stud e nts to express th e ir o w n m eanings in d ra ftin g ,
task. Learners are n o t ju s t asked to discuss a to p ic: th e y are discussing and re d ra ftin g texts.This has been sh ow n to be
asked to d o so m e th in g w ith som e in fo rm a tio n th a t involves an e ffective means o f d e v e lo p in g w ritin g skills fo r adults
expressing th o u g h ts or o p in io n s and c o m in g u p w ith a (Hyland, 2011).
recognizable o utco m e .
Navigate offers an in n o va tive approach to d e v e lo p in g
reading and listening skills.This, c o m b in e d w ith a solid
R e a d in g : n o t ju s t a g u e s s in g g a m e speaking and w ritin g syllabus, gives learners a sound
Typical English la nguage courses te n d to test rather tha n fo u n d a tio n in th e fo u r skills. G ram m ar and vo cab u la ry have
teach reading; and th e y o fte n co n ce n tra te on m e a n in g - equal im p o rta n c e th ro u g h o u t th e course and learning is
focused strategies th a t assum e learners sh ould be helped facilita te d th ro u g h th e in fo rm a tio n -ric h and e n g a g in g texts
to puzzle o u t th e m e a nin g in th e te x t o n th e basis o f p rio r and recordings. It is th e c o m p le te course fo r th e 21 st-ce n tu ry
kn ow led g e. There is a large b o d y o f e vid en ce th a t shows a d u lt learner.
w h y this is in efficient, discussed in th e essay on reading on
pages 20-21 o f this book. A ctivities such as th in k in g a b o u t
th e to p ic o f th e te x t in advance o r try in g to guess u n k n o w n
w o rd s have lim ite d b e n e fit in h e lp in g learners to understand
th e te x t at hand. These activities have even less b e n e fit in
h e lp in g learners u nd e rstan d th e next te x t th e y w ill read, C ath erin e W a lte r is the Series Adviser
and as Paul N ation (2009) notes, th a t is surely th e goal o f for the Navigate course. She is an
th e classroom reading activity. Navigate focuses on e xp licit aw ard-w inning teacher educator,
te a ch in g o f th in g s like so un d -sp ellin g relations, vo cab u la ry materials developer and researcher.
th a t appears o fte n in certain kinds o f texts, th e ways th a t Catherine lectures in Applied Linguistics
w ords like p ro n o u n s and discourse markers h o ld texts at the University o f Oxford, where she
to g e th e r, and te ch n iq u e s fo r s im p lify in g d iffic u lt sentences. convenes the distance MSc in Teaching
These w ill give learners ways o f u n d e rsta n d in g th e te x t th e y English Language in University Settings,
are reading, b u t m ore im p o rta n tly th e next te xt th e y w ill read. and she is a m em ber o f the Centre for
Research and Developm ent in English
L is te n in g : a v e r y d if f e r e n t s k ill M edium Instruction.
Too m any books tre a t listening as if it w ere ju s t a n o th e r
kind o f reading, using th e same sorts o f a ctivities for both. R eferences
Navigate takes in to a cco u n t th a t listening is linear - you Bensoussan, M. and Laufer, B. (1984). Lexical guessing in context in EFL
reading comprehension. Journal o f Research in Reading, 7(1), 15-32.
can't look back at th e te x t o f s o m e th in g you're hearing -
Field, J. (2008). Listening in the Language Classroom. Cambridge:
and th a t listening d e p e n d s cru cia lly on u n d e rs ta n d in g th e
Cambridge University Press.
sounds o f English and h o w th e y c o m b in e (Field, 2008).
Hu, M. H. & Nation, P. (2000). Unknown vocabulary density and reading
Practice o n basic ele m en ts o f listening w ill lead to faster comprehension. Reading in a Foreign Language 13/1:403-430.
progress, as learners acquire th e to o ls to hear English better.
Hyland, K. (2011). Learning to write. In Manchon, R. M. (Ed.), Learning-
People w h o read can stop, read again, and g o back in th e to-Write and Writing-to-Leam in an Additional Language, pp. 18-35.
text; b u t listeners can't d o this w ith th e stream o f speech. Amsterdam: John Benjamins.
For listening, language-focused learning m eans starting Klapper, J. & J. Rees. 2003.'Reviewing the case for explicit grammar
w ith b u ild in g blocks like d is c rim in a tin g th e sounds o f instruction in the university foreign language learning context'.
th e language, recognizing th e stress patterns o f w ords, Language Teaching Research 7/3:285-314.
d is tin g u is h in g w o rd boundaries, id e n tify in g stressed and Nation, 1.5. P. (2009). Teaching EFL/ESL Reading and Writing. London:
unstressed form s o f c o m m o n words, and h o ld in g chunks Routledge.
o f la nguage in m in d fo r sh ort periods. C o n ce n tra tin g on Nation, I. S. P. & Newton, J. (2009). Teaching ESL/EFL Listening and Speaking.
London: Routledge.
kn o w le d g e and skills like these w ill pay o ff m ore q u ickly
th a n o n ly focu sin g on m eaning, and w ill m ake listening Norris, J. M. and L. Ortega. 2000. Effectiveness of L2 instruction: a research
synthesis and quantitative meta-analysis. Language Learning 50/3:417-528.
for m e a nin g m u ch m ore efficient. Fluency d e v e lo p m e n t in
Schmitt, N. (2010). Researching Vocabulary: A Vocabulary Research Manual.
listening is im p o rta n t to o : this m eans activities th a t teach
Basingstoke: Palgrave Macmillan.
learners to u nderstand language spoken at natural speed,
Spada, N. and Lightbown, P. M. 2008. Form-focused instruction: isolated
and give th e m progressive practice in g e ttin g b e tte r at it. or integrated? TESOL Quarterly 42/2, 181-207.
Navigate includes activities th a t focus system atically on each
Spada, N.andTomita,Y. 2010. Interactions between type o f instruction
o f these areas separately, as w ell as g iv in g o p p o rtu n itie s and type o f language feature: a meta-analysis. Language Learning
to d e p lo y this k n o w le d g e and these skills in m ore g lo ba l 60/2:1-46.
listening. John Field's essay, o n pages 2 2 -2 3 o f this book, Ur, P. (1981). Discussions that Work: Task-centred Fluency Practice.
gives m o re detail o n this. Cambridge: Cambridge University Press.
Navigate overview
C o u rs e b o o k lesson 1
P ro n u n c ia tio n
M ost units co ntain p ro n u n c ia tio n w o rk in e ith e r lesson
1 or lesson 2. Pronunciation in N avigate is always relevant
U n it to p ic s to th e gram m ar or vocabula ry in p u t o f th e lesson. The
N avig a te is created fo r ad ult p ro n u n c ia tio n exercises in th e firs t tw o lessons focus
students w ith c o n te n t th a t G o als m o stly on speech p ro d u c tio n to im prove in te llig ib ility
appeals to learners at this level. The goals show students (for instance, linking ). P ronuncia tion also appears in
The u n it topics have been w hat they w ill be w orking some Speaking and w ritin g lessons, and there it focuses
chosen w ith this in m in d and on and w h a t th e y w ill m ostly on teaching aspects o f pronuncia tion th a t cause
vary fro m Trends and Space to have learnt by th e end problem s and confusion fo r listening com prehension
C om pete a n d cooperate. o f th e lesson. (p ro n u n cia tio n fo r receptive purposes).
T re n d s Read the in fo rm a tio n in t h r G ra m m a r fo cu s b ox and

w rite se ntences I 7 in lire article next to the appropr iate
g ra m m a r rule, a I.
6a W o rk w ith a partner. L o o k at the v e i W v c t b p h ra s e s and
d e c id e if they are p ositive (P) o r negative (N X
1 get on (w ell) (w ith som eone)
2 meet u p (w ith so m eon e )
3 h ave a lot in c o m m o n (w ith som eo n e )
1.1 A re y ou really m y friend?

•I
5
6
fall out (w ith som eo n e )
help (som e one )ou t
trust (som eone)
GO ALS Talk a b o u t t h in g s th a t a r « c h a n g in g Talk a b o u t frie n d s h ip s 7 gel/keep In touch (w ith som eon e )

8 m a k e frie n d s (w ith som eo n e )
!) h ave a n a rgu m e n t (w ith so m eon e )
Grammar & Reading present simple, b 11 $ Liste n a ga in to Sa ra h an d Josh an d c h e c k you r answ ers
continuous and perfect
I linking
W o rk in sm a ll gn>ii|K. R eed ih csta te m e n t an d d is c u ss
the que stio ns.
! Face-to-face w it h F a c e b o o k f n e n d s v*
H o w m a n y o l your Facetoook friends h ave y o u neen 7a L o o k at t h c p h t a s c s in exercise fki. M a r k the w ay the w o rd s

lately? For R o b Jones, w ho 1 is c urren tly m o o tin g ovory lin k in e ach phrase.
1 D o e s t h is statistic su rp rise y o u ? W h y / W h y n o t? J sin gle trvond o n hra F a c e b o o k page, the an sw er could
g r L o n w e ll w ith someone
2 Is It po ssib le to re a lly b e frie n ds w ith so m a n y people? so o n b o 700. 4a C h o o s e the correct o p tio n s to c om p lete the q uestions.
W h y / W h y not? 1 W li.il i f P o ll Ir v in g / docs Rob t r y to d o ? b 12 $ l isten, c h e c k a n d repeat.
j Hm a m i to rnioo m on e y tor a childre n 's chan ty m o a n s bo
J h a s already co rno faco-to-taco with 1 ?3 internet ‘friends' 2 I lo w m a n y frie n d s tlocs h r m eet t h as he m e t s o far?
i m se ve n countries, so m e of w h o m h e h a s never mot
3 W h y does he ta ke /1 * he ta kin g n photo of everyone ho moots? 8a (,'onlpk-le the statem ent* u sin g llie correct form o f the
I before.
1 W h y d o t s R o b believe that the internet Inis been / Is a v tflw / vrrb p h ra s e s in exercise 6a.
* H o takes a p ho to for Ills F a c e b o o k p a g e with everyone g o o d w ay o f m a k in g frie n ds? 1 I often _________ g ro u p s of
J ho m oots, an d p e rs u a d e s them to grvo to hla charity, and
5 W h a t Is Rob le a rn in g / does R ob I r m n fro m tile p roce ss?
frie n ds in the evening.
ho h a s already raise d m ore than C3.000 2 You don't need co
I> W h o u s u a lly ite r hies / Is tlr r ld ln g w hat t o d o w he n Hob So m eo n e to be friends. It's fine to liave different interests.
] H e h o p e s to h ave m et all 7 0 0 within three years, travelling
m e e ts a Faeobook frie n d?
th o u sa n d s o f m iles to thirty c o un trio s including Now 3 I m ost people I
Zealand, o n the other sid e o f the world, in the p ro c e ss 7 W h ic h c oun tries does be is s it / ha s be e is itr d l know . Tlie re aren’t m a n y p eople I d o n 't like.
•I A really g o o d friend is so m e o n e yo u c a n c all ai m id n ig h t
I Fvsoplo often sa y that F a c e b o o k friends aron't real b D is c u s s tin- a n sw e rs to the q u e stio n s w ith a partner.
j friends. But R o b met his P o lish girlfriend onlm o and
an d ask them t o ___________________________________.
5 T h e frie n d s yo u at sc h o o l are often frie n ds for life.
| * tboyWo n o w b o on together tor throe yearn. H o sa y s
I 4 th is pro ves that the internet is a powerful tool. Vocabulary & speaking friendship 0 I'm alw a y s pleased w h e n so m e o n e I h ave n 't h eard from
ill age*
| I 'm reuniting with friends, a n d m tho p ro c e ss 9 I ’m 5a 11 $ l.istrn to Iw o frirn d x . S a ra h a n d Josh, ta lk in g about 7 I ’m quite e asy-going. I rarely
learning a tot about rnyaott I n o w have g o o d friends in their frie n d sh ip s. W h ic h d ia g ra m represents e ach p erso n m y friends.
| p eople I have never mot Ixitoro this.' frie n dsh ip g ro u p s? 8 I'm not sp e a k in g to m y sister at the m om en t w e've
| E voryono h a s b oon groat n o lar. 4 1gonotaNy ap o o d a d a y . It seem s a hit childish.
[ with thorn an d they c h o o s e w hat w e do.' 9 le a n m y closest frie n d w ith a ll m y secrets.
| H is adventure h a s taken him a c ro ss Europe, visk n g E rra n d , b 1 3 $ L iste n a n d c he ck ytu u an sw ers. H o w m a n y o f the
j Sc o tla n d (top photo}. P o lan d (photo m tho centre), statem ents are tru e for y o u ? E x p la in w h y to a partner.
Finland, G e rm an y and Switzerland, and 7lw 's a lso ju s t
v is ite d a distant relative m the U S A (bottom photo). 9 1/-M.1 D ra w a d ia g ra m o f y o u r f rie n d s h ip gro u p s, like
tho o n e s in e xercise 5a. T a lk to a p artn e r about so m e of
the p eople itt it. A s k e ach other q u e stio n * to get m ore
inform ation.
Read tin- article. W h y is R o b Io n s tryin g to meet all 7 0 0 of b Tell y o u r p artn e r w h ic h d ia g ra m is m o re like your
h is F a c eb o o k frie n d s? D is c u s s y nr ideas w ith a partner. friendshipgrou|»*. I'xp l.u n why. O V O X P O P S V ID E O 1
O m O x f o r d 3 0 0 0 ’“
G ra m m a r & R e a d in g V o c a b u la ry & S p e a k in g V o x p o p s v id e o
G ram m ar form s th e 'ba ckbo ne ' o f N a v ig a te has a strong em phasis All units contain a p ro m p t to
N avig ate . Lesson 1 introduces the on active vocabula ry learning. th e Vox pops videos. The videos
first gram m ar p o in t o f th e unit. The firs t lesson in each u n it has a them selves can be fo u n d on th e
It is always co m b in e d w ith a skill, V o cab u la ry & Speaking, a V ocab u la ry C oursebook DVD or C oursebook
reading, listen ing o r speaking. & Listening or a Vocabulary & e-book, and th e W orksheets th a t
See page 24 o f this b o o k fo r m ore Reading section in w h ich essential accom pany them are on the Teacher's
in fo rm a tio n . vocabula ry fo r th e u n it is in tro d u ce d S u p p o rt and Resource Disc and
and practised. The vocabula ry in C oursebook e-book. The videos
lessons 1 and 2 is ta u g h t in to p ic them selves feature a series o f
sets, a llo w in g students to b u ild th e ir a u th e n tic interview s w ith people
vocabula ry range in a logical and answ ering questions on a to p ic
system atic way. th a t has been covered in the lesson.
They offer an o p p o rtu n ity for students
to hear real people discussing the
to p ics in th e Coursebook.
V o c a b u la ry & L is te n in g
N a v ig a te has a strong em phasis on everyday
vocabula ry th a t allow s students to speak in
some d eta il and d e p th on general topics. Here G ra m m a r & S p e a k in g
students w o rk on activitie s a b o u t spending. Lesson 2 provides th e second gram m ar
All ta rg e t vocabulary in th e u n it can also p o in t o f th e u n it. It is always presented
be fo u n d in th e w o rd lists on th e Teacher's th ro u g h a reading te x t or a u d io extract,
S u p p o rt and Resource Disc, th e e -b o o k and and is practised th ro u g h b o th controlled
th e DVD packed w ith th e Coursebook. and freer exercises.
1 .2 W hy s p e n d in g ’s # tre n d in g Grammar & speaking state verbs

6 l o o k 41 I h f (HBipDi. D o yo u Agree w ilh the m e ssage in BUY
N O THIN G
GO ALS Talk a b o u t s p e n d in g Talk a b o u t sta te s, t h o u g h t s a n d fo otin gs
thetn? W h y / W h y n ot?
vocabulary & Listening spending

7a 1 5 $ L iste n to a rad io In terv ie w w ith a su p po rte r o f Huy
X o tllin g Day. W h ic h o l the follow ing p oints d o rs he m ention?
D AY
1 W o rk w ilh a partner. I.ouk al the fill** o f llio lesson and B u y N o th in g D ay la im portant b e c a u se it rrsght
d l w n u i I k - questions. oiic.our.iyt> p o op lo not to.,
1 W h a t is h a p p e n in g in the photon? 1 u oo c hop pin g a s a kind ot therapy
2 W h a t d o e s it m e a n if so m e t h in g is 'tr e n d in g '? 2 w o a lot ot m o n e y
3 W h y m ig h t s p e n d in g b e tre n d in g? 3 su p p o rt b ig co m p a n ie s
4 conatauu rnoro Hum lire* u * uluro f t D u world's rosourcoa.
2a 1 4 01 .istcn to a short rad io n rw s item .ihout M ack F rid a y
5 b u y g o o d s w hore tho w orke rs are b adly paid
am i corn pate w hat yo u h ear w ith y o u r ideas from exercise I -
6 b u y g o o d s with u n n e ce ssa ry packaging,
b D o e s a n y t h in g yo u h eard s u rp rise y o u ?
b W h ic h o f the p o in ts w ou ld lit- m ost lik e ly to m a k e yo u
3a 1.40 Read the statem ents. T h e n listen a g a in a n d decide t h in k about b u y in g less? D is c u s s w ith a partner.
if the statem ents are true (T ) or false (F). C orre ct the
fa h e statem ents. 8a C om p le te extracts 1 7 from the liste n in g w ith the m ost
1_ l
1 T h e e x p re ssio n B la c k F rid a y h a s b o on u se d ap prop riate fo rm of the ve rbs in brackets.
m o re th a n tw o b illio n tim e s o n TWitter recently. 1 C a n yo u e x p la in a little nbout w hat B u y N o th in g D ay
■ ■ r r
2 B la ck F r iila y o n ly h a p p e n s in the U SA . ________________ (m ean )?
3 So m e p eo p le h ave qtH-tird overnight. 2 W h e n y o u re ally (th in k ) ab out It. the
■ □ N O H ' 1 N G
•I S h o p p e rs a ro u n d the w orld spent m o re than idea o f b u y in g t h in g s as a w ay o f sp e n d in g you r leisure
11 b illio n d o lla rs o n H lack F rid a y last year. tim e is crazy.
3 We (believe) s h o p p in g m a k e s u s happy,
D A Y
!> Th e re h a ve bee n five In ju rie s in the last few
y e a rs o n M a c k F riday. hut It doesn't.
10a L o o k at the p osters for Huy N o th in g D u v an d com plete the
4 Ye*. I (agree), that's a go o d point,
C o m p a re y o u r a n sw e rs w ith a partner. text w ith the best fo rm o f tin- v e rbs in b rackets present
5 W e a l l ___________ (ow n ) far lo o m uch.
sim p le o r p io sen t c o ntinu o u s.
6 M u s i o f the lim e v ({ refer) peo[>lc lo
Put the w o ld s an d p h i ases in the Im x in to the correct gtoups.
b u y l o c a lly ... In P oster 1 there are so m e p eop le w h o 1 (stand)
custom er consum er deals discounts half price W o rk w ith a partner or in sm all grotgw. D h o w s tiro questions. 7 M o st p eople (iiDl/im dcrstatid) ho w m nldo a sh o p p in g b aske t I 3 (l»ko) this on e
item s purchaser purchases special offcts d ifficu lt ills... b e c a u se I 3 (think) it s h o w s the idea ot being
1 W h a t h ave yo u b ought recently that w in a b a r & tir fi
tw o for the price of one trapped b y s h o p p in g very w'e* It 4 (seem) to
2 D o yo u look for spe cial offer* M i d i as tw o f o r the p ric e b 1 6 $ Listen a n d c h e c k yo u r answ ers. b o sa y in g that w o * (not/undorstnnd) that wo
o f one In the su p e rm a rke t? H o w im p o rtant are they to nro in a c a g e It 's sim ple but quite a powerful m e e sa go
b C h e c k y o u r ideas w ith a partner. yo u In c h o o s in g you r purchase.# 9n W h a t d o all the com pleted ve rb h u m ss in exercise Oa have P o ste r?* (took) quite goo d , but I'm not tvuro
3 H a v e yo u e ver b ough t so m e t h in g yo u d id n 't need in c o in in o n ? Head the in fo rm atio n ii the G ra m m a r fo cu s w hat it f (by)lo-i.T/ It 's o b viou sly b a se d on
tk e y p tr t tho ToW* video gam e, and the four b lo c k s at the top
^ _ '
b e c a u se it w as a g o o d d e a lt If so. giv e a n exam ple. box a n d check.
4 W o u ld y o u bo w illin g to q u e u e for b o u ts to gel a goo d that srry 'b u y ' cloarty • (lit), but I'm no* su re
G R A M M A R F O C U S state vetbs it w ouki m ak e m s want to sto p s h o p p in g I definitely
d is c o u n t? Fo r w lial kin d of ite m I
* (profer) tho fiist on e
_ wlx> buy Som e verbs era most often used in simple tenses, even if we
\ m ean )ust now" These state verbs arc often used to t.ik about
b C o m p a re yo u r a n sw e rs w ith a partner.
• How ws? ttvrk Jenosv. mean, think. ’ .1
jk o y p in j
fe/ • What w o feol kko. wwir. h.rto, tow. drsfike. toot 4
• Vihat w e p o sse ss /w e. M o n g . 1
1 1 a EQ33 W o rk In sm a ll g ro u p *. W h ic h o f the p o stcts dr» yo u
t h in k is m o re effecllve? G ive reasons.
• What wo expooence. be, see. /war. look, vrw a ttnto. seem
b D e cid e together o n the d e sig n of y o u r o w n p oster to
-* G a m m n r Rct'-r- n c o p n g c 137 promote Buy N oth ing Day. W h ic h of tlx- points in excrche 7a
c onlil y o u focu s o n ? I Cow w ill yo u m ak e it effective?
b P ut the verbs in exorcise 8 a in to the correct category. Present yo u r ideas to the d o ss.
8 1 Om O x f o r d 3 0 0 0 '*
G ra m m a r fo cu s b o x G ra m m a r R e fe re n c e Task
A t this level o f N avig ate , g ra m m a r is A t th e end o f th e Coursebook, Each lesson ends w ith a task w h ich
in tro d u ce d in d u ctive ly. Students are th e G ram m ar Reference section allow s students to practise w ith
asked to co m p le te th e in fo rm a tio n offers m ore d etailed explanations others w h a t th e y have le arnt in th e
in th e G ram m ar focus box based o f gram m ar and a series o f practice lesson. They o fte n w o rk in pairs or
on w h a t has been in tro d u ce d in exercises. This can be set as groups to co m p le te th e task.
previous exercises in th e G ra m m a r h o m e w o rk and th e n review ed
& Speaking, G ra m m a r & Listening, in class.
or G ra m m a r & R eading exercises.
The Gram m ar focus box is fo llo w e d
by a n u m b e r o f spoken and w ritte n
exercises in w h ic h th e gram m ar is
practised further.
Navigate overview
L is te n in g & S p e a k in g
N a v ig a te contains reading and listening texts covering a w id e variety o f
V o c a b u la ry a n d skills
topics, te x t types and sources. As w ell as com prehension o f interesting
reading and listening texts, in this section students w o rk on decoding d e v e lo p m e n t
skills to d evelop th e ir reading or listening.These d e codin g skills (for This lesson w orks on vocabula ry and skills
exam ple, pred icting , connected speech, linking words, referencing d e ve lo p m e n t. Students w ill, fo r instance,
w ords, etc.), d rill d o w n to th e m icro level o f reading and listening, and practise collocations, w o rd b u ild in g and
enable students to d evelop strategies to help them master these skills. w ord stress.The lesson also contains reading,
See pages 20 and 21 o f this book fo r m ore in fo rm a tio n . w ritin g , listening a n d /o r speaking exercises.
1 .3 V o cab u lary a n d skills d e v elo p m en t 6a 1.10$ L iste n to part o f a rad io p ro g ra m m e ab out the
book. W h ic h of the o p in io n s in exercise S d o y o u h ear
b A d d the u otm s h u m the re vie w lo t lie m in d map.
m e n tio n e d? fr ie n d s h ip * { h itY tn \ ett t

CO ALS L is to n fo r k o y w o r d s N o u n s u f fix e s
b 1 1 0 $ Listen again. A c c o rd in g to the sp e ake rs, w h ic h o f the M cA x b e rth if \
o p in io n s in e xercise 5 w ou ld N ic h o la s C a rr agree w ith ?
1 .7$ Read a n d listen to tile In fo rm a tion in tin- U n lo c k the
Listenings Speaking key words co de b o x about lis te n in g for ke y w u id s. 7a W h ic h o f lhc » | H tiion s in e xercise 5 d o yo u agree w ith ?
E
D is c u s s in sm a ll gio u p s. ' J tv tN p m t n t
la H o w h a s the internet c h a n ge d p eo p le 's liv e s? W o rk w ith U N LO C K TH E C O D E
a p artner an d m a k e a list o f 5 10 t ilin g * w h ic h h a ve really listening (ot key wtxds b W h a t arg u m e n ts in fa v o x u o f the internet r a n you ili i n k o f ? rw uro ’
cha n ge d sin c e the internet w a s invented.
Key words carry the moat important information, They ate M ake a list ill your g n x g x Cotlipareynlir list with amrthti groups'.
generally nouns and verbs and are usually spoken more touJy
and dear ly man other wcrds. For example: Vocabulary & Speaking noun suffixes
throe times a w ook
I send a lot of e m s4 s Read the extract from a re vie w o f The Shallow s. N am e one
i kko Booking at sh op pin g w ebsites
thin g the writer likes about tin* book, am i one thing h e d id ikes.
4n L o o k at lllo se p h ra s e * from tile review in exercise 2.

W h ic h d o yo u t h in k are tlu- m ust im p o rtant w ord s in each Book Review The Shallows 10 M atch n o u n s in the m in d m ap to the definitions.
p h ra se ? D is c u s s w ith a partner, a n d u n d e rlin e them. b y N tchatas C arr * * * * 1 the stale o f h a v in g a Job
1 T h is is a fasc in a tin g t>o»k. 2 c o n n e ctio n s w it li friends, family, rtc.
2 W e all k n o w that the internet is c h a n g in g the w a y w e A s so m e o n e w ho started w orking lo n g before the 3 c h a n g e w h ic h m a k e s so m e t h in g better
Internet arrived. I w a s sh o c k e d by the m ain k lo a s in
d o thin gs. ... 4 w ays to dea I w it li a p roblem
Tho S hadows T h o b o ok s a y s that oven thou gh I fie
3 ... h u t C a ir believe * that it i s iils o c h a n g in g the very w ay digital a g e h a s resulted in a m a zin g Im provem ents at 5 lot m iiig tin o p in io n / m a k in g se n sib le d e c isio n s
o u r b ra in s w ork. tho w a y s w o c a n got information, rl is a lso c a u s in g <> .1 tilin g y o u h ave d o n e su c ce ssfu lly
1 W it h the p rinted b ook, he n tg m « . out b ra in s learnt to u s to lose our ability to d o o n e thing at a time It m ade 7 h a v in g the c han c e to d o x o m e t h in g y n u w ant to d o
t h in k deeply. m e think hard ab out the w ay I u se the internet and
!> In contrast, the internet e n c o u ra ge s u s to read sm all m an age m y relationship* with p eop le online. 11 Ad d n o u n su ffixe s to the w o r d s in b rackets to com p le te i I k -
lilts o f in fo rm a tio n from lots o f different places. However, allh o u gh C a rr ra ise s m an y interesting sentences.
l.» W e are b e c o m in g better a n d better at m u ltitask ing. ... q ue stio ns I a m not co n vin c e d that tho solu tion s 1 T h e internet, an d e sp ec ially Sk yp e. h a s im p rove d
7 ... but m u c h w orse at concent rat in g o n on e thing. to tho p ro b lem s h o raise s are a s difficult a s (co m m u n ic a te ) w ith frie n d s w h o live
he su g g e st s Sin c o I road tho b ook. I have, tor abroad.
b C o m p a re your list w ith a n o th e r pali. H a s life c h a n ge d for axam plo been keeping Fa c e b o o k an d m y email
the better? A re a n y asp e cts o f life w o rse s in c e the Internet b ia $ i .isten a n d c h o c k y o u r ideas. 2 T Ik - (develop) o f sm art p hon e s h a s math- a
inbox c lo se d while I work, to prevent m y so il from
w a s In ve n te d ? being distracted. Surely, a l w o need is a little h uge difference to tin- w a y we all i i c c c m in fo rm ation .
S 1 9 J lis t e n a n d com p le te the se o p in io n s about t lir internet
careful judgem ent a n d g o o d s e n s e ? 3 I a m alw a y s extrem ely c arefu l about m y p e rso n al
w ilii tlie m is s in g ke yw o rd s.
2 L o o k at I lie co ver o f a recent b o o k about the Internet. D o (secure) on lin e.
yo u t h in k the a uthor is p o sitive a b out the effect of the 1 S h o p p in g a n d is
4 I t h in k I'm lu c k y b ec au se I'v e alw a y s h a d a v e ry close
In ternet or negative? R ead the b o o k d e scrip tio n a m i check 2 L o o k in g at all d a y is 9a Read the in fo rm a tio n in the V o c a b u la r y fo cu s box and find (relation) w ith m y sister.
yo u r ideas. for o u r ___________ . n o u n s in the review that end in -slUp, •m n it, -ton and -//>•. 5 I d o n 't h ave g y m (m em be r) becau se 1 c a n ’t
3 P eo p le w ill h o w to afford th e time.
It ________________________________________ _
other. <> M a n y p eople tliln k tile (g o v e rn )s h o u ld
This H n fascinating b o o k W o a l kn o w • Suffixes often clvinge tne c u s s ot the word {verb, no in.
•1 P eo p le d o n ’t e n o u gh h ave so m e contro l over tile (In fo rm ) w e can
that tho internet is ch a n gin g tho w ay w e adjective, etc.)
d o things, but C an b elieves that it is a lso get o n the internet.
5 O n lin e Is not alw ays secure (adject/ve) — security (noin)
achieve |wi W “* ac/iwvemeof (noun) 7 T h e internet offers great o p p o rtu n itie s for
With tho printed b o ck, ho argu e s, our 0 H y p e rlin k s in •ire ve ry connect (verb) conrxicffofi (noun) fin d in g (employ).
b ra in s kwwnt to thrik d eeply In contrast, distracting.
^ Notice how the spelling can change
tho mtomot o n c o u m g n s u s to rand small 7 W o are n o w u s in g m ore 12 If-Stlf W h ic h o f the sentence* in exercise I I are tru e for yo u ?
b its ot inform ation trorn lo ts ot different all o u r ___________ . C o m p a re yo u r an sw ers w ith a partner a n d give reasons.
able — ffi.iity
p la c e s W o .v o b ec o m in g hotter an d
8 M u lt ita s k in g o n lin e m a k e s u s • Sometimes the w ord c u s s stays the same, but the
bolter at m ultitasking b ul m u c h w orse
I at concentrating o n o n o tiling m w iring c different.
Sh e « my best triend. (noun)
iw* M w a c/oso UroixtsNp {rwun)
10 I Om O x ford 3 0 0 0 "
U n lo c k th e c o d e V o c a b u la ry fo cu s
This section describes th e d e cod in g skill th a t V ocabulary focus boxes appear in
is being ta u g h t in th e reading or listening this lesson to draw a tte n tio n to a
skills lesson. They are general tip s w h ic h can p a rticu la r vocabula ry area, in this
be used as tactics fo r un d e rsta n d in g w hen case noun suffixes. The students go
reading or lis ten in g to texts. This U nlock the on to do som e exercises w here th e y
code box is a b o u t liste nin g fo r key w ords. use th e in fo rm a tio n in this study
tip . In o th e r units, Vocabulary boxes
deal w ith co m p o u n d adjectives,
id io m a tic phrases, collocations, etc.
S p e a k in g a n d w r itin g
N a vig a te understands th a t classes can be m ade up o f
a dults learning English fo r m any d iffe re n t reasons. In
lesson 4 o f every unit, Speaking a n d w ritin g , N a v ig a te
provides appropria te co m m unication practice fo r work,
s tud y or social life w ith an em phasis on language
p ro d u c tio n . At th e end o f th e speaking and w ritin g
sections, students co m p le te a speaking o r w ritin g task.
The lesson also contains tw o language focus boxes:
L an gu ag e fo r sp ea kin g and Lan gu ag e fo r w ritin g .
12 1.3 QE4-: i.s
1.4 S p eak in g a n d w ritin g ( hiniplele tltt- C onversation* w ith ap jn opliatcph rases Iro m the
Language for qx-akin g box, C om p are yo u r ideas w ith a p.utn*-r.
t A tin* fact that guilt-free b ra n d s ate often
CO ALS A s k fo r a n d g iv e o p in io n s W rite fo r so c ia l m e d ia
m o re e xpe n sive ?
I) It's fin e to p ay a bit m ore to k n o w that the
2a 1.11 $ Liste n *° * rad io p ro g ra m m e .1hot it guilt-free b ra n d * e n v iro n m e n t Isn't b e in g h arm ed.
Speaking & Listening asking for and giving 2 A M oat o f 11* c a n 't afford electric cars.
a n d c h e c k y o u r ideas.
opinions p eople w h o tm y electric c ars are sh o w in g off h a w
b 1.11 $ l is t e n a ga in anti m ak e note* in the table. rich t h e y are, rather th a n ac tu ally c a rin g ab out the
l.» » k a i th e p hoto*. W h ic h o f th«-*e il<» voti t h in k c o u ld I k - p lan e t?
describ ed a * 'gu ilt-free b ra n d *’? Dice in.* yo u r f d c » w ith R ea so ns people Argu m en ts in Argum ents
It Y o u m a y he tight, but e ve ryo n e w ill drive
a p.irt not. nught feel guilty favour o l guilt-free against guilt-free
electric c a rs In thc futu ie.
about vdtat thoy buy brands brands
3 A . w e sh o u ld just b u y less stuff. W h o t d o
H om o t ip s A b o ut u s C ontact u s ct SEARCH y o u t h in k alM>ui that?
It that's a go od idea. W e all h ave far m ore
t han w e really need.
I A I ho gove rn m e nt m a k e electric c a rs less
THE LATEST CONSUMER TREND:
e xp e n sive so e veryo n e c a n afford on e?
GUILT-FREE BRANDS B Yes. definitely.
D ia m o n d r in g c W h ic h sp e a ke r d o y o u agree w ith more. G o sia o r Jem? A s k y o u r p artner lor their o p in io n * o n the q u e stio n s in
W h y ? D is c u s s w ith a partner. e xercise S.
C h e a p ctothoa c.m b o nvufcs u a n g children w orking
3a C o m p le te the p h ra s e s from the conversation.
Reading & Writing 1 p o o r conditions, S o sh o u ld vw> atop b uy ing c h e a p
1 So . lent, w hat d o yo u the idea?
social m edia
ctothee. o r sim ply b e m ore careful ab out finding out how
2 W ell, a s __________________ . a n y t h in g w h ic h m ak e s a n d w hoto thoy w oro m ad Q ?
R ead the p ost fro m so c ial m e d ia p age rlu iv e y o u n a y .
p eople t h i n k ...
W h ic h o f the fo llo w in g statem ents d o yo u agree w ith ?
3 T h e re 's a lot 11 r e aw areness, but C o m m en ts
D is c u s s w ith a partner.
I
It W ould b e Ik- c r If...? Ian M artin :
1 N o t everyon e c o n afford to b u y m o re e x p e n sive clothes. E v o ry l sW d just b u y le ss
4 I ’m tli.it If p eople really u nd e rsto od ...
2 F a sh io n c h a n g e s quickly, s o it's Im p o rta n t to be- able to
5 W e ll.________ the p eop le w h o m ak e F a irp h o n o ...
b u y c he ap cloth e* you c a n t b ro w a w a y w h e n the y g o
6 I f you , w e h ave to g ive p eople the o p tion .. o ut of fashion. C n s t in a O liveira:
2 fcoop u p w/ fash ion u n o od 2 b uy c he ap
3 If y o u d o n ’t b u y cloth es m ad e in po orer countries, yo u
b 1.12 $ L iste n n n d c he ck yo u r answ ers. clothes. C a n 't afford e xpe n sive o n e s
ate p u ttin g p eo p le out o f work.
4a D iv id e the p h ra s e s in e xercise 3 in to three categories: I It sh o u ld be easier to lin d out w h ic h c o m p a n ie s look P ip p a J o n o s:
□
• o v ln g yout optnlcn after ilw ir w o rke r* properly. P pl nee d jobs, o s p In p o or or p laces. If u d on't
• talking about o t lw people's opinions 5 P eople b u y far lo o m a n y t h in g * these days. buy. thoy d o n 't work
• asking for s o m co o o 's optnaon
J a m e s B ro o k :
N o w lead the c o m m e n ts u n d e rn e ath the p ost a n d m atch
b C h e c k yo u r a n sw e rs In the L a n g u a g e for sp e a k in g box. S o m e ppl c a n 't afford 2 p a y higher p ric e s 4
them to the statem e nt* in exercise 7.
clothes.
F a ir p h o n t * L A N G U A G E F O R S P E A K IN G asking lor and R ead the In h u m a t io n in the L u u g u a g e lot w rit in g box.
giving opinions Yun ti W atan o b e :
the n rewrite the c o m m e n ts a s full sentence*. Difficult 2 kn ow w hich c o m p a n ie s r O K 2 buy
Giving your optnloo from,
A s fat * I'm concerned. . I'm comWicetAtertam. IA N G U A G E F O R W R IT IN G
H you ask m e . Personally informal la n g u a g e lor social media
Talking about other p eop le's opinions When we w rit* lor sooal m od a. we often
Som e poopk* say that According to (someone). • miss w ord* out. especially grammar wot d * su d i .r. .vth c/V 10 a li- n n W rite y o u r ow n
A s k in g fo r so m e o n e 's opinion myAa/am/tt o g SJt/ngon bed (I'm sating on m y bed) infot m u l language-.
1 Negative questions (wo expect someone to agree) • use abbreviations or short torms.
Don't to o ttvnfc. ? Shouldn't...? b L o o k at 1he c o m m e n t* w ritten b y tw o o th e r stu d e n ts In
s* g. people - po>. w tth - iw: especially - esp. snmAd - sow
2 Other ways yo u r class a n d reply to e ach one, u s in g in fo rm a l language.
• use letter* or numbers for w ords wtveh sound the some.
tVTvir d o you t/iink (about) Hotv do you (eel about
0 & you = u. ore = r. see = c. for = 4
tWuf rtre >cur views on >
L a n g u a g e fo r s p e a k in g L a n g u a g e fo r w r itin g
The L an g u a g e fo r sp eaking box contains The L a n g u a g e fo r w ritin g box contains suggestions
phrases th a t students can use to co m p le te a w h ic h students can use to c o m p le te th e ir task
task a b o u t a p a rticu la r to p ic . Here th e y have in th e w ritin g section. There are various topics
to ask fo r and give o p in io n s and th e y can use in this box th ro u g h o u t th e Coursebook; here,
th e phrases in the box. O th er language fo r in form al language fo r social m edia is d e a lt w ith .
speaking boxes cover E n ga g in g the listen er In o th e r units, th e boxes focus on topics such as
a n d sh o w in g interest, G iving in s tru c tio n s and Time expresssions, C o n tra st linkers and W ritin g a
M a k in g enquiries. p ro fe ssio n a l em a il.
Navigate overview
V id e o
The Video page contains activitie s th a t accom pany In B1 + th e video topics are:
th e u n it video.T his vid e o is a d o c u m e n ta ry video U n it 1: Social m edia m arketing U n it 7: M oving abroad to w o rk
or a u th e n tic in te rvie w .T h e video page starts w ith U n it 2: Seven g o o d stories U n it 8: Happiness in M exico
one or tw o w a rm e r a ctivitie s w hich set the scene U n it 3: A wom an's life U n it 9: The selfie
before th e students w atch th e video, fo llo w e d by U n it 4: Songdo U n it 10: Borussia D o rtm u n d
tw o activities w h ic h check u nd e rsta n d in g o f th e U n it 5: Film studies U n it 11: Cyber crim e
vid eo .T he final a c tiv ity is a task based on w h a t th e U n it 6: M ist catchers U n it 12: Starbucks
stude nts have ju s t w atched.
» 1.5
Social m edia m arketing

V ideo Review
la <‘o m p lrtr the ad vice atxm l frie n d sh ip w ith the correct

form of the verlxs in brackets. U se t he p resen t sim ple,
t) W o rk w ith a p artn e r a n d e x p la in jrour answ ers.
1 M a tc h t hi- tw o h a lv e* o f tin- u riile tid *. present c o n t in u o u s o r present perfect. S i C om p le te tile se ntences u s in g tire 1101111 form w ith a * u
o f on e o f the w o rd s from the box.
u M y c o m p n t iy d o e sn 't h to a d n tM m lw rtU i'in i- iiK o n 1 If y o u r life (ch ange) recently, y o u r friends
h N o w o d a y sc o m p a n ie s prefo* p m lin g n dvittisc tn c ntK <xi m ig h t nee d to c h a n g e too. develop happy inform member relation socuro
c O n lin e d is c u ss io n s sh o w h o w advertise rs engage 2 If y o u _ (just/m ove) to a n e w area, it’s a goo d
idea to jo in so m e d u b s. 1 Is m o re im p o rtan t th a n h a v in g lots of
d A d v e rtis e rs need to fin d ti su c ce ssfu l w a y o f te a c h in g
3 People u su a lly (m ake) frie n ds at w ork, so m oney.
e I sa w h illlio a rd s iidvc-riising the |»oduct as I w a s w a lk in g
try in v itin g so m e w o rk c olleag ue s out socially. 2 My w ilh m y b o ss h as never bee n very good,
1 w ith c o nsum ers.
I D o n 't autom atic ally sa y n o to a n in vlt j i Ii m i , ev e n If o u afford tin- ill the t e n n is clu b ?
2 the irta rge t audience.
you (get) ready for bed w he n the intone rings. H e gave ••some very use fu l about the now
3 so c ia l m e d ia sites to u dvei risin g o n TV. If y o u keep sa y in g no, p eo p le w ill sto p in v itin g you. a|>pK that a iv a lla b lr for m y phone.
-I t h ro u g h th c c it y c c n tic . 5 T ty to meet y o u r frie n d ’s friends. T h e y (like) 5 I lave yo n seen the new o f h o u se * by the river?
5 T V a n y more. them, so so u ptol>al>ly w ill, too. «'» I d o n 't re ally like m y job, but I need tlu- of a
0 W h e n so m e o n e (re fu s r)y o u r invitation, try re g u la r salary.
2 W o rk w it h a p a rtn e r and d is c u ss th e different a d vertisin g
aga in .m other time.
m e th o d s yo u c a n se e in the p hotos. C a n y o u t h in k o f other b W o rk w ith 11partner. T r y to t h in k o f nt least o n e m o re n o u n
w a y s c o m p a n ie s c o u ld choose- to advertise- llw ir p ro d u cts? b W o tk w ith n partner. W h ic h p ieces o f advice d o yo u agree that e n d s w ith e ach o f the five su ffixe s u sed in exercise 5a.
w it It? W h y / W h y n ot? yo u add one m ore piece of advice?
3 O W a tc h the vid eo. W h ic h three th tn gs d o c s tltc v id e o 6a C h o o s e the correct w ord to com plete e ach phrase.
ta lk a b o ut? 2a C.llOflSt- tlu- m o st appru|>rialr form to com plete each 1 t*fn.onuU y / ' D efin itely. I t h in k ...
a lilt- histo ry o f so c ia l m e d ia m a rke tin g sentence. So m e tim e * b o th form s a n - possilih- 2 S h o u ld n 't / M u s tn 't |x-«pte ...?
h lin w to get a job in a d ve rtisin g 3 I re ally u*fc//i-W t h a t ...
c cltange-s in the- adve-t tlsln g in d u stry So c m l outw orking artos 1 d o rrot sworn / a n n o t s o o m n g
to holp p oop lo m nko clo se fnon da. a c co rd in g to 4 ... if yo u ( r l l / n s k in c .
d m o te interaction w ilh c usto m ers
roso orch o rs w h o siu dto d hon» the w obsrtos * cJiongo / 5 Acco rd ing /A lo n g t o ...
e the p ro ce ss for c rea tin g a so c ia l m e d ia advertisem ent a to c lu tn g in g friendships. <» A s f a r / lo n g a s I’m c o n c e rn e d ....
f h o w to u pload an ad vet tlse-iin-nt o n so c ia l m e d ia
Althou gh so cial netw orking * m osrts //# m oa ning that
m an y p eople n o w * h a m / a io having h un d red s or oven b L o o k at these q u otatio n s ab out friendship.
4 O W atch aga in . C o rre ct the sentences.
th o u sa n d s ot 'f n e n d s . tho reoonrchern * hohovo a/e A frle tu l Is som eone w ho
a M o st A m e ric a n a d v e rtisin g c o m p a n ie s had an office in PoUeving that to b o co m e n real friend, it is stall important know s till a bout you a n d still
M a d is o n Ave n ue in the l!)SOt. to n ctu aty moot up. So c u d netw orking * haa b ec om e /
as b e co m in g very p opular rooontty. but although p ocp lo
loves yo u .' E lb c ti Ilu b b a rd
b 'M a d M m ' is a c o m m o n n a m e for p eople w h o w o r k in
a d v e rtisin g these days. 7 n o w koo p m to u c h / are n o w k e o p n g in to uch wilh ‘It’s the frie n d s y ou can
C M a d w e tld e s ig n s a n d deve lo ps so c ia l m e d ia site*,
m ore fn o n d s ontno. tho ro son tch o m found that w o still call up a t d a.m . that
usually h ave only aro u n d five c lo se friends W o only m atter.’ M a rle n e Die trich
d It c a n take a w ho le m o n th to w rite a sh o rt so c ia l m edia d evelop ronl t h e n d s h p s when w o kn o w <no k now ing
post. wo can trust W o rk w ith a partner.
e A d ve rtise rs w ill alw a y s e ngage in a c o nve rsa tio n w ilh D is c u s s h ow y o u w ou ld
c lie nts these days, d e fin e Irlt-iuishlp. u sin g
b W o rk w ith n partn e r a n d e xp lain w h y yo u c h o se each form.
f N o w a da y s, the p rin c ip a l effects o f so c ia l m e d ia arc well the p h r a s a l In exo rcise fia.
kn o w n . 3a 1 13 $1.Is ten to s i x q u e stio n s a n d w r it * th a m d o w n .
So I/.*-ill W o rk w ilh a p a rtn rr. T h in k alwMit so m e t h in g you 'd b W o rk w ith a partner. A s k a n d answ er the q uestions.
like to ad vertise o a so c ia l m cd iu . It c o u ld b e a n event,
produ ct, c o m p a n y or charity. N o te d o w n five ke y p o in ts 4n C l i n m r the w ord w h ic h isd ilfe re n t from the others.
yo u w ant the p u b lic to k n o w about it. 1 p u rc h a se r seller consum er c ustom er
2 sp e cial offers b a rg a in s item s d eals
b W rite a n a d vertisem ent to g o o n TWitter. It m u st be no
3 full p rice h alf-price d isco u n t tw o for tin- p rice o f 01
longe r th a n M O characters.
T ask R e v ie w
The Task on th e Video page is an o u tco m e The Review page contains revision o f gram m ar,
task w h ic h focuses on fluency. It can be a voca b u la ry and th e skills practised in th e unit.
w ritin g or speaking task. Here th e students The Review a ctivities can be set fo r hom ew ork,
th in k a b o u t so m e th in g th ey'd like to b u t are also specifically designed to be done in
advertise on social m edia in pairs and then class in co rp o ra tin g p a irw o rk and g ro u p w o rk
w rite an a d ve rtise m e n t to go on Tw itter. tasks to give learners a d d itio n a l o p p o rtu n itie s
O th e r tasks on Video pages include, fo r to practise key language fro m th e unit.
instance, creating a general kn o w le d g e
q uiz a b o u t th e film industry, d o in g a
p resentatio n a b o u t w a te r shortages, and
discussing reasons to m ove to a d iffe re n t
c o u n try w ith a partner.
W o rk b o o k
U n it s tru c tu re
The W orkbook fo llo w s th e C oursebook lessons. V o c a b u la ry
The firs t tw o spreads each have tw o pages o f In th e W orkbook, students
exercises w h ich correspond w ith th e C oursebook fin d fu rth e r practice o f th e I can ...
con te n ts o f th e same lessons. Spreads 3 and vocabula ry w h ich th e y learnt A t th e end o f each W orkbook
4 o f th e W orkb o o k each have a page o f extra in th e co rrespond ing lesson spread, th e I can statem ents
practice w h ic h corresponds to th e m aterial in o f th e Coursebook. They can rem ind students w h ich goals
lessons 3 and 4 o f th e C oursebook. The W orkbook do this in d iv id u a lly and at th e y should have reached.
also contains lessons fo r extensive reading and th e ir ow n pace. On this page If th e y feel th e y need m ore
listening, review exercises, audio scrip ts o f th e students practise th e use practice, th e y can use th e
liste n ing m aterial in th e W o rkb oo k and answer o f expressions to describe O nline practice m aterials
keys (w ith key version only). friendship. (see page 19 o f th is book).
T re n d s 4a
friendship
M a tc h (|tKtitions I »> to a n sw e rs a f.
1 D o y o u get o n w ell w ith y o u r n e ig h b o u rs?
1.1
2 D o yo u h ave a leg in c o m m o n w ith yo u r p artn e r?
Are you really m y friend? 3 W h e n w as ih e Inst lim e yo u h a d a n atgu in e n t w ith yo u r best frie n d?
4 I lo w often do you meet u p w ith yo u r frie n ds?
5 D o yo u m ak e n e w ft le n d s e asily’?
<« I lo w m a n y old c lassm ate s d o yon keep in touch w ith ?
a Yesterday* Hut it w as about so m e t h in g stu pid , a n d w e've already

forgotten ab out it.
C ro ss o ut the In c oire c t w ord o r p h ra se in e ach sentence.
present sim ple, continuous b M aybe fo u r or five, but just o n Facebook.
1 Vve a lr e iitly / y e t / Just rnel h im . H e s e e m s lik e d n ice
and perfect person.
c N o t really. I d o n ’t e ven k n o w tholr nam es!
d U su a lly o n ce a week, o n Friday*.
2 I ’m n ot lo o k in g at a n y of m y e m a ils th is i r w t / a t the
1 C o m p le te the a rticle about so c ia l n e tw o rk in g w ith the e Yes, I'm ve ry sociable. P eop le t h in k I'm c ra zy becau se I talk to
m o m e n t / t ill th e tim e . I'm o n holiday.
correct fo rm o f the ve rb s in brackets: present sim ple, e veryo n e o n I I k * bust
present c o n tin u o u s ot p resent perfect. 3 W o a lre a d y / alw a ys / u s u a lly h a v e .» g o o d tim e w h e n w e
f Yeah, wo like the sa m e m u sic, b o o k * a n d lots o f other things.
gel together.
4 I have n ’t se e n h im o n lin e / o r <t lo n g tim e / la te ly / tit the b 1 1 # Liste n a n d check.
m om ent. pgggBBBBZBBgl imkiitg
5 I chat o n S k y p c w it h m y frie n ds w h o are abroad every 5 P ut the w ord in brackets in the correct place in e ach sentence.
u v e k / n o w / n i l th e lim e . oa t 7a 1.2 j) L iste n a n d repeat.
1 I fell^w ith m y p artn e r on ce becau se of football, (out)
(> B e c a use o f m y n e w job. I'm m e e tin g a lot o f n e w (x’ople gcôn I get o n w ell w ith her.
2 M y p aren ts helped m e w h e n I d id n ’t h ave e n o u g h m oney, (out)
every llrn e / these /to y s / no w ad ay*. me(_up I met u|i w ith m y m ates
3 I gel w vll w ith everyt>ody lim n \v»sk. (on)
y n ttnd iiy.
Head a b o ut a so c ial n e tw o rk in g site a n d c h o o se Ih e correct 4 I’m terrible at ge ttin g touch w ith distant relatives, (in)
o p tio n s to com p le te the text. 5 I met u p p e o p le fro m w o r k to celebrate a b irth d a y last w eek, (w ith) b C h o o s e th o c o rre ct o p tio n s to com plete
the rule.
6 C o m p le te llu* o p in io n * o n soc ial n e tw o rkin g w ith ve rbs from llw* box.
I'\52fexfefia? nAnffterffffrn
T h e se w ord s are lin ke d (p ro n o u n re d as
o n e w o rd ) b e c a u se th e first w ord e n d *
O ver the last ten years, so cial netw orking hove help keep make trust
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find jabs a n d business oppotkirtHos, an d compantos 5 I h ad an argu m e n t w ith an assistant. (4)
upload) more than sixteen billion photos. friendships
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• C o o g le * 7________________________ (currrtilly/grow)
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o n ln e conversations. h is estm cred ihol over 200
• In the last minute, mere than 2 ,1)00 people conversations 'a r e ta king p foce / hove ta ten p h c *
* (just/check) in on Quite won More practice
right now.
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ta k about mings that w e changing
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A lso in t h e W o r k b o o k
G ra m m a r 2 .5 Heading for pleasure
In th e W orkbook, students R e a d in g fo r p le a s u re a n d
fin d fu rth e r practice o f the L is te n in g fo r p le a s u re
gra m m ar w h ic h th e y learnt
The R eading fo r ple asu re and Listen in g fo r pleasure
in th e co rresp o nd in g lesson
pages appear once every tw o units in the W orkbook.
o f th e Coursebook. This page
They offer students an o p p o rtu n ity fo r extensive
contains m ore exercises on
reading or listening supported by a few exercises to
th e present sim ple, present
ensure understan ding. Here th e students read an
co n tin u o u s or present
extract fro m K id n a p p e d by Robert Louis Stevenson.
p e rfe ct as in tro d u c e d in
th e C oursebook. R e v ie w
As w ell as a Review page in every u n it o f the
C oursebook, N a v ig a te W orkb o o k offers a n o th e r
chance fo r students to check w h a t th e y have
learnt w ith a Review page once every tw o units.
Navigate overview
Teacher's G u id e a n d Teacher's W h a t's o n th e T ea ch er's S u p p o r t a n d
R eso u rce Disc?
S u p p o rt a n d R esource Disc
• Lesson o v e rv ie w v id e o s : C atherine Walter, Navigate
The Teacher's G uide and Teacher's S u p p o rt and Resource series adviser, offers o n e -m in u te overview s o f each
Disc Pack is a c o m p le te s u p p o rt package fo r teachers. It is o f th e m ain lessons o f th e C oursebook, in c lu d in g th e
designed for b o th experienced and n e w teachers and offers m e th o d o lo g y b e h in d it and th e b e n e fit to th e learner.
a w e a lth o f resources to s u p p le m e n t lessons w ith Navigate.
W h a t's in t h e T ea ch er's G u id e?
The Teacher's G uide co nta in s th o ro u g h te a ch in g notes for
teachers to fo llo w as th e y g o th ro u g h th e C oursebook in
th e ir lessons. A nsw er keys are p ro vide d to all activities w h e re
a p p ro p ria te and th e aud io scrip ts are e m b e d d e d w ith in the
te a ch in g notes fo r ease o f reference.
As w e ll as this, th e Teacher's G uide offers n um erou s ideas
and extra su p p o rt in th e shape o f th e fo llo w in g features, to
be fo u n d th ro u g h o u t th e te a ch in g notes:
• L e a d -in : an extra a c tiv ity at th e start o f every u n it to
e n co u ra ge e n g a g e m e n t w ith th e to p ic o f th e unit.
• E xtra a c tiv ity : an a c tiv ity th a t offers an a lterna tive • Tests: a full range o f Unit, Progress and End-of-course tests
approach to th e o ne in th e C oursebook fo r va riety or to enable you and yo u r students to m o n ito r progress
to ta ilo r th e m aterial to a specific te a ch in g situation. th ro u g h o u t th e ir course. Available in PDF and W ord form at,
• E x te n s io n : an idea on h o w to e xte n d th e a ctivity in th e and in A/B versions. See page 32 o f this book for m ore details.
Coursebook, useful especially if stud e nts have sh ow n a • MP3 a u d io fo r all o f th e tests.
strong interest in th a t topic.
• All o f th e p h o to c o p ia b le m aterial th a t is fo u n d at th e back
• E xtra s u p p o r t/E x tr a c h a lle n g e : these are alternative o f th e Teacher's G uide as d o w n lo a d a b le PDFs.
ways o f d o in g an a ctiv ity w h e re m ore staging may be
• W ordlists (A -Z and u n it-b y -u n it) in PDF and W ord form at.
required fo r learners w h o are stru gg lin g , or to keep
stro ng e r learners o ccu p ie d in m ixed a b ility classes. • A udioscripts in PDF and W ord fo rm a t o f all C oursebook,
W o rkb o o k and Test audio.
• P ro n u n c ia tio n : tip s and notes fo r te a ch in g p ro nu n cia tio n .
• V ideoscripts o f C oursebook and Vox pops videos.
• W a tc h o u t!: p o te n tia lly p ro b le m a tic language p oints or
language th a t learners m ig h t ask a bout. • S tu d e n t study record: a self-assessment fo rm to be fille d in
by th e s tu d e n t a fter each u n it is co m p le te d .
• F e e d b a c k focus: guide lin e s on w h a t to m o n ito r in an
a ctiv ity and h o w to give feedback.
• D ic tio n a r y skills: m o m e n ts w h e n it m ay be useful to
d e v e lo p lea rne rs'diction a ry skills and ideas on h o w to d o it.
• S m a rt c o m m u n ic a tio n : tips on small talk, appropriacy,
and c o m m u n ic a tio n strategies.
• C ritic a l th in k in g : strategies to analyse and evaluate w h a t
learners read and hear, th e ir w o rk and th a t o f th e ir peers.
• S tu d y tip s : tip s to h elp learners assim ilate w h a t th e y
have learnt.
T h e Teacher's G u id e also in c lu d e s th e fo llo w in g

fe a tu re s :
• Essays by in flu e n tia l authors and experts in th e fields
o f reading, listening, gram m ar, th e CEFR, te stin g and
p h o to c o p ia b le materials. These essays have been w ritte n
by p eo p le w h o have c o n trib u te d to th e d e ve lo p m e n t o f
material used in Navigate.
• P ho to co p ia b le materials: extra gram m ar, vo cab u la ry and
co m m u n ica tio n activities as p h o toco p ia ble worksheets.
• P ho to co p ia b le w orksheets to a cco m p a n y th e Vox pops
videos fo u n d on th e C oursebook DVD.
e -B o o k s
The Navigate e-books are d ig ita l versions o f th e C oursebooks To access an e-book:
and W orkbooks. Learners study o n lin e on a c o m p u te r or on a 1 Go to w ww .oxfordlearnersbookshelf.com ,
tablet, and their w o rk is safely saved in the Cloud. The Navigate
2 To use yo u r e-books on a ta b le t, d o w n lo a d th e app, and
e -b o o k Teacher's e d itio n is th e C oursebook w ith in teg ra ted
register o r log in.
teacher's notes as w ell as selected p o p -u p images. You can
use it as a classroom pre sen tatio n tool. To use yo u r e-books on a c o m p u te r, register or log in to
th e w ebsite.
3 Note: A fter you register, you can use yo u r e-books on
In th e N a vig a te e-Book Teacher's e d itio n ,
b o th a c o m p u te r and a tablet.
th e teacher's notes fro m th e Teacher's 4 Choose Add a book.
Guide can be called up on th e page
5 Enter y o u r access code.
w he re th e in fo rm a tio n is needed.
W atch this v id e o for h elp on registering and using e-books:
w w w .brainshark.com /oup/O LB getstarted
Draw on th e page Find units quickly, ju m p to a

or h ig h lig h t text. page, or b o o km a rk a page. The liste n in g m aterials th a t go w ith th e course
play stra ig h t fro m th e page and are placed w ith
th e exercise w here th e y are needed.T he user can
slow th e m aterial d o w n to hear each w o rd clearly
/ \ and th e n speed up again. In a d d itio n , learners can
im prove p ro n u n cia tio n by listening to th e audio,
record th e ir o w n and th e n com pare to th e original.
The e-books also co n ta in video m aterial w h ich can be
played stra ig h t fro m th e Video lesson page. The video
m aterial can be played fu ll screen, o r sp lit screen to
m ove a round th e pages and co m p le te activities as
you w atch.
| a sk in g for a n d g iv in g
6 O m Oxford JOOO~
A u to m a tic m arking The sticky n o te can be

helps learners check used to place com m ents
progress and learn fro m w ith an exercise.These
th e ir mistakes. They can com m ents can e ith e r be
also em ail a page to you w ritte n or recorded and
to m ark or to add to th e ir can be placed anyw here
learning p o rtfo lio . on th e page.
This to o l allow s th e user to m ove back to th e o riginal page.

M any im ages in th e N a v ig a te e-Book
For instance, if th e user has m oved fro m a lesson page to a
Teacher's e d itio n can be enlarged by
g ram m ar reference page, clickin g on this a rrow w ill m ove
clicking on th e im age. This fu n c tio n a lity
th e reader a u to m a tic a lly back to th e page th e y cam e from .
can be used in class to discuss p articular
im ages in detail or to aid c o m p le tio n o f
exercises th a t go w ith th e photos.
Navigate overview
iTools
Navigate iTools is a d ig ita l too l, specifically design e d fo r use
o n w h ite bo a rds, th a t can also be used w ith data projectors,
and PCs o r la p to p com puters. Pages fro m th e C oursebook
and W o rkb o o k are seen o n screen w ith various too ls to help
th e teacher present th e m aterial in class.
O
This to o l appears w ith each exercise and The gram m ar reference page
im allow s th e teacher to discuss an exercise can be reached by clicking on
^ in class w h ils t calling up th e answers. th e b ook icon placed near the
C licking on th e key w ill p o p up a box c o n ta in in g Gram m ar focus box. The user ju m p s to
th e exercise rub ric and spaces w h ich can ho ld the th e relevant gram m ar reference page
answers w he n you click on the relevant b u tto n s in and can re tu rn to th e o riginal page
th e b o tto m o f th e box. There are three options:'see again by using the arrow b u tto n at the
n e xt answer', 'see all answers', and 'hid e all answers'. b o tto m o f th e page.
■ i
w m r 0 ■ OXFORD
© ®
R esources Video can be This to o l allow s th e
N a v ig a te iTools includes a n u m b e r o f resources fo r played on your teacher to play the
use in th e classroom: w h ite b o a rd by au d io m aterial th a t
clicking th e icon. is relevant to th e exercise.
• The Vox pops worksheets.
The teacher can also reveal
• P hotoco p ia ble m aterials fro m th e Teacher's th e a u d io scrip t so th a t
G uide are available to d o w n lo a d here. students can read along
• A -Z and u n it-b y -u n it w ordlists. w h ils t th e y listen.
• New G ram m ar P ow e rp oin t presentations fo r
display on y o u r w h ite b o a rd help you teach
th e gram m ar fro m th e C oursebook in a m ore
in te ra ctive way.
O n lin e p ra c tic e O x fo rd O n lin e L a n g u a g e P ra c tic e
Puts th e s p o tlig h t on b u ild in g u p le a rn e rs 'v o c a b u la ry
O ur o n lin e practice courses give yo ur learners targe te d and g ra m m a r
extra practice at th e level that's rig h t fo r th e m . S up p orte d
by th e o n lin e Learning M a n a g e m e n t System, teachers Reference - Your N o t e *
C lic k o n t h e s c r e e n s a n d le a rn a b o u t s o m e f a m o u s w ild life c h a m p io n s ENGAGE 1 o f1 2

and a dm inistrators can assign m edia-rich a ctivities fo r th e H a v e y o u h e a rd o f a n y o f t h e m ?
classroom o r at hom e, and m easure learners' progress.

Each learning m o d u le uses a step -b y-ste p process, e n g a g in g
learners'interest, th e n e n co u ra g in g th e m to explore, practise
and reflect on th e ir learning.
Learners can stud y in d e p e n d e n tly w ith a w id e range o f
s u p p o rt materials: C ultural glossaries, Language m odels,
W ordlists, G ram m ar and V ocabulary Reference, hints and tips,
a u to m a tic m a rkin g and in stant feedback.
You can m o n ito r y o u r learners' progress w ith a variety
o f m a n a g e m e n t tools, in c lu d in g a G radebook and User
Progress statistics.
• W ith a top ic-b a se d approach, g ra m m a r and vo cab u la ry
Create y o u r o w n n e w c o n te n t to m eet th e needs o f
is in te g ra te d in a m e a n in g fu l and co n te xtu a lize d learning
y o u r learners, in c lu d in g speaking and w ritin g tasks, tests,
journey.
discussions and live chat. You can also uploa d videos, a ud io
and Powerpoint® presentations. • Topic areas reflect those c o m m o n ly fo u n d in A d u lt general
English courses, and in clu d e Education, Personality, Work,
Holidays, S torytelling, C rim e and E ntertainm ent.
O x fo rd O n lin e S kills
(G e n e ra l E n g lish , B u n d le 2) • C om prehensive s u p p o rt for learners in every M odule, w ith
printable gram m ar and vocabulary references and wordlists,
H elp s le a rn e rs fo cu s o n d e v e lo p in g th e ir L is te n in g ,
and notes on key differences in Am erican and British English.
S p e a k in g , R e a d in g a n d W ritin g skills, in th e classro o m
or at hom e • Each CEFR level includes 12 M odules and 25 hours o f
learning and practice material.
Learners'access codes co m e on a special card in clu d e d w ith
D e s c r ib e a h o u s e
L o o k at t h e s e p ic t u r e s o f h o m e s a r o u n d t h e w o rld . D o y o u k n o w w h e r e t h e y a re u s u a lly
WRITING A
ENGAGE I 0,D Navigate Pack 3. If you d o n o t have Pack 3, you can buy this
f o u n d ? W h ic h l o o k s t h e b e s t fo r a h o lid a y ?
course o n lin e fro m w w w .o u p .c o m /e lt ,
O x fo rd E n g lish fo r W o rk
T e le p h o n in g , S o c ia liz in g a n d W ritin g Skills
Engage learners w ith 30 hours o f m e d ia-rich activities

per level, in c lu d in g videos, in teractive in fographics and
striking p h o to g ra p h y, on cu ltu ra lly diverse topics.
Topics c o m p le m e n t tho se fo u n d in Navigate. For exam ple:
M y fam ily, th e past, g iv in g o pinions, w ritin g em ails or
blo g posts.
Learners'access codes c o m e on a special card in clu de d
w ith th e ir C oursebook.
• Each level includes th re e skills: T elephoning, Socializing
Variety o f to p -u p m aterials if you'd like m ore skills practice
and W riting.
for yo ur learners. Choose m ore m odules for general English
w ith General English B undle 1, o r focus o n A cadem ic • A ctivities are h ig h ly practical and im m e d ia te ly transferable
English, all fo u r skills o r paired skills (Reading & W riting, to th e w orkplace.
Listening & Speaking). The ch o ice is yours. Find o u t m ore Learners'access codes co m e on a special card in clu d e d w ith
at w w w .o u p .c o m /e lt Navigate Pack 3. If you d o n o t have Pack 3, you can buy this
course o n lin e fro m w w w .o u p .c o m /e lt .
The Navigate a p p ro a c h - R eading
R e a d in g to m o rro w 's te x t b e tte r - C a th e rin e W a lte r
L e a rn in g to p la y b e a u tifu l m u s ic do es n o t s ta rt w ith p la y in g • Second language readers need to learn the m ost com mon
b e a u tifu l m u s ic . N o o n e w o u ld e x p e c t to s ta rt le a rn in g th e a n d useful words at their level, and they need to be able to
ce llo b y tr y in g to p la y a c o n c e rto ; rather, th e y w o u ld le a rn h o w recognize them quickly an d automatically.
to use th e b o w a n d to fin g e r th e note s, to tr a n s itio n q u ic k ly
• They need to be aware o f vocabulary systems, such as how
a n d a c c u ra te ly fro m o n e n o te to a n o th e r, to re la te th e m u s ic a l prefixes a nd suffixes work, so that they can recognize word
n o ta tio n o n th e page w ith th e p h y s ic a l m o v e m e n ts n e e d e d
families, a n d can learn more vocabulary independently.
to p la y , a n d to w o r k o n m a k in g a ll th a t h a p p e n s m o o th ly .
• More tim e should be spent on learning vocabulary than on
In th e sa m e w ay, b e c o m in g s k ille d at re a d in g c o m p re h e n s io n
learning to guess unknow n words; teaching about guessing
in a s e c o n d la n g u a g e is n o t best a c h ie v e d s o le ly b y p ra c tis in g
unknow n words should be strategic.
c o m p re h e n s io n . O f co u rse , th e g o a l o f re a d in g a c tiv itie s in
an E n g lis h la n g u a g e c o u rs e is to h e lp le a rn e rs a c h ie v e b e tte r • Activating learners' prior knowledge about a text they are
c o m p re h e n s io n o f th e E n g lis h la n g u a g e texts th a t th e y read. about to read has a very lim ited effect on how well they will
H o w e ve r, th is does n o t m e a n th a t a ll o f th e a c tiv itie s in th e understand it.
c la s s ro o m s h o u ld be c o m p re h e n s io n a c tiv itie s . To re a d w e ll, se c o n d la n g u a g e re a d e rs n e e d to he ahle,
To re a d w e ll in a s e c o n d la n g u a g e , re a d e rs n e e d to d e co d e a c c u ra te ly a n d flu e n tly , to b re a k d o w n th e g ra m m a r o f th e
w r itte n te x t a c c u ra te ly a n d flu e n tly (G ra b e , 2009). A c c u ra te se n te n ce s th e y are re a d in g . T h e y also n e e d to k n o w h o w
d e c o d in g m e a n s b e in g a b le to m a k e a c o n n e c tio n b e tw e e n th e se se n te n ce s are p u t to g e th e r to m a k e a text. R e c o g n iz in g
th e w o rd s o n th e page, h o w th e y s o u n d a n d w h a t th e y m e a n . h o w se n te n ce s are a s s e m b le d in a te xt m eans, fo r e x a m p le ,
M a k in g a c o n n e c tio n b e tw e e n th e w r itte n w o rd s a n d h o w th e y re c o g n iz in g th e uses o f d e te rm in e rs lik e this a n d that, o f
s o u n d is im p o r ta n t be cau se re a d e rs o f a lp h a b e tic la ngua ges w o rd s lik e which th a t lin k o n e p a rt o f a s e n te n ce to a n o th e r,
im m e d ia te ly c o n v e rt w 'hat th e y re a d to s ile n t sp e e ch in o f e x p re s s io n s lik e on the other hand th a t say w h a t th e w r ite r
th e ir m in d s , u s in g th a t s ile n t s p e e ch to b u ild a m e n ta l th in k s a b o u t w h a t fo llo w s .
re p re s e n ta tio n o f th e te x t (G a th e rc o le & B a d d e le y, 1993). • Texts fo r language learners should contain high-frequency
• Second language readers need practice in matching gram m atical features in natural contexts.
com mon spellings an d the way they sound, a nd they need • Second language readers should learn how ideas are linked
to recognize com mon words that are spelt irregularly. within texts, e.g. with pronouns, lexical links and discourse
Just as flu e n t p la y in g o f a p ie c e o f m u s ic is n o t o n ly a c h ie v e d markers.
b y p la y in g it a g a in a n d again , b u t b y p la y in g scales a n d P aul N a tio n (2009) p o in ts o u t th a t w h a t h a p p e n s in m a n y
d o in g o th e r exercises, flu e n c y in re a d in g c o m p re h e n s io n is s e c o n d la n g u a g e re a d in g a c tiv itie s is th a t th e le a rn e rs are
n o t b e st a c h ie v e d o n ly b y e x te n s iv e re a d in g - a lth o u g h th is h e lp e d to u n d e rs ta n d th e te x t in fro n t o f th e m . N a tio n says
has a p a rt to p la y . F lu e n c y d e v e lo p m e n t a c tiv itie s ca n h e lp th a t th e q u e s tio n fo r th e te a c h e r o f re a d in g s h o u ld ra th e r be:
(N a tio n , 2009).
How does today's teaching make tomorrow's text easier to read?
• Second language readers need to focus on reading fa st and T h is is th e a im o f m a n y o f th e te a c h in g a c tiv itie s in Navigate.
w ithout hesitation. S o m e o f th e a c tiv itie s th a t c o n tr ib u te to b e tte r re a d in g are
K n o w in g h o w th e w o rd s s o u n d is useless i f th e re a d e r does n o t s p e c ific a lly la b e lle d as re a d in g a c tiv itie s . F o r e x a m p le ,
n o t k n o w w h a t th e w o rd s m e a n . C o n tra ry to p o p u la r m y th , th e re is w o r k o n m a tc h in g s p e llin g a n d so u n d s. T h e re is a
s k ille d re a d e rs w h o are re a d in g a te x t fo r in fo r m a tio n o r c a re fu lly staged v o c a b u la ry s y lla b u s based o n th e O x fo rd
p le a su re d o n o t s p e n d a lo t o f tim e gu e ssin g u n k n o w n w o rd s, 3000™ lis t o f fre q u e n t a n d u s e fu l w o rd s (O x fo rd U n iv e rs ity
be cau se th e y a lre a d y k n o w a ll th e w o rd s . S k ille d readers Press, 2014). T h e re is re g u la r w o r k o n v o c a b u la ry system s.
d o n o t s a m p le b its o f th e te x t a n d d e d u c e w h a t th e rest o f
I n a d d itio n , e ach re a d in g te x t
th e te x t m e a n s ; th e y p roce ss th e e n tire text, ra p id ly a n d
a u to m a tic a lly (G ra b e , 2009). S k ille d re a d e rs d o n o t use • has in tr in s ic in te re s t, so th a t le a rn e rs w ill w a n t to re a d it
c o n te x t to in fe r m e a n in g as o fte n as le s s -s k ille d readers d o : • c o n ta in s h ig h -fre q u e n c y , u s e fu l v o c a b u la ry
th e y d o n o t n e e d to, because th e y k n o w th e w o rd s ( Juel, 1999).
• c o n ta in s u s e fu l g ra m m a tic a l fe a tu re s in n a tu ra l c o n te x ts
S e c o n d la n g u a g e re a d e rs w h o guess u n k n o w n w o rd s u s u a lly
guess th e m w r o n g ly (B e n s o u s s a n & L aufer, 1984). To re a d a • e x e m p lifie s fe a tu re s o f n a tu ra l c o n n e c te d texts.
te x t c o m fo rta b ly w ith o u t u s in g a d ic tio n a ry , se co n d la n g u a g e G e n e ra lly , th e re a d in g te xts in Navigate are th e s ta rtin g p o in t
re a d e rs n e e d to k n o w th e m e a n in g s o f 98% o f th e w o rd s in a fo r in te n s iv e la n g u a g e -fo c u s e d le a rn in g o f re a d in g skills.
te x t (H u & N a tio n , 2000). N o te th a t to p ic fa m ilia r ity c a n n o t T h a t is to say, th e a c tiv itie s s u rr o u n d in g th e m are p a rt o f a
c o m p e n s a te fo r s e c o n d la n g u a g e p ro fic ie n c y (Jensen & s tru c tu re d p ro g ra m m e w h ic h a im s to p re p a re le a rn e rs to
H a n s e n , 1995). re a d th e n e x t te x t th e y w ill e n c o u n te r m o re s k ilfu lly .
T h e a c tiv itie s d o th is b y R eferences
Bensoussan, M. and Laufer, B. (1984). Lexical guessing in context in EFL
• h e lp in g le a rn e rs to re a d m o re a c c u ra te ly a n d /o r m o re
reading comprehension. Journal o f Research in Reading, 7(1), 15-32.
flu e n tly
Gathercole, S. E. & Baddeley, A. D. (1993). Working Memory and
• fo c u s in g o n aspects o f th e c u rre n t te xt th a t c o m m o n ly Language. Hove, England: Lawrence Erlbaum Associates Ltd.
o c c u r in o th e r texts Grabe, W. (2009). Reading in a Second Language: Moving from Theory to
Practice. Cambridge: Cambridge University Press.
• p r o m p tin g le a rn e rs to u n d e rs ta n d a n d re fle c t u p o n th e
Hu, M. H. & Nation, P. (2000). Unknown vocabulary density and reading
w ays in w h ic h im p o r ta n t g ra m m a r a n d d is c o u rs e fe a tu re s
comprehension. Reading in a Foreign Language 13/1:403-430.
are e x e m p lifie d in th e te xt
Jensen, C. & Hansen, C. (1995). The effect o f prior knowledge on EAP
• c o n c e n tra tin g o n w o r k in g w it h fe a tu re s th a t o c c u r m o re listening-test performance. Language Testing 12:99-119.
o fte n in w r itte n th a n s p o k e n la n g u a g e Juel, C. (1999). The messenger may be wrong, but the message may
be right. In J. Oakhill & S. Beard (Eds.), Reading Development and the
• p r o v id in g a c tiv itie s th a t h e lp le a rn e rs to u n d e rs ta n d th e Teaching o f Reading, 201-12. Malden, MA: Blackwell.
te xt as a w h o le Nation, I. S. P. (2009). Teaching ESL/EFL Reading and Writing. London:
• p r o v id in g te a c h e r a n d le a rn e r w it h in fo r m a tio n a b o u t th e Routledge.
le a rn e r’s p e rfo rm a n c e , as a basis fo r fu tu re w o rk .
b Now read paragraph 1 of the article.
A ll th e se te a c h in g a c tiv itie s c o n tr ib u te to a s tru c tu re d
p ro g ra m m e w h ic h w ill m o v e le a rn e rs m o re e ffic ie n tly 1 Underline the reference words.
2 W hat do they refer to?
to w a rd s b e c o m in g b e tte r re a d e rs o f E n g lis h .
R e a d in g in N avigate
Navigate includes m icro-skills w o rk on reading, h e lp in g
learners to id e n tify c o m m o n aspects o f reading texts, w h ic h
in tu rn enables th e m to d eve lo p the ir reading skills in general.
These Unlock the code boxes id e n tify som e specific areas o f
reading skills th a t are e xp lo ite d in lesson 3 in six o f th e units.
e
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understanding references
• w e use reference words (e.g. she, us, those, one, so) to refer
to a word or group of words in a text. Sometimes these
words refer to a noun or phrase that came before them.
1 In his book Blink, the Canadian author Malcolm Gladwell
We all a te \the pizzaj but none o f us //ked[rt) tells a wonderful story. It shows, he says, that even if
The boss\le ft early\a nd so did we they are very experienced and intelligent, experts can be
• Sometimes they refer to something after them. wrong. It's about music, but it’s true for all kinds of other
situations.
When\they\arrested the men, \the police}were very satisfied.
2 Before the 1980s, when they wanted to find and employ
a new musician, orchestras used a very simple system.
G
UNLOCK THE CODE A group of three ‘judges’ from the orchestra would sit in
recognizing complex noun phrases (1) a room. One musician after another would come in and
play their instrument in front of them, and then the judges
Sometimes the subject of a sentence can be very long or would choose the best. Under this system, most of the
contain another verb. musicians who were chosen were men. Naturally, since
the judges were all experts, nobody thought much of this:
Subject Main verb
they must be able to tell a good musician from a bad one.
Making a speech is sometimes hard Men were probably simply better musicians.
to do.
3 But then, for a number of reasons, in the 1980s,
Learning these new helps in later life. orchestras started putting up screens in the rooms
techniques where these auditions took place, so the judges couldn’t
One of the test groups experienced symptoms of stress. see if the musicians were men or women. Amazingly,
One group who took part were told nothing. orchestras started hiring many more women. In fact,
in the experiment
1_________ hired m ore women than men, which
suggested that women were better musicians!
w hen you read, it is im portant to be able to identify the subject
and the main verb quickly.
This approach is used in c o m b in a tio n w ith a m o re to p -d o w n
approach to reading w h e re stud e nts read c o n te n t-ric h texts
e
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linkers as vehicles fo r g ra m m a r o r vo cab u la ry learning, and to
stim u la te discussion on a to p ic o f general interest to adults.
We use linkers to organize inform ation when we speak and
write. They are like signposts and have different purposes:
All reading texts have been carefully graded. Vocabulary level
• adding inform ation: as well, what's more in th e texts is checked against CEFR levels to ensure th a t o n ly
• saying tw o things happen at the same time: meanwhile a m in im u m n u m b e r o f w ords are above th e level e xpe cted
• emphasizing: above all, especially
to be u n d e rsto o d by learners at th e level o f th e C oursebook.
• giving both sides o f the argument: on the one hand
The Navigate a p p ro ac h - Listening
T ra in in g b e tte r lis te n e rs - John Field

In th e e a rly days o f ELT, lis te n in g w as m a in ly e m p lo y e d as e lis io n {d id n 't—* 'd in t ’), a s s im ila tio n {ten p o u n d s—* 'tem
a m e a n s o f p re s e n tin g n e w la n g u a g e in a d ia lo g u e c o n te x t. pounds'), lia is o n {tie up —* ‘tieyup’, go o u t—* ‘g ow out’) o r
In tim e , te a c h e rs a n d te a c h e r tra in e rs ca m e to re c o g n iz e re s y lla b ific a tio n {find out —* fin e doubt'). W o rd s th a t are
th e im p o rta n c e o f te a c h in g th e fo u r s k ills fo r th e ir o w n o f lesser im p o rta n c e in a n u tte ra n c e are o fte n re d u c e d .
sake, b u t th e re re m a in e d th e p ro b le m o f p re c is e ly h o w to F u n c tio n w o rd s in E n g lis h have w e a k fo rm s {have, of, a a nd
d o it. F o r lis te n in g , th e y fe ll b a c k o n a m e th o d w id e ly u sed are ca n a ll be re p re s e n te d by th e s in g le w e a k s o u n d schw a
in L la n d L2 re a d in g , as w e ll as in e a rly lis te n in g tests - /o / ) , a n d w o rd s in c o m m o n ly o c c u r r in g c h u n k s o f la n g u a g e
n a m e ly th e c o m p re h e n s io n q u e s tio n . M o re e n lig h te n e d o fte n get d o w n g ra d e d in p ro m in e n c e {Do you know w hat I
te a c h e rs p la y e d s h o rt s e c tio n s o f a re c o rd in g a n d asked o ra l m ean? ca n be re d u c e d to as lit tle as ‘Narp mean?1).
c o m p re h e n s io n q u e s tio n s ; b u t c o u rs e b o o k m a te ria ls o fte n
T h e best w a y o f d e a lin g w it h these p e rc e p tu a l p ro b le m s is by
re lie d o n a c o n v e n tio n a l le sso n fo rm a t w h e re th e te a c h e r
u s in g s m a ll-s c a le exercises th a t fo cu s o n e xa m p le s o f ju s t o n e
sets c o m p re h e n s io n q u e s tio n s in a d v a n c e o f lis te n in g , plays
o f th e fe a tu re s m e n tio n e d . T h e te a c h e r reads a lo u d these
a th re e - o r fo u r - m in u te re c o rd in g a n d th e n ch ecks answ ers.
exa m p le s o r plays a re c o rd in g o f th e m a n d le a rn e rs tra n s c rib e
T h is a p p ro a c h b e c a m e v e ry e n tre n c h e d in ELT m e th o d o lo g y , th e m . B u t th is is n o c o n v e n tio n a l d ic ta tio n exercise: it e m p lo y s
b u t it w as n o t w ith o u t its c ritic s . T h e m o s t c o m m o n ly sp e e ch th a t is as n a tu ra l as p o ssib le , n o t re a d -a lo u d ; a n d
e xpressed re s e rv a tio n w as th a t it tested lis te n in g ra th e r th a n le a rn e rs are n o t p e n a liz e d fo r s p e llin g e rro rs . F o r exa m p le s,
teaching it. O th e r d ra w b a c k s w e re less o fte n m e n tio n e d . see F ie ld , 2008: C hap. 9.
T h e m e th o d is v e ry te a c h e r c e n tre d . T h e c o m p re h e n s io n
q u e s tio n s are o fte n in w r itte n fo rm so th a t th e task ta p s in to T ra in in g in e x p e rtis e
re a d in g as w e ll as lis te n in g . T h e fo c u s o n ‘c o m p re h e n s io n ’ P s y c h o lin g u is tic m o d e ls o f lis te n in g have d e m o n s tra te d th a t
d iv e rts a tte n tio n fr o m th e fa c t th a t th e re is m u c h m o re to th e s k ill d e m a n d s fiv e d is tin c t o p e ra tio n s :
lis te n in g th a n ju s t th e e n d -p ro d u c t. A b o v e a ll, i f a le a rn e r
• D e c o d in g : m a tc h in g th e s ig n a ls th a t re a c h o u r ears to th e
g ive s th e rig h t a n s w e r to a q u e s tio n , it te lls us n o th in g a b o u t
s o u n d syste m o f th e la n g u a g e
th e w a y in w h ic h th e y a rriv e d a t th a t answ er, so w e c a n n o t
h e lp th e m to lis te n bette r. • L e x ic a l se a rch : m a tc h in g g ro u p s o f s o u n d s to w o rd s in o u r
o ra l v o c a b u la ry
Today, lis te n in g in s tru c tio n has m o v e d on. C u rre n t approach es
tre a t lis te n in g as a fo r m o f e x p e rtis e , lik e d r iv in g a c a r o r • P a rsin g : c o m b in in g g ro u p s o f w o rd s in to g ra m m a tic a l
le a rn in g chess. A n o v ic e tr y in g to a c q u ire e x p e rtis e in a n y u n its to o b ta in a s im p le p o in t o f in fo r m a tio n
s k ill s ta rts o u t b y n e e d in g to fo c u s a lo t o f a tte n tio n o n th e • M e a n in g c o n s tru c tio n : in te r p r e tin g th e in fo r m a tio n in
b a s ic processes th a t m a k e u p th e s k ill ( in th e case o f lis te n in g , te rm s o f c o n te x t a n d th e g oals o f th e sp e a ke r
an L2 le a rn e r m ig h t n e e d to c o n c e n tra te o n ju s t re c o g n iz in g
• D is c o u rs e c o n s tru c tio n : a d d in g th e in fo r m a tio n to w h a t
w o rd s ). W ith tim e a n d p ra c tic e , h o w e ve r, these basic
has g o n e b e fo re .
p rocesses b e c o m e m o re a n d m o re a u to m a tic a n d d e m a n d
less a tte n tio n . T h is e n a b le s th e n o v ic e to p e r fo r m m o re A ll five ca n be p ra c tis e d b y m e a n s o f s m a ll-s c a le exercises.
e ffic ie n tly - in th e case o f th e L2 lis te n e r, to s w itc h a tte n tio n I n te rm s o f le x ic a l search, a m a jo r c h a lle n g e w h e n lis te n in g
fro m w o rd re c o g n itio n to b u ild in g u p a w id e r p ic tu re o f th e to a n y la n g u a g e is th a t th e re are n o c o n s is te n t gaps b e tw e e n
s p e a k e r’s p u rp o s e a n d th e c o n v e rs a tio n as a w h o le . w o rd s in c o n n e c te d sp ee ch lik e th o se in w r itin g . It is th e
lis te n e r w h o has to d e c id e w h e re o n e w o r d e n d s a n d th e
T h is p e rs p e c tiv e suggests th e n e e d to p ra c tis e th e
n e x t b e g in s (F ie ld , 2003). A u s e fu l exercise is th e re fo re fo r
fu n d a m e n ta ls o f th e lis te n in g s k ill as in te n s iv e ly as p o s s ib le
th e le a rn e r to lis te n to a s h o rt passage o f n a tu ra l speech a n d
in th e e a rly stages o f a te a c h in g p ro g ra m m e . It also suggests
w r ite d o w n a n y w o rd s th a t h e /s h e has re c o g n iz e d , th e n to
th e w is d o m o f re s e rv in g s o m e o f th e m o re c o m p le x processes
re p la y th e passage se veral tim e s , each tim e a d d in g m o re
a sso cia te d w ith c o n te x t, in te r p r e ta tio n o r lin e o f a rg u m e n t
w o rd s . T h is k in d o f ta sk is best d o n e a t th e le a rn e r's o w n
fo r h ig h e r-le v e l le a rn e rs .
pace - fo r h o m e w o rk o r in a lis te n in g c e n tre . P a rs in g ca n be
p ra c tis e d by p la y in g h a lf o f a s e n te n ce a n d a s k in g le a rn e rs to
L2 lis te n e rs 7n e e d s can b e ta c k le d in use w h a t th e y h ave h e a rd so fa r to p r e d ic t th e rest. D is c o u rs e
th r e e w ay s c o n s tru c tio n can be p ra c tis e d by a s k in g le a rn e rs to f ill in a
b la n k T a b le o f C o n te n ts fo rm . F o r m u ltip le e x a m p le s o f these
E xposure to th e in p u t
exercise types, see F ie ld 2008: C haps. 10-13.
L e a rn e rs n e e d to h e a r s h o rt c lip s w h ic h illu s tra te so m e o f
th e p h o n e tic fe a tu re s o f E n g lis h th a t p re v e n t lis te n e rs fro m C o m p e n s a tin g fo r gaps
re c o g n iz in g w o rd s . W o rd s in c o n n e c te d sp eech d o n o t have It has b e e n suggeste d th a t lo w e r-le v e l L2 le a rn e rs n e e d a
s ta n d a rd fo rm s lik e th e y d o in w r itin g . B ecause speakers g re a t d e a l o f p ra c tic e in c ra c k in g th e c o d e o f sp eech b e fo re
ta k e s h o rt c u ts in p r o d u c in g th e m , th e y are o fte n s u b je c t to th e y can m o v e o n to b u ild in g m o re c o m p le x m e a n in g s . T h is
takes tim e , a n d le a rn e rs feel fru s tra te d w h e n , d e s p ite th e ir B u t w e s h o u ld p e rh a p s re th in k so m e aspects o f th e tra d itio n a l
lis te n in g in s tr u c tio n , th e y fin d th e y u n d e rs ta n d little o f w h a t c o m p re h e n s io n task. T eachers a n d m a te ria ls p ro v id e rs ne e d
th e y h e a r o n th e in te r n e t o r o n TV, D V D a n d film . T h e re is to d ra w m o re h e a v ily o n a u th e n tic m a te ria l - o r at le a st use
th u s a fu r th e r n e e d to tr a in le a rn e rs (e s p e c ia lly a d u lts ) in s tu d io m a te ria l th a t re se m b le s n a tu ra l s peech in its p a u s in g
stra te g ie s w h ic h e n a b le th e m to m a k e th e m o s t o f th e little p a tte rn s, h e s ita tio n s , overlaps, false starts, etc. C a re fu l th o u g h t
th e y are a b le to e x tra c t fro m a p ie c e o f r e a l-w o r ld speech, at also needs to be g iv e n to th e ro le o f th e c o m p re h e n s io n
least u n til th e ir lis te n in g im p ro v e s . In o n e ty p e o f stra te g y q u e s tio n . It is q u ite p o s s ib le to d e sig n q u e s tio n s th a t ta p
p ra c tic e , th e y lis te n to a s h o rt re c o rd in g , tr y to w o r k o u t th e s p e c ific a lly in to o n e o f th e fiv e le ve ls o f p ro c e s s in g id e n tifie d
g is t o f w h a t th e y h ave h e a rd , s h are id e as in p a irs, a n d th e n above. T h is s h o u ld be d o n e in a w a y th a t re fle cts th e
lis te n a g a in (p e rh a p s m o re th a n o n c e ) in o rd e r to c h e c k i f c a p a b ilitie s o f le a rn e rs , w it h an e m p h a s is at lo w e r le ve ls o n
th e y w e re r ig h t a n d to a d d n e w in fo r m a tio n . T h is ty p e o f task q u e s tio n s th a t ta rg e t w o rd -le v e l cues a n d fa c tu a l in fo r m a tio n .
h e lp s le a rn e rs w h o d is lik e th e u n c e r ta in ty o f n o t re c o g n iz in g
e v e ry s in g le w o rd , b y e n c o u ra g in g th e m to m a k e guesses. R eferences
It a lso h e lp s th o s e w h o are m o re w illin g to ta ke risks, b y Field, J. 2003. Promoting perceptions: lexical segmentation in L2 listening.
m a k in g th e m c h e c k th e ir (s o m e tim e s ra sh ) guesses a g a in st ELTJournal 57/4:325-34
w h a t c o m e s n e x t. T h e fa c t is th a t lis te n in g to speech (even in Field, J. 2008. Listening in the Language Classroom. Cambridge:
Cambridge University Press
one's firs t la n g u a g e ) is a lw a ys a h ig h ly a p p ro x im a te process.
B ecause w o rd s in sp e ech v a ry so m u c h , a ll lis te n e rs keep
h a v in g to fo r m h y p o th e s e s a b o u t w h a t th e y have h e a rd a n d John Field is Senior Lecturer in the CRELLA research unit at
re v is in g th o se h y p o th e s e s as th e y h e a r m o re . the University o f Bedfordshire, UK. He is especially know n for
his work on second language listening; and his Listening in the
T h e tasks th a t have b e e n suggeste d in th is th re e -p ro n g e d
Language Classroom (CUP, 2008) has becom e a standard w ork in
a p p ro a c h fo c u s o n p a r tic u la r c o m p o n e n ts o f lis te n in g a n d
the field. His background in psycholinguistics (on w hich he has
are m a in ly s m a ll scale (s o m e c o n s titu tin g ju s t 5 m in u te s o f
also w ritte n widely) informs m uch o f his thinking. He is currently
in te n s iv e p ra c tic e ). So w h e re does th a t leave th e c o n v e n tio n a l
applying it to the notion o f cognitive validity in L2 testing; and
c o m p re h e n s io n task? W e ll, w e d o s till n e e d it. W e n e e d it
is developing new types o f listening test w hich more accurately
in o rd e r to in te g ra te m a n y o f th e processes th a t have been
reflect the com ponents o f the skill. In another life, John was a
m e n tio n e d . T h e y d o n o t o p e ra te in is o la tio n a n d a lis te n e r
materials w riter and teacher trainer: w ritin g coursebook series
ha s to le a rn to use th e m in c o n ju n c tio n w ith each o th e r. T h e
for Saudi Arabia and Hong Kong, radio program m es for the BBC
tr a d itio n a l c o m p re h e n s io n re c o rd in g also p ro v id e s e x p o s u re
W orld Service, and TV programm es for the Open University o f
to a w id e range o f voices, e ith e r in c o n v e rs a tio n o r m o n o lo g u e .
China. He continues to advise publishers on materials design.
A d ju s tin g to u n f a m ilia r v o ic e s is a p a rt o f lis te n in g th a t w e
take fo r g ra n te d in o u r firs t la ng u a ge ; b u t it can be d e m a n d in g
w h e n th e s p e a k e r is ta lk in g in a s e c o n d la ngua ge.
L is te n in g in N avigate
The approach to listening in Navigate draw s sig n ifican tly
o n John Field's research, th ro u g h a carefully graded listening
&
skills syllabus focu sin g on features o f th e spoken language. UNLOCK THE CODE
understanding consonant-vowel linking
These d e c o d in g skills for listening can be fo u n d in th e skills
d e v e lo p m e n t lessons and in clu d e th e fo llo w in g areas: When one word finishes in a consonant, and the next word
begins w ith a vowel (or the other way round), the consonant
often becomes 'attached’ to the vowel. This means that it is
difficult to hear the correct words:
G
UNLOCK THE CODE
The person you are listening to actually said: I'll ask her /aeltesko/,
listening for key words
but you hear: Alaska.
Key words carry the most im portant information. They are While you are listening, you have to check that w hat you hear
generally nouns and verbs and are usually spoken more loudly makes sense in the situation.
and clearly than other words. For example:
three tim es a week
e
I send a lot of emails
I like looking at shopping websites. UNLOCK THE CODE
linkers in conversation
w e use linkers to show how ideas are connected and to help
listeners to follow the conversation. For example:
• to get someone's attention we may say actually, in fact
• to paraphrase we may say in other words, to put it another
way, what I mean is
• to return to a previous topic we may say as I was saying,
anyway, anyhow
The Navigate a p p ro ac h - G ram m ar
G ra m m a r: W h a t is th e b e s t w a y to le a rn it? - C a th e rin e W a lte r

A ttitu d e s to w a rd s p la n n e d g ra m m a r te a c h in g v a ry across O n e re s p e c te d fra m e w o rk fo r la n g u a g e a c q u is itio n th a t
th e w o rld . S om e a ttitu d e s d e riv e fr o m th e o re tic a l stances s u p p o rts e x p lic it g ra m m a r te a c h in g is th e in p u t- in te r a c tio n -
th a t have n o t s to o d th e test o f tim e ; y e t th e y p e rsist, he re a n d o u tp u t fra m e w o rk , in w h ic h th e le a rn e r is g ra d u a lly p u s h e d
th e re , in te a c h e r e d u c a tio n p ro g ra m m e s , in n a tio n a l a d v ic e to re s tru c tu re th e ir in te rn a l se c o n d la n g u a g e g ra m m a r so it
to te a c h e rs a n d in s o m e la n g u a g e te a c h in g m a te ria ls . a p p ro a c h e s s ta n d a rd g ra m m a r m o re clo se ly. H e re , e x p lic it
g ra m m a r te a c h in g is seen as v a lu a b le because it
O n e o f th e p ro b le m s here m a y w e ll be m e m o rie s o f classroom s
w h e re s tu d e n ts le a rn t g ra m m a r ru le s, b u t d id n 't use th e m in • h e lp s le a rn e rs to n o tic e g ra m m a r fe a tu re s in th e in p u t
c o m m u n ic a tiv e a c tiv itie s . It b e c a m e c le a r th a t th is w as n o t
• e n co u ra g e s le a rn e rs to n o tic e th e d iffe re n c e s b e tw e e n
a g o o d w a y fo r le a rn e rs to b e c o m e g o o d c o m m u n ic a to rs
h o w th e y say s o m e th in g a n d h o w p ro fic ie n t speakers say it
in th e ir se co n d la n g u a g e . T h is le d to p ro p o s a ls in w h ic h
le a rn in g o f g ra m m a r ru le s w as seen as c o u n te rp ro d u c tiv e . • p ro v id e s in fo r m a tio n a b o u t w h a t doesn’t h a p p e n in th e
la n g u a g e .
O n e id e a th a t e m e rg e d w as th a t g ra m m a r s h o u ld be
ta u g h t o n ly w h e n th e ne e d fo r a p a r tic u la r g ra m m a r fe a tu re A n o th e r s tro n g c u rre n t a p p ro a c h , task-supported instruction,
e m e rg e d s p o n ta n e o u s ly . T h e id e a w as th a t in th e c o u rs e h o ld s th a t it is im p o r ta n t fo r le a rn e rs to use th e ir la n g u a g e
o f a c o m m u n ic a tiv e a c tiv ity , th e le a rn e r w o u ld w a n t to in tasks, w h e re th e m a in fo c u s is o n m e a n in g , b u t w h e re
say s o m e th in g , b u t la c k e d th e ne ce ssa ry g ra m m a r. T h is th e le a rn e rs n e e d to in te ra c t in th e ir se c o n d la n g u a g e to
w as seen as th e p e rfe c t tim e fo r th e te a c h e r to o ffe r th a t re a c h an o u tc o m e . E a rly o n , it w as h o p e d th a t tasks w o u ld
g ra m m a r. H o w e ve r, th e re are th re e p ro b le m s here. F irs tly , in be e n o u g h to m a k e g ra m m a r em erge. H o w e ve r, a ll se rio u s
a cla s s ro o m , d iffe re n t le a rn e rs m a y be re a d y fo r a g ra m m a r sc h o la rs w o rk in g in th is p a ra d ig m (e.g. S kehan, 2003; W illis
p o in t at d iffe re n t tim es. S econdly, it is n o t p o ssib le to c o n s tru c t & W illis , 2007) n o w agree th a t p re -ta s k a n d p o s t-ta s k e x p lic it
a series o f tasks fr o m w h ic h e v e ry im p o r ta n t g ra m m a r fo cu s o n g ra m m a r is necessary.
fe a tu re w ill e m e rg e. T h ir d ly , c la s s ro o m s are u n p re d ic ta b le . In a s k ills -b a s e d a p p ro a c h , w h e re la n g u a g e le a rn in g is seen
I f th e te a c h e r is d e p e n d in g o n w h a t em e rg e s in class fo r th e lik e le a rn in g to d riv e o r to p la y a m u s ic a l in s tru m e n t, te a c h in g
w h o le g ra m m a r s ylla b u s, th e y n e e d to be a b le to g iv e a clear, g ra m m a r ru le s is h ig h ly v a lu e d . L e a rn in g th e ru le s is seen
a ccu ra te , le v e l-a p p ro p ria te e x p la n a tio n o f a n y fe a tu re th a t as a p re c u rs o r to b e in g a b le to use th o s e ru le s. As D e K e yse r
h a p p e n s to e m e rg e. T h is is n o t an easy task, a n d th e ch ances (1998) says, w h ile y o u are le a rn in g to w a lk th e w a lk , th e ru le
o f a te a c h e r’s im p r o v is in g c o n s is te n tly g o o d ru le s are s m a ll. is a c r u tc h to le a n o n .
S om e w rite rs have p ro p o s e d e lim in a tin g th e te a c h in g o f H o w e ve r, these are th e o rie s. W h a t a b o u t th e e vidence ? T h e re
g ra m m a r a lto g e th e r. K ra s h e n (19 82 ) h e ld th a t le a rn e rs o n ly have be e n rig o ro u s m e ta -a n a lyse s fin d in g th a t:
n e e d comprehensible input, a b it m o re a d v a n c e d th a n th e
• e x p lic it te a c h in g o f g ra m m a r ru le s y ie ld s b e tte r re s u lts
langua ge th e y can a lre a d y p ro d u c e . H e c la im e d th a t th is w o u ld
th a n im p lic it te a c h in g (N o rris & O rtega, 2000)
le a d le a rn e rs p ro g re ssive ly to w a rd s p ro fic ie n c y . T h is a p p ro a ch
ha s b e e n c le a rly s h o w n n o t to w o rk , in c a re fu l s tu d ie s b y • e x p lic it te a c h in g y ie ld s b e tte r re s u lts fo r b o th s im p le a n d
re se a rch e rs s u c h as S w a in (1 98 5) a n d G enesee (1987). c o m p le x fo rm s (S pada a n d T o m ita , 2010)
A n o th e r p ro p o s a l is th e N a tu ra l O rd e r H y p o th e s is (M ie s e l, • e x p lic it te a c h in g o f rules, c o m b in e d w it h c o m m u n ic a tiv e

C la h s e n & P ie n e m a n n , 1981): th e id e a th a t th e re is a n a tu ra l p ra c tic e , le a d s to u n c o n s c io u s k n o w le d g e o f th e g ra m m a r
d e v e lo p m e n ta l s e q u e n c e fo r a c q u ir in g se c o n d la n g u a g e fo rm s th a t lasts o v e r tim e (S pada a n d L ig h tb o w n , 2008)
g ra m m a r features, n o m a tte r th e o rd e r o f te a c h in g . T h is • th e re is n o d iffe re n c e in re s u lts b e tw e e n in te g ra tin g th e
h y p o th e s is has s o m e e v id e n c e b e h in d it, a lth o u g h o n ly fo r te a c h in g o f ru le s w ith a c o m m u n ic a tiv e a c tiv ity a n d
a v e ry fe w s tru c tu re s o f th e la n g u a g e . E ven fo r th o se fe w te a c h in g th e m s e p a ra te ly (S pada a n d T o m ita , 2010).
stru c tu re s , G o ld s c h n e id e r a n d D eK eyse r (2005) d e m o n s tra te d In o th e r w o rd s , p re s e n ta tio n -p ra c tic e -p ro d u c tio n w o rk s
in a rig o ro u s m e ta -a n a ly s is th a t th e d e v e lo p m e n ta l o rd e r is ju s t as w e ll as m o re in te g ra te d m e th o d s .
s tro n g ly p re d ic te d by sa lie n c e - h o w m u c h th e feature stands
To s u m m a ris e : th e re is th e o re tic a l s u p p o rt a n d h a rd e v id e n c e
o u t in th e language. G iven th is fin d in g , it is c le a r th a t m a k in g a
th a t te a c h in g g ra m m a r ru le s, c o m b in e d w it h c o m m u n ic a tiv e
g ra m m a r fe a tu re m o re s a lie n t to th e le a rn e r, fo r e x a m p le b y
p ra c tic e , is th e best w a y fo r a d u lts in c la s s ro o m s to le a rn to
e x p lic it te a c h in g , s h o u ld be a w a y o f fo s te rin g le a rn in g .
use th e g ra m m a r o f th e ir n e w la ngua ge.
It has also b e e n c la im e d th a t p e e r-p e e r s u p p o rt, w h e re
Navigate o fte n teaches ru le s 'in d u c tiv e ly ': le a rn e rs are g iv e n
s tu d e n ts in a class h e lp o n e a n o th e r to le a rn , is a n e ffe c tiv e
a b a n k o f e x a m p le s o f th e ru le . T h e n th e y see p a rt o f th e ru le
w a y o f te a c h in g g ra m m a r. T h is is based o n a s o u n d fra m e w o rk
a n d are g u id e d to th in k a b o u t h o w to c o m p le te it. T h e re is
(V y g o ts k y , 1978), b u t th e fra m e w o rk s u p p o se s an e x p e rt-
e v id e n c e th a t fo r a p p ro p ria te ru le s th is w o rk s as w e ll, a n d
n o v ic e p a ir, n o t tw o n o v ic e s . R esearch has d e s c rib e d so m e
p e rh a p s better, th a n g iv in g th e ru le firs t (e.g. V a n P a tte n &
in te re s tin g in te ra c tio n s ; b u t th e p eers a lm o s t a lw a ys c o m e
O ik k e n o n , 1996; M in g & M a a ro f, 2010).
u p w it h a n o n -s ta n d a rd g ra m m a r fo rm .
Navigate also p ro v id e s a w e a lth o f c o m m u n ic a tiv e a c tiv itie s Norris, J. M. & L. Ortega. 2000.'Effectiveness of L2 instruction: a research
w h e re th e fo c u s is o n m e a n in g , b u t w h ic h are s tru c tu re d so synthesis and quantitative meta-analysis'. Language Learning 50/3:
as to e n c o u ra g e th e use o f th e ru le s th a t have be e n ta u g h t. 417-528.
T h is p ro v id e s th e s e c o n d in g re d ie n t o f th e re c ip e th a t has Skehan, P. 2003.'Task-based instruction'. Language Teaching 36/ 1:1-14.
b e e n s h o w n to be th e best w a y fo r a d u lts to le a rn to b e c o m e Spada, N. & Lightbown, P. (1999). Instruction, first language influence, and
m o re p r o fic ie n t users o f se c o n d la n g u a g e g ra m m a r. developmental readiness in second language acquisition. The Modem
Language Journal 83(i): 1-22.
R eferences Spada, N. & P. M. Lightbown. 2008.'Form-focused instruction: isolated or

integrated?' TESOL Quarterly 42: 181 -207.
DeKeyser, R. 1998.'Beyond focus on form: cognitive perspectives on
learning and practicing second language grammar'in C. Doughty & Spada, N.&Y.Tomita. 2010.'Interactions between type of instruction and
J. Williams (eds.). Focus on Form in Classroom Second Language Acquisition. type of language feature: a meta-analysis'. Language Learning 60/2: 1-46.
Cambridge: Cambridge University Press. Swain, M. 1985.'Communicative competence: some roles of
Genesee, F. 1987. Learning through Two Languages. New York: Newbury comprehensible input and comprehensible output in its development',
House. in S. Gass & C. Madden (eds.). Input in Second Language Acquisition.
Rowley MA: Newbury House, 235-253.
Goldschneider, J. M. & DeKeyser, R. M. (2005). Explaining the "Natural
Order of L2 Morpheme Acquisition" in English: A Meta-analysis of Van Patten, B. & S. Oikkenon. 1996.'Explanation versus structured input
Multiple Determinants. Language Learning 55(S1):27-76 in processing instruction'. Studies in Second Language Acquisition 18/4:
495-510.
Krashen, S. 1982. Principles and practice in second language acquisition.
Oxford: Pergamon Press. Vygotsky, L. S. 1978. M ind in Society: the Development o f Higher
Psychological Processes. Cambridge, MA: Harvard University Press.
Miesel, H„ J. Clahsen & M. Pienemann. 1981 .‘On determining
developmental stages in natural second language acquisition'. Studies Willis, D. & Willis, J. 2007. Doing Task-Based Teaching. Oxford: Oxford
in Second Language Acquisition 3:109-135. University Press.
G ra m m a r te a c h in g in N avigate
G ram m ar is ta u g h t in c o n te x t th ro u g h texts and aud io The G ram m ar reference section at th e back o f th e Coursebook
recordings, and th e n fo llo w e d u p w ith G ram m ar focus boxes offers m o re d eta ile d g ra m m a r e xplanations and fu rth e r
w h ic h o ffe r th e rules o f th e g ra m m a r p o in t in a succin ct and co n tro lle d practice, to give learners as m u ch o p p o rtu n ity
le ve l-a pp ro p ria te way. as possible to assim ilate th e g ra m m a r point.
Exercises to practise th e g ra m m a r p o in t o ffe r co n tro lle d
practice, and a speaking task gives learners th e o p p o rtu n ity
to re p ro du ce th e g ra m m a r p o in t in a se m i-co n tro lle d way.
8.1 Sentences w ith I f - real conditionals
GR8.1 $ 1 C o m p le t e f h e c o n v e rs a tio n s w it h the b est fo rm o f the
8.1 82 83 84 85
I 11POM* m w o r d s i n b rackets.
e II you « a t .t c la n c c d (Sot. y ou 'll f e , i noaltnlor 1 A W h a t d o y o u t h i n k I s th e se c ret to h a p p in e s s ?

B W e ll, lo ts o f th in g s. R ut I b elieve that If p e o p le I w t
b M u t c h th e se se n te n c e s to a - c In the ( ir a m m u r fo c u s box.
3 tilings non i vmrx tut-"m
w ayu
aoo-w™
w > than,'»
ant (0«'»">"wfon (h a v e ) a p o sitiv e a ttitu d e t o w a rd s e v e r y t h in g , the y
g e n e ra lly (feel) m u c h happ ier.
• M o n e y d o e s n 't m o k e y o u h a p p y u n l e s s e v e ryo n e h a s 4 »WOPlo,don-, l ..v ,a n y l,10M s ., lwv can boconx, wry
A A n d w h a t 's t h e se c ret t o a l o n g life ?
enough.
T h o rn arrive a t , p.m u m o ss » 0 lan, & O M a yM B A s w e ll a s n p o s itiv e attitude, i f y o u (e xe rcise)
• If p e o p le w o r k a t h irty -se v e n h o u r w ee k, t h e y h a v e
r e g u la rly a n d ______ (b e ) c a re f u l a b o u t w h a t y o u cat.
q u it e a lot o f le isu re tim e. n o t i 'S r o ’' 1* <" ‘ " >sn>': 'm " ' 1 * * " * *> ooblic u n k -ss yo u (p ro b a b ly / liv r) longer.
• If y o u lo o k a bit fu rt h e r d o w n the list, y o u 'll se e that 2 A I t h in k I n e e d to im p ro v e m y diet.
m o n e y Is n 't e v e ry th in g .
in sontences w ith If. w o usually talk accut situations and ovonts B Well, for a start, i f y o u _ _ (cat) at least five
5a C h o o s e th e c o ric c t o p tio n in e a c h sentence. vm ich aro uncortam i f contone or. u su a sy h ave tw o c lau se s the p o r t io n s o f fru it a n d ve ge tab le s e a c h day, y o u
i f clause ant) tno result clause Thoy aro also called cond-iico-ii (sta rt) to feel m u c h h ealthie r. A n d If y o u
1 I f / U nless p e o p le s p e n d m o r e t h a n a n h o u r t r a v e llin g to sontoncos
(d r in k ) lo«s o f w ate r a il th e tim e a n d le s s coffee a n d
w otk , t h e y a re g e n e ra lly less conte nt.
• When tnings can possibly happen, so can do real, wo use the tea. y o u (h a v e ) m o re energy.
2 /// U nless y o u h a v e so m e c lo s e f rie n d s h ip s, y o u w ill
sam e ten se s w u n I f as w ith other conjunctions. So, w o can u so 3 A If y o u (n o t/ h u rry ), w c (not/get) to the
fin d it h a r d to b e h app y. tho present tense to refer to tno present c in e m a i n tim e.
3 If/ U n le s s y o u d o re g u la r e xe rc ise o u td o o rs, y o u ’ll l»c t f . p re s e n t sim ple. — p re s e n t sJm pio B O K . I'm g e t tin g re a d y a s fast a s I c a n . W h a t
a b le t o w o r k m o i c efficiently. 1/ poops? e n jo y th oirjo b. they a re tu p p io r lng<-noral.
(h a p p e n ) If w c (g et) th e re a fte r t h e f il m st a rt s?
4 P e o p le ten d to b e h a p p ie r I f / u n less the y a rc In a l o n g i f poopfe w o r k a th irty srxven ho ur week. thoy have Quite a lot o f C a n w c st ill get in ?
letsuto ttmo.
te rm re la tio n sh ip .
A W ell, ye s. But w h a t (b e ) t h e p o in t o f g o in g in
5 /// U nless p e o p le a re a c tiv e in w o r k a n d free tim e, • When vie tan: about specific situations In tno future and their
If w e (in is s ) th e b e g in n in g o f th e H in t?
t h c y 'H p ro b a b ly b e healthie r. possible results, w o normally u se a present tense in the It-
clauso to talk about m o future
2 M a tch 1-4 t o a -d to m a k e se n te n c e s a b o u t h a p p in e ss.
b 8.2 (J L is te n a n d c h e c k y o u r a n sw e rs . H • p re s e n t sim p le. — w ill
i t you e a t a balanced diet, y o u 'll fe e l healthier 1 H a p p in e s s is lik e a c lo u d . If y o u sta re at it lo n g e n o u gh ,
You'd b e happier as a cou ntry If you p a y higttor taxes.
I intonation in i f sentences 2 If y o u s p e n d y o u r life w a it in g for th e p erfect m o m e n t,
60 8 L is te n a g a in . W h ic h c la u se r is e * in In t o n a t io n ? The conditional clause a n d the result clause can usually g o in

either order W h e n the conditional clause Is first, it Is followed 3 Y o u w ill n e v e r h e h a p p y
W h i c h c la u se (a lls?
b y a com m a wrion tho rosult clause com e s Ikst. there is rx> 4 U n le s s y o u lo ve w h a t y o u a r c d o in g,
comma.
b 8 - 2 $ L is te n a g a in a n d repeat, ______ __ ____ a y o u p ro b a b fy w o n 't h e su c c e ssfu l.
I f /see Hm. i 'l l give h im your message,
dTTt fl nEi ■Hu'Aiih-k real conditionals f i t g lvo Dm y o u r m essage i f I see h im I> it g o e s away,
C o m p le t e t h e se n te n c e s w it h t h e c o rre c t f o rm o f t h e v e rb s c it m a y n e v e r a rrive .
40 l-o o k at th e in fo r m a t io n i n t h e G r a m m a r fo c u s b o x a n d • w o can u se modal vorbs. particularly can, m ay and m ig h t in d if y o u s p e n d a ll y o u r l im e t h i n k i n g a b o u t w hat
in b rackets. either clauso
c h o o s e th e c o rre c t o p t io n s 1-4. tJsc a m o d a l v e rb w h e re p o ssib le . h a p p in e s s m e an s.
1 If the y (n o t h a v e to) p a y to v is it m u s e u m s , If a country has Quito high taxes, it can p ro v id e freo healthcare
GRAM M AR FOCUS s e n te n c e s w itn if - r e a l tocnoryono.
t h e n p e o p le (visit) th e m m o re often. 3 C o m p le t e the se c o n d se n te n c e s s o t h e y m e a n t h e s a m e a s
conditionals I f yo u c a n c y c le fo r th irty m in utes a day. It m a y a d d one to two the first se ntences.
2 E x tre m e w eath er e ve n ts (h a p p e n ) m o re yoats to yo u r Me.
t f sontcocas usually have two clauses: the yf-dauso and the 1 Y o u w o n 't su c c e e d i f y o u d o n ’t m a k e a n effort.
o fte n a n d (b e ) m o re se ve re u n le s s we I f Ayrtin c a n 't g o t a job. lie m ig h t d o som e votun uxy work.
result clauso (d o ) so m e t h in g a b o u t c lim a te c h a n ge . f in y N h C i n d e e d u n l e s s m e k t.e n r ffa rt.
Unless usually m oans i f n o t o r oxcept H
• w hon w o talk in goneral about things that can possibly
3 If p a re n t s (b e ) a llo w e d p a id t im e o f f after 2 W e ll get th e b u s u n le s s w e se c a ta x i first.
happen, w e use W o'ttgo fo r a w alk later u n less I t rains - iVe'H g o lo r a w alk
t h e blr th o f a baby, th e y (d e cid e) h o w to late r I f it d o e s n 't rain. ______________________ I f _______________________
I f - i p ro se n t sim ple / vrtH. * p resen t sim ple / w ill
sh u re the tim e. M oney doesn't m ake you happy u n less everyone has onough 3 I I y o u s p e n d it w isely, m o n e y c a n b u y h a p p in e ss .
tt people enjoy th eir fit) , they are happier in general.
4 P e o p le (te nd ) t o h a v e m o r e Jo b sa tisfa c tio n M oney d o esn 't m ake y o u happy e x c e p t i f everyone h a s enough. U n l e s s ___
if th e y (w o rk ) re a so n a b le h o u r s a n d in 4 W c s h o u ld a rriv e at a b o ut
• w he n w e talk about specific situations m the futuro. and 3 .3 0 u n le s s w e get delayed.
p le a sa n t c o n d itio n s.
their passible rositfs. w e use:
!i If the re (b e ) a c h c a p a n d re lia b le p u b lic
I I * » p ro se n t sim ple / w!U. * p re se n t stm pio / wtH 5 Y ou're n o t a llo w ed in th e clu b .e xcept if y o u 're d re s se d
t ra n sp o r t sy ste m , p e o p le _ (u se ) th e ir c a rs sm artly .
i f you ea t a balanced rfiel. yo u 'll loe l heahtver
toss.
6 D o c t o r s s a y that if y o u (cat) lots o f fresh
. w o can u se modal verbs, particularly can and may. in either fruit a n d v e g e ta b le s a n d (e xe rcise)
clause re g u la rly, y o u ____________ (p ro b a b ly liv e ) longer.
i f you can cycle fo r th irty mlmAes a Pay. it m ay add one to
tw o years to you r Me. 8 U M A W o rk in g r o u p s o f four. T a k e th e roles o f g o v e rn m e n t
. unless usually m eans oxcept i f m in ist e r s a n d d is c u s s the b ud ge t. T U i n to p a ge 129.
• G r a m m a r R e f e re n c e pa g e 150 O V O X P O P S V ID E O 8
The Navigate a p p ro ac h - V ocabulary
V o c a b u la ry a n d th e O x fo rd 3 0 0 0
V o c a b u la ry is a c ru c ia l area o f a d u lt la n g u a g e le a rn in g a n d 1 Sources
Navigate p u ts a s tro n g e m p h a s is o n it. As w e ll as u s e fu l a n d T h e O x fo rd 3000 is a c o rp u s -b a s e d lis t. A c o rp u s is an
tra n s fe ra b le v o c a b u la ry sets th a t a llo w s tu d e n ts to sp e a k in
e le c tro n ic d a taba se o f la n g u a g e fro m d iffe re n t s u b je c t
s o m e d e ta il a n d d e p th o n g e n e ra l to p ic s , th e re is a d e d ic a te d
areas a n d c o n te x ts w h ic h c a n be se a rch e d u s in g sp e cia l
pag e in e v e ry u n it o n v o c a b u la ry d e v e lo p m e n t w h ic h covers
s o ftw a re . W h e n le x ic o g ra p h e rs a n a lyse a p a r tic u la r w o r d in
areas lik e w o rd fa m ilie s , p re fix e s o r su ffixes, c o llo c a tio n s a n d
th e c o rp u s , th e c o rp u s sh o w s a ll o f th e o c c u rre n c e s o f th a t
fix e d e xp ressio ns. w o rd , th e c o n te x ts in w h ic h it is used, a n d th e g ra m m a tic a l
In d e v e lo p in g th e v o c a b u la ry s y lla b u s across th e six le ve ls p a tte rn s o f th e s u r ro u n d in g w o rd s .
o f Navigate, s p e c ia l a tte n tio n w as p a id to th e O x fo rd 3000 T h e O x fo rd 3000 is in fo r m e d b y th e :
- a to o l to h e lp te a c h e rs a n d le a rn e rs fo c u s 0 11 th e key
v o c a b u la ry n e e d e d to b e c o m e p r o fic ie n t in E n g lis h . T h e • B ritis h N a tio n a l C o rp u s (100 m illio n w o rd s )
O x fo rd 3000 is in te g ra te d in to th e v o c a b u la ry s y lla b u s a nd • O x fo rd C o rp u s C o lle c tio n (d e v e lo p e d b y O x fo rd
ite m s fro m th e c o u rs e b o o k th a t a p p e a r in th e O x fo rd 3000 U n iv e rs ity Press a n d in c lu d in g d iffe re n t types o f E n g lis h -
are in d ic a te d b y a k e y s y m b o l in th e w o rd lis ts fo u n d o n B ritis h E n g lis h , A m e ric a n E n g lis h , b u sin e ss E n g lis h , etc.).
th e S tu d e n t's D V D , th e C o u rs e b o o k e -b o o k , a n d o n th e
B y u s in g th is c o m b in a tio n o f c o rp o ra , w e ca n u n d e rs ta n d
T e a ch e r's S u p p o rt a n d R e sou rce D is c . As y o u w o u ld expect,
h o w E n g lis h is c u r re n tly used, a n d w h ic h w o rd s are used
at th e lo w e r le ve ls o f Navigate a h ig h p r o p o r tio n o f w o rd s
m o s t fre q u e n tly .
o n these w o rd lis ts are in th e O x fo rd 3000, a n d as s tu d e n ts
p ro g re ss th ro u g h th e c o u rs e to h ig h e r le vels th e y w ill le a rn 2 C riteria
m o re v o c a b u la ry th a t sits o u ts id e th is c o re 3000.
W h e n d e c id in g w h ic h w o rd s s h o u ld be in th e O x fo rd 3000,
B u t w h a t e x a c tly is th e O x fo rd 3000? R ead o n to fin d o u t. c o rp u s fre q u e n c y a lo n e w a s n o t used as a g u id e to in c lu s io n .
T h re e core c rite ria w e re id e n tifie d :
T h e O x fo rd 3 0 0 0 - T h e w o rd s s tu d e n ts • fre q u e n c y - th e w o rd s w h ic h a p p e a r m o s t o fte n in E n g lis h
n e e d to k n o w to su cceed in E n g lish
• ra n g e - th e w o rd s w h ic h a p p e a r fr e q u e n tly A N D across a
W hich w ords should students learn to succeed b ro a d ra n g e o f d iffe re n t c o n te x ts
in English? • fa m ilia r ity - w o rd s th a t are n o t n e c e s s a rily u sed th e m o s t
T h e E n g lis h la n g u a g e c o n ta in s lite r a lly th o u s a n d s o f w o rd s fre q u e n tly , b u t are im p o r ta n t in g e n e ra l E n g lis h .
a n d , as la n g u a g e te a c h e rs o r la n g u a g e le a rn e rs , it is o fte n T h e c o m b in a tio n o f fre q u e n c y , range a n d fa m ilia r ity m e a n s
d iffic u lt to k n o w w h ic h w o rd s are th e m o s t im p o r ta n t to le a rn . th a t th e O x fo rd 3000 is m o re p e d a g o g ic a lly in fo r m e d th a n a
To h e lp w ith th is, O x fo rd U n iv e rs ity Press’s ELT d ic tio n a r y lis t o f w o rd s based o n fre q u e n c y a lo n e . F o r e x a m p le , w h e n
te a m cre a te d th e O x fo rd 3000 - a lis t o f th e 3,000 w o rd s th a t th e c o rp u s w as a n a lyse d , it w as fo u n d th a t w e ta lk a b o u t
s tu d e n ts re a lly n e e d to k n o w in E n g lis h . It w as d ra w n u p in ‘ F rid a y ’ a n d 'S a tu rd a y ' m o re fre q u e n tly th a n ‘T u e s d a y ’ o r
c o lla b o ra tio n w ith te a ch e rs a n d la n g u a g e experts. T h e O x fo rd ‘W e d n e sd a y! H o w e ve r, w h e n le a rn in g th e days o f th e w eek,
3000 w o rd s are in c lu d e d in m o s t O U P le a rn e r's d ic tio n a rie s , it is u s e fu l to le a rn a ll o f th e m at th e sam e tim e - n o t ju s t th e
in c lu d in g th e O x fo rd A d v a n c e d L e a rn e r's D ic tio n a ry . m o s t fre q u e n t ones. F o r th is reason, a ll th e days o f th e w e e k
T h e O x fo rd 3000 w o rd s are m a rk e d w it h a key in a p p e a r in th e O x fo rd 3000.
O U P ’s le a r n e r ’s d ic tio n a rie s , a n d are a v a ila b le o n th e
w w w .o x fo r d le a r n e r s d ic tio n a r ie s .c o m w e b s ite . Y ou can 3 Expertise
lo o k u p th e e n try fo r e ach w o rd , a n d h e a r it p ro n o u n c e d A g ro u p o f le x ic o g ra p h e rs a n d a ro u n d 70 E n g lis h la n g u a g e
in e ith e r B ritis h o r A m e ric a n E n g lis h . A t e le m e n ta ry le ve l te a ch e rs fr o m E n g lis h la n g u a g e s c h o o ls a ll o v e r th e w o r ld
O U P le a rn e r's d ic tio n a rie s fo c u s o n th e O x fo rd 2000, w h ic h w o rk e d to g e th e r o n th e O x fo rd 3000, b r in g in g c la s s ro o m
in c lu d e s 2000 o f th e w o rd s o n th e O x fo rd 3000 lis t. e x p e rie n c e a n d lin g u is tic e x p e rtis e to g e th e r to create a lis t
th a t tr u ly s u p p o rts th e n e e d s o f la n g u a g e le a rn e rs .
H ow was th e O xford 3 0 0 0 created?
T h e re w e re th re e key re q u ire m e n ts in c re a tin g th e
W hy use th e O xford 3000?
O x fo rd 3000: W h e n th e rese a rch te a m lo o k e d at th e c o rp o ra u s in g th e
c rite ria m e n tio n e d above, th e y fo u n d th a t a ro u n d 3,000 w o rd s
1 sources - to p ro v id e e v id e n c e o f h o w th e E n g lis h la n g u a g e
c o ve re d 8 0 -8 5 % o f v o c a b u la ry in a g e n e ra l E n g lis h text.
is a c tu a lly used
H e re are th e re s u lts o f th e rese a rch in to fre q u e n c y a n d
2 c rite ria - to use w h e n a n a ly s in g th e sources
coverage - th a t is, h o w m u c h te x t is co ve re d b y th e th o u s a n d
3 e x p e rtis e - to p ro v id e in s ig h ts in to th e v o c a b u la ry needs m o s t fre q u e n t w o rd s , th e n e xt th o u s a n d m o s t fre q u e n t
o f le a rn e rs o f E n g lis h . w o rd s , th e th ir d th o u s a n d m o s t fre q u e n t w o rd s , a n d so o n .
m o s t fr e q u e n t w o rd fa m ilie s c o v e ra g e to ta l
1st 1,000 74.1%
2 nd 1,000 7.2% 2,000 = 81.3% coverage (74.1 % + 7.2%)
3rd 1,000 3.9% 3,000 = 85.2% coverage (81.3% + 3.9%)
4 th 1,000 2.4% 4,000 = 87.6% coverage (85.2% + 2.4%)

5 th 1,000 1.8% 5,000 = 89.4% coverage (87.6% + 1.8%)
12,500 w o rd fam ilies cover 95% o f text.
B y le a rn in g th e firs t 3,000 w o rd s , s tu d e n ts b u ild a v e ry Beyond th e O xford 3 0 0 0

s tro n g v o c a b u la ry base w h ic h co ve rs a s ig n ific a n t m a jo rity As s tu d e n ts a d v a n c e in th e ir le a rn in g , th e v o c a b u la ry th e y
o f th e w o rd s th e y w ill see in texts. T h e O x fo rd 3000 th e re fo re n e e d w ill d e p e n d o n th e areas o f E n g lis h th a t th e y are
p ro v id e s a u s e fu l s p rin g b o a rd fo r e x p a n d in g v o c a b u la ry a n d in te re s te d in . T h e O x fo rd 3000 w ill g iv e th e m a g o o d base
is a v a lu a b le g u id e in v o c a b u la ry le a rn in g . I f a le a rn e r co m e s fo r e x p a n d in g th e ir le x ic a l k n o w le d g e .
across a n e w w o r d a n d it is in th e O x fo rd 3000, th e y can be
sure th a t it is im p o r ta n t to le a rn it.
D ic tio n a rie s a n d th e O x fo rd 3 0 0 0
T h e O x fo rd 3 0 0 0 a p p O x fo rd A d v a n c e d L e a rn e r's D ic tio n a r y 9
O xford 3000 is a list o f th e m o st im p o rta n t and useful w ords The O xford Advanced Learner's D ictionary is th e w orld's
to k n o w in English in fo rm e d by corpus-based research. In a best-selling advanced learner's dictio na ry. The n e w n in th
recent survey, over 60% o f teachers to ld us th e y believe th a t e d itio n , fe a tu rin g 185,000 w ords, phrases and m eanings,
learning th e O xford 3000 expands th e ir stud e nts'voca b ula ry. develops th e skills students need fo r passing exam s and
The n e w Learn th e O xford 3000 a pp fo r iPad/iPhone™ helps c o m m u n ic a tin g in English. It is th e u ltim a te speaking and
students learn th e O xford 3000 w ith practice exercises and w ritin g to o l, w ith brand n e w resources in c lu d in g th e O xford
tests to check progress. iSpeaker and O xford Speaking Tutor.
O x fo rd W o r d p o w e r D ic tio n a r y 4 th e d itio n
U pdated w ith over 500 n e w words, phrases and m eanings,
O xford W ordpower D ictionary is a corpus-based d ic tio n a ry
th a t provides th e too ls in te rm e d ia te learners need to b uild
v o cab u la ry and prepare for exams. O xford 3000 keyw ord
entries sh ow th e m o st im p o rta n t w ords to k n o w in English.
This e d itio n includes Topic Notes, Exam Tips NEW 9"1Edition
and W ritin g Tips, and a 16-page O xford
Oxford
W ritin g Tutor. S tudents can search th e
A -Z d ic tio n a ry by w o rd or to p ic on th e N E W 4 T H E D IT I O N
Oxford
CD-ROM, and use th e exercises to practise
fo r in te rn a tio n a l exams.
Advanced
W ordpow er L earn er’s
D ictionary Dictionary
w ebcast
w ith n e w
(Speaker! iWriter
O xf o rd * W ritin g Tu tor
on D VD and online
The Navigate a p p ro ac h - P h o to c o p ia b le s
P h o to c o p ia b le Teacher's R esource M a te ria ls - Jill H a d fie ld

W h a t are p h o to c o p ia b le resource m aterials? H o w s h o u ld I use th e m ?
T h e re s o u rc e m a te ria ls in Navigate T e a c h e r's G u id e are T h e a c tiv itie s are fo r pa ir, g ro u p o r w h o le class m in g lin g
o n e -p a g e p h o to c o p ia b le a c tiv itie s th a t can be u sed to w o rk . T h is m e a n s y o u w ill have to th in k c a re fu lly a b o u t:
p ro v id e fu r th e r p ra c tic e o f th e ta rg e t la n g u a g e in th is h o o k .
• h o w to a rra n g e th e g ro u p in g s
T h e re are 36 a c tiv itie s , d iv id e d in to th re e s e c tio n s : G ra m m a r,
V o c a b u la ry a n d C o m m u n ic a tio n , a n d th e y p ra c tis e th e • h o w to set u p th e a c tiv itie s a n d g iv e in s tru c tio n s
ta rg e t g ra m m a r, le x is a n d fu n c tio n s in th e b o o k . • w h a t y o u r ro le w ill be d u r in g th e a c tiv itie s
• w h a t th e d iffe re n t re q u ire m e n ts o f th e 3 d iffe re n t a c tiv ity

W h a t types o f a c tiv ity w ill I find?
ty p e s w ill be re g a rd in g m o n ito r in g , fin is h in g o ff th e
T h e re are tw o m a in typ e s o f a c tiv ity in th e p h o to c o p ia b le a c tiv ity a n d g iv in g fe e d b a ck.
m a te ria ls : lin g u is tic a c tiv itie s a n d c o m m u n ic a tiv e a c tiv itie s .
L in g u is tic a c tiv itie s fo c u s o n a c c u ra c y a n d fin d in g th e rig h t C lassroom la y o u t

answ er, in s e r tin g th e c o rre c t w o r d in a g a p -fill, fo r e x a m p le . I f y o u have desks a rra n g e d in g ro u p s o f tables, y o u p ro b a b ly
T h ese are fa m ilia r e xercise typ e s a n d re q u ire c o rre c t a nsw ers w ill have 4 -6 s tu d e n ts at each g ro u p o f ta b le s. T h is m akes
w h ic h are g iv e n in th e A n s w e r K ey in th e T e a ch e rs’ N otes. p a ir w o rk a n d g ro u p w o rk easy. M in g lin g a c tiv itie s can be
C o m m u n ic a tiv e a c tiv itie s h ave n o n - lin g u is tic goals: s o lv in g d o n e in th e spaces b e tw e e n th e tables, o r in a space at th e
a p u z z le o r f in d in g d iffe re n c e s in tw o p ic tu re s , fo r e x a m p le . fr o n t o f th e class i f ta b le s are p u s h e d b a c k a b it.
T h e e m p h a s is is m o re o n flu e n c y a n d o n u s in g th e ta rg e t I f y o u have desks in a U -sh a p e , a d ja c e n t p a irs can ea sily
la n g u a g e as a m e a n s to a n e n d . T h e c o m m u n ic a tiv e w o r k to g e th e r. G ro u p s o f th re e a n d fo u r are be st a rra n g e d b y
a c tiv itie s in th is b o o k fa ll in to tw o typ e s: o p e n -e n d e d a s k in g o n e o r tw o s tu d e n ts to m o v e a n d s it o p p o s ite a n o th e r
a c tiv itie s s u c h as d is c u s s io n s o r ro le pla ys w it h n o fix e d p a ir o f s tu d e n ts . T h is m a ke s it m u c h e asier fo r s tu d e n ts to
e n d - p o in t o r g oa l, a n d c lo s e d -ta s k , g a m e -lik e a c tiv itie s , lis te n a n d ta lk to each o th e r th a n i f th e y are s ittin g in a lin e .
s u c h as b o a rd g am es o r g u e s s in g gam es w ith a fix e d g oal. W h o le class m in g lin g a c tiv itie s are e a s ily a rra n g e d b y a s k in g
s tu d e n ts to m o v e to th e space in th e c e n tre o f th e U.
W h y use them ?
E ven i f y o u h ave fix e d a n d im m o v a b le desks a rra n g e d in
T h e a c tiv itie s c a n be u sed to p ro v id e extra p ra c tic e o r re v is io n row s, y o u can a d a p t th e a rra n g e m e n t to p a ir a n d g ro u p w o rk
in s p e a kin g , re a d in g a n d w r itin g th e ta rg e t la n g u a g e in each b y a s k in g a d ja c e n t s tu d e n ts to w o r k w ith each o th e r, o r th o s e
u n it. T h e d iffe re n t ty p e s o f a c tiv ity p ro v id e d iffe re n t ty p e s o f in th e ro w in fro n t to tu r n a ro u n d a n d w o r k w ith th e s tu d e n ts
p ra c tic e , w h ic h w i l l a p p e a l to d iffe re n t le a rn e r p re fe re n ce s. b e h in d th e m . W h o le class m in g lin g a c tiv itie s m a y cause
T h e lin g u is tic a c tiv itie s p ro v id e p ra c tic e in re c a llin g th e ta rg e t m o re o f a p ro b le m i f space is lim ite d , b u t y o u ca n a d a p t
la n g u a g e a n d u s in g it a c c u ra te ly , a n d th e c o m m u n ic a tiv e th e a c tiv itie s so th a t o n ly h a lf th e class is s ta n d in g u p a n d
a c tiv itie s p ro v id e p ra c tic e in re c a llin g th e ta rg e t la n g u a g e m o v in g w h ile th e o th e r h a lf re m a in seated.
a n d u s in g it, in te g ra te d w it h o th e r la n gu a ge, to c o m p le te a
task. S o m e o f these a c tiv itie s are d e s ig n e d w ith a g a m e -lik e S e ttin g u p th e a c tiv itie s
e le m e n t: th a t is, th e y have a g o a l su ch as g u e ssin g o r s o lv in g
T h e a c tiv itie s o fte n h ave se veral stages. T h is m e a n s y o u w ill
a p ro b le m , w h ic h s tu d e n ts have to w o r k to g e th e r to a chieve.
hctve to be v e ry c le a r in y o u r o w n m in d a b o u t h o w th e stages
T h is p ro v id e s v a rie ty a n d a ch a n g e o f fo c u s fo r th e s tu d e n ts
fo llo w each o th e r. H e re are so m e tip s fo r g iv in g in s tru c tio n s :
a n d m a kes th e p ra c tic e fu n a n d e n jo y a b le . T h e e le m e n t o f
p la y is also re la x in g a n d lo w e rs th e a ffe c tiv e filte r (K ra s h e n • U se s im p le la n g u a g e : s im p le v o c a b u la ry a n d s im p le
1987) w h ic h m ake s le a rn e rs less in h ib ite d a n d m o re w illin g s e n te n c e s tru c tu re .
to use th e la n g u a g e , a n d th e fa c t th a t th e a c tiv itie s have a • O n e step, o n e se n te n ce , th e n p a u s e a n d m a k e s u re th e y
g o a l is m o tiv a tin g fo r th e le a rn e rs a n d gives th e m a sense o f have u n d e rs to o d . V e ry o fte n y o u m a y have to g ive an
s a tis fa c tio n w h e n th e y have a c h ie v e d th e goal. O th e r a c tiv itie s in s tru c tio n , th e n w a it fo r each g ro u p o r p a ir to c a rry it o u t,
h a ve a p e rs o n a liz a tio n e le m e n t w h ic h is also m o tiv a tin g fo r b e fo re g o in g o n w ith th e n ext, e.g. Take a counter each ...
th e le a rn e rs a n d le a d s to p o s itiv e a ffe ct. B o th p e rs o n a liz e d O K... have you all got a counter?... Place your counter on
a n d p la y fu l a c tiv itie s in v o lv e th e le a rn e rs in in v e s tin g m o re the START square...
o f th e m s e lv e s in th e la n g u a g e , le a d in g to d e e p e r p ro c e s s in g
• U se c h e c k in g q u e s tio n s , fo r e x a m p le , Are you working in
w h ic h h e lp s re te n tio n o f la n g u a g e ite m s (S c h m itt 2000).
pairs or on your own?
W h en should I use them ? • U se d e m o n s tra tio n : s h o w h o w to c a rry o u t an a c tiv ity by
T h e a c tiv itie s can be u se d im m e d ia te ly at th e e n d o f each d o in g it y o u rs e lf fo r th e class to w a tc h , o r b y p la y in g th e
re le v a n t s e c tio n in th e b o o k fo r e xtra p ra c tic e . A lte rn a tiv e ly , firs t r o u n d o f th e g a m e w it h o n e g ro u p w h ile th e class
th e y c o u ld be u sed la te r in th e c o u rs e fo r re v is io n o r re vie w . w a tch e s.
Teacher's role C o m m u n icative activities - closed task
Y o u r ro le d u r in g th e a c tiv ity w ill v a ry . A t th e s ta rt y o u w ill T h e se g a m e -lik e a c tiv itie s w ill c o m e to a n e n d a u to m a tic a lly
be an In s tr u c tio n G iver. D u r in g th e a c tiv ity y o u w ill have w h e n th e go a l has be e n a ch ie ve d . S om e g ro u p s m a y a chieve
to be a M o n ito r , c ir c u la tin g a n d lis te n in g to th e s tu d e n ts in th e ir g o a l e a rlie r th a n o th e rs. You ca n keep th e m o c c u p ie d
o rd e r to m o n ito r progress, g iv e h e lp w h e re n e e d e d , a n d n o te by p u ttin g g ro u p s to g e th e r a n d a s k in g th e m to c o m p a re
e rro rs fo r fe e d b a c k at th e e n d o f th e a c tiv ity . D e p e n d in g o n s o lu tio n s . T h e se a c tiv itie s o fte n have an a n s w e r o r 's o lu tio n ,'
y o u r class y o u m a y also have to be a n E x p la in e r i f s tu d e n ts so fe e d b a ck w ill in v o lv e g o in g th ro u g h s o lu tio n s a n d c h e c k in g
h a ve m is u n d e rs to o d w h a t to d o ( i f a n u m b e r o f th e m have an sw e rs in m u c h th e sa m e w a y as fo r th e lin g u is tic a c tiv itie s .
m is u n d e rs to o d , y o u w ill n e e d to s to p th e a c tiv ity a n d give th e
in s tru c tio n s a g a in ), o r a C o n tro lle r, i f s tu d e n ts are o ff-ta s k R eferences
o r n o t s p e a k in g E n g lis h . F in a lly , y o u w ill ne e d to sto p th e Hadfield, J Elementary Communication Games Pearson 1987.
a c tiv ity a n d give fe e d b a c k . Y o u r e xa ct ro le d u r in g a n d a t th e Krashen, S. Principles and Practice in Second Language Acquisition
e n d o f th e a c tiv itie s w ill v a ry a c c o rd in g to th e ty p e o f a c tiv ity . Prentice-Hall International, 1987.
Schmitt, N. Vocabulary in Language Teaching Cambridge: Cambridge
Linguistic activities University Press, 2000
S om e o f th e se a c tiv itie s are to be d o n e in p a irs a n d s o m e

in d iv id u a lly . I f s tu d e n ts are w o r k in g in d iv id u a lly (e.g. fo r a Jill H a d fie ld has worked as a teacher
g a p - fill) , g e t th e m to c h e c k th e ir a n sw e rs in p a irs b e fo re y o u trainer in Britain, France and New
g ive fe e d b a ck. I f th e y are w o r k in g in p a irs, get th e m to c h e ck Zealand and worked on developm ent
w it h a n o th e r p a ir. T h e se a c tiv itie s are a c c u ra c y based a n d projects w ith Ministries o f Education
h a ve o n e rig h t answ er. T h is m e a n s th a t y o u w ill n e e d to go and aid agencies in China, Tibet
th ro u g h th e c o rre c t a n sw e rs w ith th e class at th e e n d a n d and Madagascar. She has also
e x p la in a n y p ro b le m s . It is a g o o d id e a to have v is u a l s u p p o rt conducted short courses, seminars
in th e fo r m o f a n s w e rs o n th e b o a rd o r o n a h a n d o u t fo r and workshops for teachers in many
s tu d e n ts w h o m a y m is u n d e rs ta n d th e o ra l answ ers. other countries. She is currently
Associate Professor on the Language Teacher Education team
C o m m u n icative activities - o p e n -e n d e d in the D epartm ent o f Language Studies at Unitec, New Zealand
T h ese a c tiv itie s do n o t have a n o u tc o m e o r c o m e to a p r e - and has been appointed International Ambassador for IATEFL.
a rra n g e d e n d . Y ou w ill th e re fo re have to keep a clo se eye o n She has w ritte n over th irty books, including the Communication
s tu d e n ts to see w h e n th e y are r u n n in g o u t o f ideas. I f th e y Games series (Pearson), Excellent!, a 3 level prim ary course
c o m e to a s to p e a rly w h ile y o u feel th e a c tiv ity has m o re (Pearson), the Oxford Basics series, Classroom Dynamics and
m ile a g e , y o u m a y have to e n c o u ra g e th e m , o r suggest n e w An Introduction to Teaching English (OUP). Her latest book,
ideas. You w ill have to d e c id e w h e n to s to p th e a c tiv ity - M otivating Learning, co-authored w ith Zoltan Dornyei, was
m a k e sure s tu d e n ts have c o m e u p w it h e n o u g h ideas, b u t published in 2013 by Routledge in the Research and Resources in
d o n ’t le t it go o n so lo n g th a t th e y g e t b o re d . T h e re are n o Language Teaching series, o f w hich she is also series editor.
‘r ig h t a n s w e rs ' to these a c tiv itie s , so fe e d b a c k is a m a tte r o f
'r o u n d in g o f f' th e a c tiv ity b y a s k in g s tu d e n ts to share ideas. 1 Communication O pinion poll: Social m edia
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The Navigate a p p ro ac h - The c e f r
T h e CEFR - A n th o n y G re e n
T h e Common European Framework o f Referencefo r Languages progress, fin d s u ita b le le a rn in g m a te ria ls a n d id e n tify w h ic h
(o r CEFR), p u b lis h e d b y th e C o u n c il o f E u ro p e in 2001, is q u a lific a tio n s m ig h t be w ith in th e ir reach.
in te n d e d to h e lp te a ch e rs a n d o th e rs to d e v e lo p a n d c o n n e c t
O f course, n o t e ve ry le a rn e r w ill n e e d o r w a n t to 'p re s e n t
la n g u a g e syllabuse s, c u r r ic u lu m g u id e lin e s , e x a m in a tio n s
clear, d e ta ile d d e s c rip tio n s o n a w id e ra n g e o f su b je cts! T h e
a n d te xtbo oks. It takes w h a t it d escribe s as a n ‘a c tio n -o rie n te d
fra m e w o rk is n o t a s p e c ific a tio n o f w h a t le a rn e rs o u g h t to
a p p ro a c h ' to la n g u a g e e d u c a tio n : th e p u rp o s e o f le a rn in g a
k n o w , it s im p ly p ro v id e s e x a m p le s o f w h a t is ty p ic a lly ta u g h t
la n gu a ge is to e n a b le th e le a rn e r to c o m m u n ic a te in c re a s in g ly a n d le a rn e d a t each le ve l. U sers are free ( in fa c t th e y are
e ffe c tiv e ly in a g ro w in g ra n g e o f s o c ia l s itu a tio n s th a t are
e n c o u ra g e d ) to a d d to th e c o m p re h e n s iv e , b u t fa r fro m
re le v a n t to h is o r h e r in d iv id u a l needs.
e x h a u s tiv e ra n g e o f C an D o a c tiv itie s p re s e n te d . P e o p le d o
F o r m a n y e d u c a tio n a l system s, th e CEFR's c o n c e rn w ith n o t a ll c h o o s e to le a rn la n g u a g e s fo r th e sam e re asons: th e y
e ffe c tiv e c o m m u n ic a tio n re p re s e n ts a s h ift in e m p h a sis. p rio ritis e d iffe re n t skills a n d aspire to reach d iffe re n t objectives.
In s te a d o f fo c u s in g o n w h a t le a rn e rs k n o w a b o u t a la n g u a g e N o r does e v e ry o n e progress in th e ir langua ge le a rn in g in q u ite
- h o w m a n y w o rd s th e y k n o w o r h o w a c c u ra te ly th e y can d ie sam e w ay. S om eone w h o has le a rn e d a language in fo rm a lly
a p p ly g ra m m a r ru le s - th e k e y q u e s tio n fo r th e CEFR is w h ile liv in g in a c o u n try w h e re th a t la n g u a g e is s p o k e n m a y
w h a t le a rn e rs m ig h t a c tu a lly w a n t to d o w it h th e la n g u a g e c h a t c o n fid e n tly w ith frie n d s a n d colleagues, b u t fin d it m o re
o r la n g u a g e s th e y are le a rn in g - th e a c tiv itie s th e y m ig h t d iffic u lt to re a d a n o v e l. O n th e o th e r h a n d , s o m e o n e w h o
n e e d to c a rry o u t a n d th e id ea s th e y m ig h t w a n t to express. has le a rn t fro m h o o k s m a y read a n d tra n s la te w ith assurance,
A c h ie v e m e n t in la n g u a g e le a rn in g is m e a s u re d b y th e b u t stru g g le to keep u p w ith th e d ia lo g u e in film s .
le a rn e r’s d e gree o f success in u s in g la n g u a g e s to n e g o tia te T h e fra m e w o rk c a p tu re s su ch d iffe re n c e s b y p r o v id in g a
th e ir w a y th ro u g h th e w o r ld a ro u n d th e m . te r m in o lo g y fo r th e ra n g e o f s o c ia l s itu a tio n s w h e re le a rn e rs
A lth o u g h p ra c tic a l c o m m u n ic a tio n is seen to be a fu n d a m e n ta l m a y n e e d to use la n g u a g e s a n d th e k in d s o f k n o w le d g e , s k ills
g o al, th e CEFR does n o t tr y to suggest h o w th is g o a l s h o u ld a n d a b ilitie s - c o m p e te n c e s - th e y m ig h t b r in g in to p la y
be re a c h e d . It is n o t a re c ip e b o o k th a t te lls co u rs e d e sig n e rs to a c h ie v e e ffe c tiv e c o m m u n ic a tio n . D e v e lo p in g la n g u a g e
w h a t to in c lu d e o r th a t te lls te a c h e rs h o w to te a ch . In s te a d , a b ilitie s ca n in v o lv e ‘h o r iz o n ta l’ g ro w th - c o p in g w ith n e w
it o ffe rs a c o m m o n set o f te rm s th a t c a n a p p ly to le a rn e rs o f c o n te x ts fo r la n g u a g e use - as w e ll as 'v e rtic a l' p ro g re s s io n
d iffe re n t la n g u a g e s in d iffe re n t c o u n trie s w ith in a v a rie ty o f th ro u g h th e CEFR levels. H o riz o n ta l p ro g re ss c o u ld in c lu d e
e d u c a tio n a l system s. T h e se c o m m o n te rm s m a k e it e a sie r to s h ifts in th e fo cu s fo r le a rn in g b e tw e e n th e w r itte n a n d
d ra w c o m p a ris o n s a n d c o n n e c t w h a t h a p p e n s in la n g u a g e s p o k e n la n g u a g e , b e tw e e n m o re re c e p tiv e la n g u a g e use
e d u c a tio n in o n e s e ttin g to w h a t h a p p e n s else w h e re . (re a d in g a n d lis te n in g ) to m o re in te ra c tiv e (e x c h a n g in g
te x t m essages a n d e m a ils o r p a rtic ip a tin g in c o n v e rs a tio n )
It is p a rt o f th e C o u n c il o f E u ro p e ’s e d u c a tio n a l p h ilo s o p h y
as w e ll as s h ifts b e tw e e n d iffe re n t s o c ia l d o m a in s (s u c h
o f life lo n g le a rn in g th a t le a rn e rs s h o u ld be ab le to m o v e
as s h iftin g fro m m o re a c a d e m ic to m o re o c c u p a tio n a l,
e a sily b e tw e e n in fo r m a l le a rn in g , s c h o o ls, u n iv e rs itie s a n d
w o rk p la c e re la te d la n g u a g e use).
w o rk p la c e tr a in in g cou rse s in d iffe re n t p laces to p ic k u p a n d
ke e p tra c k o f th e p ra c tic a l s k ills th a t th e y n e e d . T h is is m u c h In c re a s in g ly , E n g lis h la n g u a g e te x tb o o k s in c lu d e C an D o
e a sie r i f e v e ry o n e shares th e sam e b a s ic te rm s fo r ta lk in g o b je c tiv e s d e riv e d fro m th e CEFR in e ach u n it. H o w e ve r,
a b o u t te a c h in g a n d le a rn in g . I f a ‘B e g in n e r’ le v e l class in o n e u n lik e Navigate, m o s t have o n ly in c o rp o ra te d th e CEFR
s c h o o l is lik e a n ‘E le m e n ta ry ’ le v e l class in a n o th e r s ch o o l, re tro s p e c tiv e ly , o fte n a fte r p u b lic a tio n . T h is ca n c e rta in ly
o r a ‘ P r e lim in a r y ’ class in a th ir d a n d th e ‘G e ttin g S ta rte d ’ h e lp to s itu a te th e m in re la tio n to o th e r courses a n d system s
b o o k in te x tb o o k se rie s X is lik e th e 'G ra d e 2 ' b o o k in series o f q u a lific a tio n s , b u t u s in g th e fra m e w o rk in the d e v e lo p m e n t
Y, life in th e E n g lis h c la s s ro o m c a n s o o n g e t v e ry c o n fu s in g . p rocess can b r in g m u c h g re a te r b e n e fits . T h is is because in
a d d itio n to p ro v id in g a s h a re d te rm in o lo g y , th e fra m e w o rk
H a v in g a s h a re d d e s c rip tiv e la n g u a g e is v e ry u s e fu l fo r
poses c h a lle n g in g q u e s tio n s th a t h e lp d e s ig n e rs a n d o th e r
c o u rse d e s ig n e rs b eca use it h e lp s us to see h o w a p a r tic u la r
users to th in k a b o u t, d e s c rib e a n d e x p la in w h y th e y ch o o se
c o u rs e ca n fit in to a le a rn e r's in d iv id u a l la n g u a g e le a rn in g
to le a rn , te a ch o r assess la n g u a g e a b ilitie s in th e w a y th a t
career. In th e CEFR, le v e ls o f la n g u a g e a b ility are set o u t -
th e y do. T h e s e q u e s tio n s keep th e la n g u a g e le a rn e r at th e
r u n n in g fro m Basic (A1 a n d A 2), th ro u g h Independent (B1
h e a rt o f e v e ry d e c is io n . E x a m p le s o f th e w id e ra n g e o f
a n d B 2) u p to Proficient ( C l a n d C 2). T h e se le ve ls are based
issues th a t d e v e lo p e rs are in v ite d to c o n s id e r in c lu d e , 'th e
o n te a c h e rs ' ju d g e m e n ts o f th e re la t ive d iffic u lty o f'C a n D o ’
c o m m u n ic a tiv e tasks in th e p e rs o n a l, p u b lic , o c c u p a tio n a l
s ta te m e n ts d e s c rib in g h o w le a rn e rs are a b le to use la ngua ge.
a n d /o r e d u c a tio n a l d o m a in s th a t th e le a rn e r w ill n e e d to
F o r e x a m p le , at th e A1 le v e l a le a rn e r, 'c a n use s im p le
ta ckle ! 'h o w c o m m u n ic a tiv e a n d le a rn in g a c tiv itie s re late
p h ra se s a n d se n te n ce s to d e s c rib e w h e re h e /s h e liv e s a n d
to th e le a rn e r's d rive s, m o tiv a tio n s a n d in te re s ts ’ a n d th e
p e o p le h e /s h e k n o w s ! b u t at B2 ‘c a n p re s e n t clear, d e ta ile d
‘ p ro v is io n ... m a d e fo r le a rn e rs to b e c o m e in c re a s in g ly
d e s c rip tio n s o n a w id e ra n g e o f s u b je c ts re la te d to h is /h e r
in d e p e n d e n t in th e ir le a rn in g a n d use o f la ngua ge!
fie ld o f in te re s t! T h e sy s te m h e lp s le a rn e rs to m o n ito r th e ir
A lthough the CEFR can provide us w ith sh ared term s, it is w hich aim s to fu rth er build our sh ared u n d erstan d in g of the
clear that people w orking in different places m ay so m etim es CEFR as it applies to English.
u n derstand the fram ework in quite different ways. The Can Do To m ake th e m ost of the CEFR an d its place in the Navigate
statem en ts are inevitably o p en to a range of interpretations. series, I w ould encourage teach ers to learn m ore ab o u t the
For exam ple, p h rases an d sen ten ces th a t are co n sid ered fram ew ork an d th e ways in w hich it can help to guide the
‘sim ple’ by one teach er m ay seem rath er 'com plex' to another. teach in g an d learning process (as well as som e of the m any
T here have been co m p lain ts th a t th e A2 level rep resen ted in criticism s th at have b een m ade of its use). It is w orth taking
o ne text book is as difficult as the B1 level in another. This th e tim e to find o u t ab o u t th e overall descriptive sch em e
h as serious im plications: if th ere is not at least a sim ilar as well as th e m ore fam iliar levels. T he best place to start
u n d e rsta n d in g of th e levels am o n g users of th e fram ew ork, is th e C ouncil of E urope Language Policy D ivision w ebsite
m any of the po ten tial benefits of th e CEFR will be lost. (w w w . c o e . in t / t / d g 4 / lin g u is t ic ) w here th e rath er m ore
R ecognizing th e need to build sh ared in terp retatio n s an d to reader-friendly Guide for Users, the CEFR itself and m any
provide m ore co n crete guidance, the C ouncil of E urope has related resources can be dow nloaded free of charge.
called for th e p ro d u ctio n o f'R eferen ce Level D escrip tio n s’
w hich can show in m u ch greater detail how the CEFR A n th o n y Green is Professor o f Language Assessment at the
applies to specific languages. For English, a good deal of University o f Bedfordshire, UK. He has published w idely on
w ork has already b een done. Threshold (first p u b lish ed in language assessment issues and his recent book Language
1975, but u p d ated in 1990) is effectively a specification of B1 Functions Revisited (2012) sets o u t to fill the gap betw een the
level objectives. O ther books cover CEFR A 1 ( Breakthrough), broad descriptions o f levels provided in the CEFR and the level
A2 ( Waystage) an d B2 a n d above (Vantage). All of th ese are o f detail required for applications such as syllabus or test design.
available in p rin t or as free e-books via th e English Profile His main research interests concern the design and use o f
w ebsite at w w w .englishprofile.org. At th e sam e site, you can language assessments and relationships betw een assessment,
find inform ation ab o u t th e ongoing w ork of English Profile teaching and learning.
R e fe re n c e to th e CEFR in N avigate
The c o n te n ts pages o f Navigate C oursebook sh o w n o t o n ly
w h a t language p oints are ta u g h t in each u nit, b u t also w h a t
th e c o m m u n ica tive goals are.Teachers and learners can relate
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300010 e nsur® that lo arnc rs are onty
coverin g the m o s t relevant voc ab u lniy
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w h a t C an-do activities th e y w ill b eco m e c o m p e te n t in. i Write for social m o d ia

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1 .2 W hy sp en d in g 's # tren d in g "

3 Life skills
ralk a b o u t ch a lle n go s a n d s u c c e s s
3.1 Challenges P26
3 .2 Faking it? P28
Ability p27
Talk a b o u t ability
Talk a b o ut w o rk skiRs
Obligation, permission and possit
GOALS ■ Talk about spending ■ Talk about states, thoughts and feelings
Talk a b o u t obftgauon. p e rm issio n a n d possibility 3 .3 vocabulary and skills development mo
» R eco gn ize co m p le x n o u n p h ra s e s (1)
a U se c o m p o u n d adjoctrves
G v e practical in structions 3 .3 Speaking and writing p 32
V o c a b u la r y & L is te n in g sp e n d in g w rrte a p aragrau h su p p o rtin g a n opinion
35 o Video A woman s me: n u vs 20u C3< Review p35
1 W ork w ith a p a r tn e r . Ix>ok a t t h e title o f t h e le s s o n a n d
d is c u s s th e q u e s tio n s . 4. Living on water P36
i Talk a b o ut kvlng o n w ate r wMtbogoing to lor p red ictions an d
I W h a t is h a p p e n in g in th e p h o to s? Talk a b out pred ictions an d d e c isio n s d e c isio n s P3 ?
Taft ab out tire n atu ral w orld 4.2 Forest bathing „38 ProoaWn, p38
Talk a b o ut p ro b ab ifty
u n d e rsta n d co n so n an t vow el linking vocabulary and skills development iv»o
A ^ rstan d ,dlom at*c p h ra s o s a b out p lac es
A vo id repetition
M a k e enq u irie s 4.4 Speaking and writing p.12
video sortgdo paa Review c -j s
Life skills
5 I hum u p people from w ork 10 celebrate a birtlKlny Inst week, (with) b C h oose tlio correct o p tio n s to complete
the rule.
C om plete 1he o p in io n * o n social n etw orking w ith ve rbs from 1lie box.
These w o rd * an* linked (p ron oun ced .1*
3.1 C hallenges I
have help keep make
Social netw orking I* great to

trust
In touch w ith people whoUveffcr

o n e w ord) because the (list w ord ottds
with a 1ro n io iu m i / ro u v f so u n d a n d the
se co nd w ord start* with a 1 a m s o n a n l /
hour/ sound.
GOALS ■ Talk about challenges and success ■ Talk about ability
C 1.3 ( L is t e n a n d lin k the w ords. The
3 1m w i people I i w r i o n 1 Iw orkin g sites: II * too iiiitntioi of lin k s is given in brockets next
d angerous. to the sentences.
4 I like lo in ln g o n llrir g ro u p s Ix-cattse you c a n m o d pooplo you 1 1m ake ail effot t to gel In touch with
n lot In c o m m o n wilh. distant relatives- (.1)
The Navigate W o rkb o o k allow s stud e nts to self-assess on 5 So cial netw orking is a groat o p p o rtu n ity to
people all over the planet.
frie n d* with 2 I have a lot in c o m m o n with a ll m y
classmates. (3)
C an-do statem ents at th e e nd o f every spread, g ivin g

3 C o u ld yo u help A d am o u t? (2)
S S T U D Y T IP Record new words and phrases In ycur vocabulary notebook under 4 I keep in touch with old friend*. (2)
tope readings Ike ftlonOshtp. u se them to write true sentences about yo ir
5 I Had a n argum ent wttli an assistant. (4)
th e m th e o p p o rtu n ity to check th e ir progress and m anage friendships.
n It's a sh am e you fell ou t w ith Alice. (3)
1 3 ( L is t e n again. Pause the listen ing and

th e ir learning. (I
tepoat after e ach sentence.
Teachers can also d o w n lo a d a CEFR m a p p in g d o c u m e n t Outewell Vote practk c
from the Navigate Teacher's w ebsite (w w w .o u p .c o m /te a c h e r/ talk a tout things that a r* changing
talk about frleoddsos.
n a v ig a te ) to see full details o f h o w th e co m p e te n c ie s fro m

th e CEFR are covered in each level o f Navigate.
The Navigate a p p ro ac h - T e s tin g
T h e N avigate T e s tin g P a c k ag e - Im e ld a M a g u ire -K a ra y e l

As a ll te a ch e rs k n o w , a ssessm ent is c e n tra l to e ffe c tiv e L e a rn e rs ta ke U n it tests o n c e th e y h ave c o m p le te d th e
s y lla b u s d e s ig n a n d is an e s s e n tia l p a rt o f e ffe c tiv e te a c h in g c o rre s p o n d in g u n it, a n d te a c h e rs a n d le a rn e rs a lik e ca n
a n d le a rn in g . It n o t o n ly a llo w s le a rn e rs to re c o g n iz e th e ir e v a lu a te i f th e le a rn in g o b je c tiv e s fo r th a t p a r tic u la r u n it
a c h ie v e m e n ts a n d m a k e p rogress, b u t it e n a b le s in s tru c to rs have b e e n a c h ie v e d . T e a ch e rs can th e n , i f necessary,
to sh a p e a n d a d a p t th e ir te a c h in g to s p e c ific needs. T h is is s p e n d m o re tim e c o v e rin g la n g u a g e p o in ts w h ic h ne e d
e s p e c ia lly tru e in th e case o f b u s y a d u lt le a rn e rs w h o o fte n m o re a tte n tio n . I f th e y th in k it is m o re a p p ro p ria te fo r th e ir
h a ve lim ite d tim e fo r a tte n d in g la n g u a g e courses. T w o o f le a rn e rs, te a ch e rs m a y also a d m in is te r c e rta in s e c tio n s o f
th e m a in c o n s tru c ts in m o d e rn la n g u a g e te s tin g are v a lid ity th e test o n ly to m a tc h th e s e c tio n s o f th e u n it th a t h ave been
a n d p ra c tic a lity . V a lid ity is key, a test has to m e a s u re w h a t it co v e re d in class. T im e s ca n be a d ju s te d a c c o rd in g ly .
c la im s to, a n d p r a c tic a lity is e s se n tia l as tests s h o u ld be easy
b o th fo r te a c h e rs to a d m in is te r a n d le a rn e rs to take. Progress tests
T h e Navigate co u rs e c o m e s c o m p le te w ith its o w n te s tin g T h e re are fo u r P rogress tests in th e Navigate te s tin g package,
package. T h is is in c lu d e d in th e T e a c h e r’s G u id e a n d is e ach o n e in te n d e d to last a p p ro x im a te ly 60 m in u te s a n d to
p u b lis h e d in b o th W o rd a n d P D F fo rm a ts . A t each o f th e six be a d m in is te re d a fte r e ve ry th re e u n its . P rogress tests are
levels, th e te a c h e r is p ro v id e d w it h a c o m p le te set o f tests d e s ig n e d to test le a rn e rs ' p ro fic ie n c y . T h e c o n te n t o f each
d e s ig n e d to test le a rn e rs ' u n d e rs ta n d in g a n d p ro fic ie n c y : Progress te st re la te s to th e m a te ria l co ve re d in th e u n its , b u t
tw e lv e U n it tests, fo u r P rogress tests a n d o n e E n d -o f-c o u rs e th e P rogress tests d iffe r fro m th e U n it tests in th a t th e y m o re
test. R e fle c tin g th e co u rs e id e o lo g y , th e tasks in th e tests clo s e ly re s e m b le e sta b lis h e d in te r n a tio n a l E n g lis h L a n g u a g e
p re s e n t le a rn e rs w ith c o n te n t th a t is b o th in fo r m a tio n ric h , exam s. T h e v o c a b u la ry a n d g ra m m a r o f th e th re e u n its is
a n d in te rn a tio n a l in fla v o u r, w h ile a llo w in g th e m to p ra c tis e te ste d b y ta s k types s u c h as o p e n o r m u ltip le - c h o ic e cloze.
n e w ly a c q u ire d la n g u a g e in a ra n g e o f c o n te xts. A ll fo u r la n g u a g e s k ills are te ste d in th e P rogress tests. T h e
L is te n in g tasks c o m p ris e tw o q u e s tio n types, s u c h as t r u e /
U n it tests false, gap f ill a n d m u ltip le c h o ic e q u e s tio n s , a n d it ca n also
c o v e r s o m e o f th e fu n c tio n a l la n g u a g e fro m th e th re e u n its .
T h e U n it tests m e a s u re le a rn e rs ’ u n d e rs ta n d in g o f th e key
T h e R e a d in g tasks also c o m p ris e tw o d iffe re n t ta s k types,
g ra m m a r, v o c a b u la ry a n d d e c o d in g s k ills p re s e n te d in th e
su ch as m u ltip le m a tc h in g , tr u e /fa ls e /n o t g iv e n o r m u ltip le
u n it, th e la tte r b e in g te ste d in a s im ila r c o n te x t to th e o n e in
ch o ice . W r itin g is te ste d th ro u g h tw o tasks; th e firs t is a s h o rt
th e u n it. U n it tests are in te n d e d to la st u p to sixty m in u te s a n d
ta s k te s tin g d is c re te la n g u a g e ite m s a n d th e se co n d is a
c o m p ris e te n tasks. G re a te r w e ig h t is g iv e n to v o c a b u la ry
lo n g e r ta sk w h ic h re q u ire s th e le a rn e r to p ro d u c e a p ie c e o f
a n d g ra m m a r w h ic h is tested across fiv e d iffe re n t task types.
e x te n d e d w r itte n d is c o u rs e . W r itin g tasks are a u th e n tic in
V o c a b u la ry is ty p ic a lly te s te d th ro u g h tasks s u c h as m u ltip le -
th a t th e y re fle c t th e r e a l-w o r ld c o m m u n ic a tio n lik e ly to be
c h o ic e q u e s tio n s , m a tc h in g s e n te n c e e n d in g s , gap fill, w o rd
u n d e rta k e n by learners. G enres in c lu d e em ails, text messages,
fo rm a tio n o r firs t le tte r tasks. G ra m m a r is tested th ro u g h tasks
fo r m c o m p le tio n a n d s o c ia l m e d ia posts. T h e S p e a kin g task
s u ch as m u ltip le - c h o ic e cloze, o p e n cloze, o r r ig h t/w r o n g
also assess le a rn e rs ’ grasp o f th e u n its ' fu n c tio n a l la n g u a g e
q u e stio n s, sente nce tra n s fo rm a tio n . T h e re a d in g a n d lis te n in g
b y a s k in g th e m to c a rry o u t a tra n s a c tio n a l ro le -p la y based
d e c o d in g s k ills c o v e re d in th e t h ir d le sson o f each u n it are
o n a set o f p ro m p ts . It a p p e a rs a t th e e n d o f th e P rogress test
te s te d across tw o tasks so th a t te a c h e rs a n d le a rn e rs ca n see
o n a sep a ra te page a n d can be d o n e at a la te r tim e th a n th e
h o w e ffe c tiv e ly th e y h ave a tta in e d a c o m m a n d o f p o te n tia l
rest o f th e test, e ith e r in p a irs o r w ith th e te a c h e r a c tin g as
b lo ckag e s to c o m p re h e n s io n . T h e fu n c tio n a l la n g u a g e ta u g h t
o n e o f th e speakers in th e task.
in th e fo u rth le sso n is also te ste d in a n a u th e n tic c o n te x t.
G e n e ra l m a rk sch e m e s are p ro v id e d to assist te a ch e rs in
E a ch U n it test also in c lu d e s tw o e x a m -s ty le tasks, m o d e lle d
m a rk in g b o th th e S p e a kin g a n d W r itin g tasks. C are has b e e n
o n th o s e in C a m b rid g e M a in S u ite exa m s o r IELTS. Tasks
ta k e n to e n s u re th a t th e to p ic in e ach o f th e te ste d s k ills
in c lu d e th o se fo u n d in C a m b rid g e E n g lis h : Key, P re lim in a r y
re la te s to as m a n y u n its , th e re b y k e e p in g th e face v a lid ity
a n d F irst, a n d have b e e n e s p e c ia lly w r itte n to re fle c t th e
o f th e P rogress te st h ig h . F o r e x a m p le , th e c o n te n t o f th e
th e m e o f th e u n it. As th e y give e x p o s u re to ta sk fo rm a t a n d
L is te n in g s e c tio n w ill u s u a lly re la te to a d iffe re n t u n it to th e
s im u la te e xa m c o n d itio n s to s o m e e x te n t, th e in c lu s io n o f
c o n te n t o f th e R e a d in g task. T h e sam e u s u a lly a p p lie s in th e
th e e x a m -s ty le tasks is lik e ly to b e v e ry b e n e fic ia l fo r le a rn e rs
case o f th e S p e a k in g a n d W r itin g skills.
w h o go o n to ta k e c e rtific a te d exam s. T h e e x a m -ty p e tasks
le a rn e rs w ill d o in th e U n it tests in c lu d e m u ltip le m a tc h in g ,
End-of-course test
m a tc h in g headin gs, n o te -ta k in g , tru e /fa ls e /n o t given, sentence
tr a n s fo rm a tio n , m u ltip le - c h o ic e re a d in g c o m p re h e n s io n , T h e E n d -o f-c o u rs e test also focuses o n th e fo u r s k ills a n d
g a p p e d text, s h o rt a n s w e r q u e s tio n s a n d o p e n cloze. T h e tests ta rg e t la n g u a g e fro m th e e n tire co u rse . A s v o c a b u la ry
a c c o m p a n y in g A n s w e r K e y to e a ch test a llo w s b u sy te a ch e rs a n d g ra m m a r are at th e h e a rt o f th e Navigate sylla b u s, these
to m a rk u n it tests q u ic k ly a n d a c c u ra te ly , th e re b y re d u c in g la n g u a g e system s are rig o ro u s ly te s te d in th e E n d -o f-c o u rs e
d e m a n d s o n te a c h e rs ’ tim e . test th ro u g h task typ e s s u c h as g a p -fill, o p e n clo ze a n d
m u ltip le - c h o ic e q u e s tio n s , w ith th e c o u rse 's fu n c tio n a l Im e ld a M a g u ir e - K a r a y e l has over
la n g u a g e in c o rp o ra te d across tasks. T h e m a in p a rt o f th e tw e n ty years'experience in ELT. She
test covers tasks o n V o c a b u la ry , G ra m m a r, R e a d in g a n d is an EFL/EAP teacher and teacher-
L is te n in g . T h e re are 100 p o in ts a v a ila b le fo r th e m a in test. trainer, a materials writer, and an
Teachers are also p ro v id e d w ith o p tio n a l S p eaking an d educational consultant for adapting
W r itin g tests w o r th 20 p o in ts each, so i f s tu d e n ts ta ke a ll a BBC language education series for
p a rts o f th e test, th e y ca n a c h ie v e a m a x im u m sco re o f 140. television.
T h e W r itin g task ca n easily be set a lo n g w ith th e m a in test, b u t She has tau g ht in private language
th is w ill in cre a s e th e tim e n e e d e d to c o m p le te th e test, so schools, EClS-accredited schools and
te a c h e rs m a y p re fe r to set th a t p a rt o n a se p a ra te o cc a s io n . universities in Hong Kong, Greece, Turkey and the UK.
T h e S p e a kin g tasks c a n b e d o n e a t a tim e th a t is c o n v e n ie n t
She has worked for Cam bridge English and now works as an
fo r th e te a c h e r a n d s tu d e n ts . T h is c o u ld be d u r in g n o rm a l
English language assessment consultant in the production
class h o u rs , b y g iv in g th e class an e x te n d e d ta sk to do, a n d
o f exam materials, exam practice materials, course-based
th e n ta k in g p a irs o f s tu d e n ts to a q u ie t space to d o th e
assessment materials, and coursebooks.
S p e a k in g test. O r th e te a c h e r m a y w is h to set a side a d iffe re n t
tim e fo r th e S p e a k in g test. It is a d v is a b le to d o th e S p e a k in g She has w ritte n course-based assessment and exam practice
te st as s o o n as p o s s ib le a fte r th e m a in test. As in th e P rogress materials for New Headway (OUP), English File (OUP), Touchstone
tests, a ll tasks are e x a m -lik e in n a tu re a n d g e n e ra l m a rk (CUP), and Foundation IELTS Masterclass (OUP)
sch e m e s are p ro v id e d .
T h e Navigate tests are w r itte n b y e x p e rts in th e fie ld o f

la n g u a g e assessm ent, m a n y o f w h o m also have years o f
B I+ E n d-o f-c o u rs c test A
E F L -te a c h in g e x p e rie n c e . As th e test w r ite rs h ave e xte n sive Navigate
I C> L i n e n to fiv e e x p e r ie n c e d w r i t e r s g iv in g
e x p e rie n c e o f w r itin g fo r le a d in g e xa m b o a rd s o r assessm ent a d v ic e t o y o u n g p e o p le a b o u t w r itin g a b o o k . I Choose the correct .o t w e r to complete the m in i-
dialogues.
b o d ie s, th e y b r in g k n o w le d g e o f g o o d p ra c tic e in la n g u a g e M a tc h s p e a k e r s 1 - 5 w i t h tl i e i r a d v ic e a - f . T h e r e
h o n e l e t t e r t h a t y o u d o n ’t n e e d .
A 1 h e a rd y e s te rd a y t h a t O liv e r h a s w o n th e
assessm ent. T h e use o f a ssessm ent e x p e rts also m e a n s th a t Speaker I ______ lottery.
Speaker 2 ______ B — ------------ 1 A rc y o u a b s o lu te ly
a c o n s is te n t a p p ro a c h has b e e n a p p lie d th ro u g h o u t th e Speaker 3 ______ su re ?
Speaker 4 _____ a Y o u ’r e in c re d ib le
p r o d u c tio n o f th e tests. T h e test w r ite r s also c o n tr ib u te a Speaker 5 b Y o u ’re n o t g o in g to b e lie v e th is
c Y o u ’re jo k in g
de e p u n d e rs ta n d in g o f a lig n in g la n g u a g e to th e CEFR. T h e a D o p le n ty o f re se arc h ,
b W rite so m e th in g o rig in a l,
re s u lt is a re lia b le , ro b u s t e n d -to -e n d te s tin g package, w h ic h c M a k e su re y o u r m e a n in g is c lea r.
I th in k y o u r first id e a \ w i l d b e b e tte r. I t’s
c h e a p e r, too.
w e are c o n fid e n t te a c h e rs a n d s tu d e n ts u s in g Navigate w ill

d K e e p a d a ily d ia ry .
. .. I ’ l l b o o k th e tic k ets
c S tay fo c u se d o n y o u r w ritin g . to m o rro w .
f R e a d lo ts o f b o o k s by o th e r w riters.
fin d u s e fu l a n d re w a rd in g as th e y w o r k th e ir w a y th ro u g h th e T h a t’s se ttle d , th en
2 points f o r each c orrect ansn Y o u m u s t a d m it th at
v a rio u s le ve ls o f th e co u rse . 0 It’s p e r f e c tly a ll rig h t
2 > L is te n a g a in . F o r q u e s tio n s 6 - 1 0 . d e c id e i f t h e
s t a te m e n ts a b o u t th e s p e a k e r s a r e t r u e o r fa lse . H o w e x a c tly d o I m a k e th e to m a to s a u c e ?
F irs t y o u fry th e o n io n s in s o m e o il.
6 S p e a k e r I h a d a n n f l i - " •• 1
y o u c h o p th e m up
sm all.
T h e N avigate tes ts d o it lik e th is
B 1+ U n i t t e s t 1A
N avig ate m e sh o w y o u
s u re
All the tests for Navigate can be found

C o m p le te th e d ia lo g u e b e tw e e n B o u b a c a r (B ) W e ll, I th in k I ’v e e x p la in e d e v e ry th in g I
on the Teacher's S upport and Resource I > L iste n an d u n d e r lin e it>e
ea c h se n te n c e .
k«> w o r d s io a n d R o sie (R ) w ith w o r d s from th e box. a n te d to. s o ................. b>.
in v itin g y o u to ask ar>> q u e s tio n s A l l y o u
Disc th a t is packaged w ith th e Teacher's 1 1 re a lly lik e s h o p p in g fo r c lo th e s o n th e intern e t
A c c o rd in g
If
co n c e rn e d
pe o p le v iew s
m ay have
c o n v in c e d far |id w e m o v e c
Guide. 2
3
F u bio b u y s all h is m u sic on lin e .
T h e first th in g to d o is c re a te a n a cco u n t.
W h a t (x 2) ’d lik e to fin ish
4 | o n ly c h e c k m y e m a ils o n c e a d ay p r a t p o in t I ’d lik e to ta lk a b o u t
B H i, R o sie . W h at a rc y o u re a d in g ?
Tests are su pp lie d as PDFs and as W ord 5 Saruli d e s ig n s w e b site s a n d s h e lo v e s h e r jo b .
R O h . i t 's a n a r tic le ub o u t e b o o k s. 1_____________to m atching th a t film w a s a c o m p le te w a ste o f
d o c u m e n ts fo r tho se occasions w here 2 points fo r each correct antnvtr re c e n t re se a rc h , sa le s a rc fa llin g a n d tra d itio n a l
b o o k s a re b e c o m in g m o re p o p u la r ag ain. '
^ L iste n to tw o fr ie n d s ta lk in g ab ou t
teachers m ay w ish to e d it som e sections sm a r tp h o n e s . A r c th e u n d e r lin e d w o r d s key
_____________ u rc y o u r o n e b o o k s?
s o g la d w e a g re e a b o u t it!
B 4 _____________y o u a s k m e, e b o o k s a rc m u c h m o re
o f th e tests. There are A and B versions w o r d s? C h o o s e ’>es* o r *no’.
c o n v e n ie n t. W h o w a n ts to c a n y l o ts o f h e a v y
su re a b o u t th a t
Is th a t y o u r n e w 1sm a rtp h o n e ? b o o k s o n h o lid a y , fo r e x a m p le ? W ith an e re ad e r,
o f each test - th e B version c o n ta in in g L u cia
Y es. it is. D o y o u lik e it?
y o u c a n h a v e a s m a n y b o o k s a s y o u lik e - t h a t's the o u g h ts ex a c tly
Jorge
m a in re a s o n w h y th e y ’re s o p o p u lar. * ____________
th e same c o n te n t as th e A version b u t L u cia Y e s. I d o . i t : lo o k s g re at. A re y o u p le a se d d o y o u th in k * _____________th a t?
|? p o in ts f o r each co rrect anx-ner J T j
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ch e a tin g if learners are s ittin g close to L u c ia W h y d o * y o u lik e it s o m u ch ? m o re e a s ily f ro m a p a g e th a n fro m a s c re e n .
M a in ly b e c a u se I c a n listen to 4 E iusi£ o n it B A s * _ _ _ _ _ _ _ _ » s I ’m 9 p e o p le lik e

each o th e r w h ils t d o in g th e test. Jo rg e
o n m y w ay to w ork.
Utat a r c ju s t o ld -fa sh io n e d ! E v e ry o n e n e e d s t o b e
a b le to re a d fro m a s c re e n n o w a d a y s.
1 th in k I * m ig h t g e t o n e s o o n . I still h a v e a n
A ud io MP3 files fo r th e tests are also L u cia
o ld -fa sh io n e d m o b ile .
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a n d e -b o o k s w ill c o n tin u e to be p a n o f e v e ry o n e ’s
available o n th e Teacher's S u p p o rt and 1 Y es / N o
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liv es, s o m a y b e w e c a n h a v e th e b e s t o f b o th
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Resource Disc. All tests th a t co n ta in a 3 Y es / No
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th a t th e re are no tim in g issues w ith th e 2 points f o r each correct a r~ 0

listening d u rin g a test.
P age I o f 5
n a v ig a t e
P h o t o c o p ia b le © Oxford University Press 2015
O X FO RD Giraudon); City o f Vancouver Archives p. 115 (Port p.572/Bill
Miner); Corbis pp. 14 (train tv/Bobby Yip/Reuters), 15 (model
ilolab), 36 (floating m arket, Thailand/Anton Gvozdikov),
36 (Boat in San Francisco/Leonard Zhukovsky), 36 (water
U N IV E R S IT Y PR ESS using telephone in satin nighlgow n/Conde Nasi Archive), splash/I-'isher Photostudio), 39 (rice fields, Bali/Dudarev
18 (first cast o f Piltdown Man forgery/Bettm ann), 36 (Lake Mikhail), 39 (bam boo forest/Ru Bai Le), 43 (hotel
G re a t C la re n d o n S tre e t, O x fo rd , 0 x 2 6 dp, Titicaca, th e floating islands o f th e Uros people/Atlantide receptionist/G abriel Georgescu), 62 (young m an looking at
U n ite d K ingdom Phototravel), 36 (tropical beach), 37 (wom an using solar tablet/Alexander Image), 63 (Businessman m aking call/
panel/Hugh Sitton), 41 (couple packing m oving boxes in Dragon Images), 66 (Belem tow er on Tagus river, Lisbon/
O xford U n iv e rsity P ress is a d e p a r tm e n t o f th e Mario Savoia), 66 (Grattan Bridge, Dublin/littleny), 66 (Big
living room /H ero Images Inc.), 42 (Rooftops O f Lucca/Chris
U n iv e rsity o f O xford. It f u rth e rs th e U niversity’s Caldicott/Design Pics), 56 (aerial view o f road intersection/ Ben and red buses/PHOTOCREO Michal Bednarek),
objective o f ex cellence in research, scholarship, David Jay Zim m erm an), 58 (H urricane Jim ena/Jim Edds), 66 (Manila, Philippincs/joyfull), 66 (M elbourne skyline/
a n d e d u c a tio n by p u b lis h in g w o rld w id e . O xford 64 (Peruvians w ithout W ater/M ariana Bazo/Reuters), Gordon Bell), 66 (Parthenon in Acropolis, Athens/S.Borisov),
64 (Abel Cruz/M ariana Bazo/Reuters), 66 (Luanda 69 (dragonfly/paulrom m er), 74 (Szeged, i lungary/joyfuli),
is a r e g is te re d tra d e m a rk o f O x fo rd U n iv e rsity undergoing m ajor reconstruction, Angola/sergioafonso/ 75 (m an w orking ai hom e/gpointstudio), 7 6 (trolley bus,
P ress in t h e UK a n d in c e rta in o th e r c o u n trie s Demotix), 66 (Pink 1louse, Buenos Aires/Michael Runkel/ Copenhagen/Evikka), 78 (ski rescue patrol/Candy Box
Robert 1larding World Imagery), 68 (Jane Goodall holding Images), 86 (portrait young m an/M inerva Studio), 86 (young
© O x fo rd U n iv e rsity P ress 2015 chimpanz.ee/Kennan Ward), 68 (Rebecca Adlington/Philip w om an portrait/pkehai), 86 (young Turkish man/Axel
Brown), 68 (Daniel Barenboim conducting/Alonso Buecken), 86 (senior w om an portrait/D iego Ccrvo),
T h e m o ra l r ig h ts o f t h e a u th o r h av e b e e n a sse rte d
Gonzalez/Reuters), 92 (young m an reading/Todd W arnock), 92 (wom an on phone in office/Monkey Business Images),
eB ook E d itio n 98 (group in lotus position in yoga class), 107 (H ungarian 92 (businessm an portrait/EDLIAR), 92 (portrait o f young
b ankrobbcr Attila “The W hiskey Robber” Am brus/Tibor m an/eurobanks), 95 (portrait w om an sm iling/bbevren),
is b n : 9 78 0 19 456572 1 eB ook
Bozi), 107 (Colton Harris-Moore, th e Barefoot Bandit/ 95 (portrait serious m an/the808), 96 (tree grow ing from pile
is b n : 978 0 1 9 456 673 5 eB ook (In-App) M arcus Donner/Reuters), 107 (police m ugshot o f Ned Kelly/ o f coins/w kl003m ike), 98 (children in sw im m ing pool/
F irst p u b lis h e d in 2015 I Io New/Reuters), 1 10 (wom an carrying laptop/im age dotshock). 99 (rugby m atch/M axisport), 99 (m ountain
Works), 12 1 (cabbage kim ehi, Korean food/Topic Photo biking/W arren Goldswain), 102 (Riga, Latvia/Christian
No copying o r file sh a rin g Agency); Everpurse/w w w.everpurse.com p. 131; Getty Mueller). 110 (student w orking in library/Ermolaev
Im ages p p .6 (Edinburgh at sunset/Sara W inter), 6 (W arsaw’s Alexander). 110 (bicycle helm et/Andrey. Popov),
This d ig ita l p u b lic a tio n is p ro te c te d by in te r n a tio n a l Old Town/Jorg Greuel), 12 (Tesla Motors Model S/Justin 118 (employees in m eeting/Pressm asler), 126(great w hite
c o p y rig h t law s. No p a r t o f th is d ig ita l p u b lic a tio n Sullivan), 12 (Fairphone sm artphone/Justin Tallis), shark/Elsa Hoffmann), 126 (planets in space/Melkor3D),
13 (clothes rail in shop/Mischa Photo Ltd), 14 (Times Square/ 127 (young m an p ortrait outdoors/Adam Radosavljevic).
m a y b e re p ro d u c e d , m o d ifie d , a d a p te d , s to r e d in a
Siegfried Layda), 17 (rope way on Mount Kongo/ebiq), 133 (young businessw om an/m ichaeljung); Sophos
re trie v a l sy ste m , o r tr a n s m itte d , in a n y fo rm o r by 18 (Richard and Mayumi Ileene/RJ Sangosti), 20 (wom an p. 114 (website). The A dvertising Archives p. 116 (Dettol
a n y m e a n s, to a n y o th e r p e rs o n o r c o m p a n y w ith o u t playing violin in orchestra/H ill Street Studios), advertisem ent); TBWA Sw itzerland AG/McDonald’s
t h e p r io r p e rm is s io n in w ritin g o f O x fo rd U n iv e rsity 20 (woodwind section/Erich A uerbach ), 26 (pink Sw itzerland p.l 16 (McDonalds advert on road); W iley
m arshmallows/Floortje), 30 (professor and students in Publishing p. 118 (Book cover, 1low to Persuade and
Press, o r a s e x p re ssly p e r m itte d by law. E n q u irie s lecture hall/Clerkenwell), 32 (bottle light, South Africa/ Influence People by Philip I lesketh).
c o n c e rn in g r e p ro d u c tio n o u tsid e th e sc o p e o f t h e Gallo Images), 32 (Litre o f Light project/Gallo Images), Illustrations; Tatiana A rocha/Bernstein 81 Andriulli pp.8-9,
a b o v e s h o u ld b e s e n t to ih e ELT R ights D e p a rtm e n t, 34 (English suffragettes/Universai I Iistory Archive), 82-83; Mikel Casal/Hye Candy p p .7 0 -7 1 ,85; Clear as m ud/
42 (lobster pots, Isle o f Mull/VWB photos), 42 (Morocco/ Folio Art p.60; Gill B utton p. 10; Paul Daviz p.48, Vicki
O xfo rd U n iv e rsity Press, a t th e a d d re ss above H englein and Sleets), 44 (Incheon park/Sungjin Kim), Gausden p.22, Sim on G urr p. 130; Joanna Kerr pp.32, 35,
You m u s t n o t m o d ify , a d a p t, copy, sto re , tr a n s f e r 44 (Songdo/Ann I lerm es/The Christian Science Monitor); RyoTakem asa/Dutch Uncle p. 112, Fred van D eelen/lhe
o r c irc u la te th e c o n te n ts o f th is p u b lic a tio n u n d e r 49 (businessm an sitting at desk sm iling/Thom as Barwick), O rganisation p p .3 6 ,66, 80.
56 (traffic lights/Nick Holding), 58 (Yangtze river drought/
a n y o t h e r b ra n d in g o r a s p a r t o f a n y o th e r p ro d u c t. ChinaFotoPress), 66 (The Galleria Vittorio Em anuele 11, Cominissiotu’d Photography: Mark Bassett p.26
You m ay n o t p r i n t o u t m a te ria l fo r a n y c o m m e rc ia l shopping centre. Milan/Tony C French), 67 (business The authors and publisher are gra teful to those who have given
p u rp o s e o r re sale lowers, Buenos Aires/Nikada), 73 (people w aiting for an perm ission to reproduce the follow ing extracts and adapta tions o f
interview/Diane Dicderich), 78 (fire fighter holding baby/ copyright material: p .6 Adapted extract from "M anchester
A ny w c b silc s re fe rre d to in th is p u b lic a tio n a re in th e Claris Briscoe), 83 (college student giving presentation/H ero m a n ’s charity quest lo m eet all of his 700 Facebook
p u b lic d o m a in a n d t h e i r a d d re sse s a re p ro v id e d by Images), 86 (close-up portrait o f m an/Paul Burns), friends” by C harlotte Cox, w w w .m anchestereveningnew s.
86 (portrait o f a m ature w om an/Johnnie Davis), 91 (house co.uk, 18 April 2013. Reproduced by perm ission o f
O xfo rd U n iv e rsity Press f o r in f o rm a tio n only. O xford
w ith face/Christ ian Beirle Gonzalez), 91 (cheese g rater M anchester Evening News. p. 10 Adapted extracts from
U n iv e rsity P ress d isc la im s all a n d a n y re s p o n s ib ility sm iling/Paul David Galvin), 92 (Sardinian woman/RHNAULT “The Conversation: Is th e Web R otting Your Brain?” by
fo r t h e c o n te n t o f s u c h w e b site s Philippe/hem is.fij, 99 (sepak takraw ball gam e/Andrew John Berm an and Nicholas Carr, http://abcnews.go.com /
W atson), 102 (m osque a t dusk/Allan Baxter), 104 (EC WN/Med ia/conversat ion -11icholas-carr-iiiternet-brain/
Augsburg v Borussia D ortm und/A lexander llassenstein/ story?id=l0805528,2 June 2010. Reproduced by perm ission
ACKNOWLEDGEMENTS
Bongarts), 104 (D ortm und fans/John MacDougall/AFP), o f ABC News. p .16 Adapted extract from "Experience: I was
Cover Image: G etty Images (light trails/teekid), Oxford 108 (send ii icon/Bryan M ullennix), 116 (Hong Kong tram / swallowed by a h ippo” by Paul Templet1, w w w .theguardian.
University Press (Laptop and tablet) Philippe Lopez), 116 (m oths around light bulb/Jeffrey com , 4 May 2013. Copyright G uardian News 81 Media Ltd
Alamy Images pp. 14 (website/Jeff M organ 02). 23 (laxi/i car). Coolidge), 116 (Homeless m an in th e snow/Karen Blcier/ 2013. Reproduced by perm ission, p.20 Adapted extract
28 (m aking burgers/ZUMA Press. Inc), 29 (footballer holding AFP), 120 (Psy perform s on NBC’s ‘Today Show'/Gilbert from “Blink and The W isdom o f Crowds” by Malcolm
ball/Cultura Creative), 33 (older m an using laptop/C ultura Carrasquillo), 12 1 (Sam sung logo/Jung Yeon-Je), Gladwell. Slate. 12 January 2005 © 2005 The Slate Group.
Creative), 34 (Emm eline Pankhurst statue/Justin I<ase 122 (London Fashion W eek/John Phillips), 123 (wom an exits All rights reserved. Used by perm ission and protected by
z.sixz), 38 (Savanna at daw n, Emas National Park, Brazil/ R enner clothing store/Bloomberg), 123 (GAP shop/Justin th e Copyright la w s o fth e United States. T he prim ing,
Frans Lanling Studio), 38 (Morskie Oko lake, Tatra Sullivan), 123 (Zara shop/Bloomberg), 123 (Muji store/View copying, redistribution, o r retransm ission o f this C ontent
M ountains, Poland/Jan W lodarczyk), 50 (wom an w atching Pictures), 124 (Starbucks W orld 1Ieadquarters building, w ithout express w ritte n perm ission is prohibited, p.48
TV and using tablet/G raham Hughes), 52 (The Shaw shank Seattle/Kevin Schafer), 128 (wom an in rice patties, V ietnam / Adapted extracts from “African videogam es level u p ” by
Redem ption poster/AF archive), 53 (One Day film still/AF Kathy Dorsey), 128 (Fleet Street new sroom , 1970/ Monica Mark, w w w .theguardian.com , 26 Septem ber 2013.
archive), 74 (Oxford skyline/James Osmond), 76 (family Popperfoto), 132 (lorry driving on icy road/James Balog), Copyright G uardian News 81 Media Ltd 2013. Reproduced
dinner/A urora Photos), 80 (natural geotherm al spa, Iceland/ 133 (wom an tend in g crops, M yanmar/Katie Garrod), cover by perm ission, p p .5 0 ,51 Adapted excerpts from “The
Greg Balfour Evans), 80 (knitting class/ZUMA Press, Inc), (light trails/teekid); Good & Proper Tea p.134 (Tea Van); Rise o f the Second Screen: Zeebox, GetGlue. Vigglc, and
80 (baby pram s outside building/Arctic Images), 94 (statue/ H anw ha Eagles Baseball Club/Eagles Fanbot Cam paign M ore” by Jose Castillo, first published by Inform ation
imageBROKER), 94 (“John A dam s” by Gilbert Stuart, 1821 - p.lOO(robofans); Philip H esketh p. 118 (photo o f author); Today, Inc., April/May 2013. www.infotoday.com . Used
Sm ithsonian N ational Gallery o f Art, W ashington, DC USA/ iStockphoto pp.36 (w ater wave/vovanl3), 77 (rush ho u r in w ith perm ission. All rig h ts reserved, p .66 Adapted
W ashington Stock Photo), 98 (high school cheerleaders/I I. Copenhagen/I Ians Laubel); Kobal Collection pp.24 (Jaws extract from “Young Europeans flock to A rgentina for job
M ark W eidm an Photography), 100 (Galatasary Stadium , 1975/Universal), 24 (M acbeth 1971/Columbia); 46 (Rio 2096: o p p ortunities” by Uki Gotti, w w w .theguardian.com , 22
Istanbul/dpa picture alliance archive), 101 (Turkish football A Story o f Love and Fury/Buriti Filmes/Gullane Filmes/ D ecem ber 2 0 11. Copyright G uardian News 81 Media Ltd
club scarves/Jochen Tack), 102 (Liverpool docks/CW Lightstar Studios), 46 (The Secret Life o f W alter Miuy/Red 2 0 11 . p p .8 6 ,87 Adapted extract front “Dove’s new beauty
Images), 104 (Gareth Bale/ZUMA Press, Inc.), 105 (flip flops House E ntertainm ent), 47 (Stepping on the Flying Grass/ cam paign confirm s th a t we are m ore beautiful th an we
on sale/Jenny Matthews), 106 (fingerprint/SDM IMAGES), Bumble Bee Studio/H um anplus Production/Kreasi Cinema/ th in k ” by Katy Young, http://fashion.telegraph.co.uk,
106 (crim e scene tape/M ichael Burrell), 108 (app icons/Lucie M ediatam a/Render Post), 55 (Spirited Away/Studio Ghibli/ 22 April 2013. © Telegraph Media G roup Limited 2013.
Lang), 114 (Sophos headquarters/VIEW Pictures Ltd), NTV/Dentsu/Tohol<ushinsha Film); Oxford University Press Reproduced by perm ission, p.208 Adapted extracts front
114(businessm an/Tetra Images), 116 (Sky TV billboard pp.34 (wom an on com puter/video still), 44 (city developers/ “O ne in four regrets rash m essages on social n etw ork sites”
advert/Clynt G arnham Business), 116 (teen girl taking video still), 5 4 (film studies/video stills), p.63 (W oman using by Stephen McGinty, w w w .scotsm an.com , 27 January 2012.
driving lesson/MBI), 122 (iPhone packaging/Andrew m obile phone/Digital Vision), 64 (filling bottle/video still), Reproduced lty perm ission o f The Scotsm an Publications
Paterson), 123 (Uniqlo store/lain M asterton), 123 (H8iM 74 (Dean Ryan ofZ suzsanna Eetvegi), 84 (Happiness in Limited, pp. 118. 119 Extracts from How to Persuade and
store/Per Andersen), 124 (Starbucks sign/M atthew Mexico/video stills), 94 (Debbie’s selfie/video still); Rex Influence People by Philip H esketh, C apstone Publishing,
I lorwood). 124 (Starbucks coffee shop/British Retail Features p p .8 (sales shopping/London News Pictures), 2010. Reproduced by perm ission o f John W iley a n d Sons
Photography), 125 (Google Glasses/dpa picture alliance), 40 (chronic h oarder Richard W allace/Jenny Goodall/Daily Inc.; perm ission conveyed through Copyright Clearance
134 (silk screen prim ing/H ero Im ages Inc.); Atlantic Books Mail), 45 (island built out o f w a ter bottles/Sam Barcroft), Centre, Inc. p.96 A dapted extracts front “K ickstartcr
p. 10 (The Shallows book cover/Court esy o f Nick Ritchie); 45 (Richie Sowas/Sam Barcroft), 57 (Amazon drone testing/ en trep ren eu rs doing big business in th e UK" by Jessica
Bridgem an Images p p .88 (Hunters in the S n ow -January, Z1 IMA), 58 (typhoon destruction, Japan/Keystone! JSA- Salter, w w w .telegraph.co.uk, 4 February 2013. © Telegraph
1565, Bruegel, Pieter th e Elder (c. 1525-69)/ Z.UMA), 97 (Ostrich pillow/REX); Rinspeed Inc Media Group Limited 2013. R eproduced by perm ission.
K unsthistorisches M useum , Vienna, Austria), 88 (Destiny, p.65 (Driverless car); Science and Society Picture Library Sources: www. 0 xfam . 01g.au, W orld H appiness Report 2013
1900 (oil on canvas), W aterhouse, John W illiam ( 1849- p. 126 (‘Alice and th e Fairies’, July 1917/National M useum of edited by John Helliwell, Richard Layard and Jeffrey Sachs,
1917)/© Towncley Hall Art Gallery and M useum , Burnley, Photography, Film & Television); Shutterstock http://unsdsn.otg., http://m yhero.com . http://icelandreview .
Lancashire), 88 (Mandrill, 1913 (oil on cardboard), Marc, p p .6 (M onum ent Valley, U tah/tobkatrina), 8 (m an shopping com , w w w.kickstarter.com
Franz (1880- 1916)/Private Collection), 130 (Em peror C h'in online 011 tablet/LDprod), 12 (diam ond engagem ent ring/ W ith thanks to K atherine Griggs for th e video pages.
W ang Ti (221 -206 BC) travelling in a palanquin, from a Toria), 16 (hippo w ith m outh open/Tim othy Craig Lubcke),
history o f Chinese em perors (colour on silk), Chinese 18 (slices o f w aterm elon/Alex Staroseltsev), 22 (carrot W ith th an k s to Jon 1lird for th e G ram m ar Reference pages.
School, (17th centuryl/Biblioihcque N ationale, Paris. illustration/V alentina Razumova), 22 (gold l ing/Skylines), Oxford University Press would like lo thank: Alamy images,
France/Archives C hannel), 134 (Portrait o f Jeanne 24 (pum pkin carriage/Elena Schweitzer), 25 (locking door/ Getty images, NASA, National Portrait Gallery, M useum o f
H ebutem e in a large h a t, c .l9 1 8 -l9 (o il 011 canvas), windu), 28 (restaurant kitchen/w avebreakm edia), London, Borussia D ortm und
Modigliani, Am edeo (1884-l920)/Private Colleciion/ 28 (restaurant m eal/2nix Studio), 29 (burger and chips/

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Teacher's Edition

Rachael Roberts, Heather Buchanan

3 Life skills page 26 3.1 Challenges p26 Ability p27

Intonation - showing Speaking showing interest p22

Challenges and success p26 Word stress p26

Compound adjectives p3l Reading complex noun phrases (1) p30

Pauses in instructions p32 Speaking practical instructions p32

Living on water p36

Idiomatic phrases about Listening consonant-vowel linking p40

Going to the movies p46 0 Video Vox pops 5 p47

W riting a film review p52

Climate and extreme Compound nouns p58

9 Appearances page 86 9.1 Real beauty? p86 Comparison p87

10 Compete and cooperate page 96 10.1 Crowd-funding p96 Passives p97

12 Influence page 116 12.1 Advertising pH6 Reported speech pH7

Co m m u nica tio n page 126 Gra m m ar Re f ere nce page 136

Happiness factors p76 Intonation in if Video Vox pops 8 p77

Describing physical Changing stress p87 © video Vox pops 9 p87

Business p96 Passives p97

Crime pi06 © video Vox pops 11 pi07

Advertising pH6 Linking pH7 Video Vox pops 12 pH7

Dependent prepositions pi2i Reading complex noun phrases (2) pl20

A u d ioscrip ts page 1 60 Irregular v er bs page 174 Ph o n e mic sy m b o ls page 175

Grammar & Reading present simple,

2 H e takes a photo for his Facebook page with everyone

He hopes to have met all 700 w ithin three years, travelling

People often say that Facebook friends aren’t real

‘ I’m reuniting with friends, and in the process 5 I ’m

‘ Everyone has been great so far; 6 1 g e n e ra lly s p e n d a day

His adventure has taken him across Europe, visiting England,

Read the article. W hy is Rob Jones trying to m eet all 700 of

2 How m any friends does he m eet / has he m et so far?

b 1.3 ))) Listen an d check your answers. How m any of the

> hriwd Draw a diagram of your friendship groups, like

Vocabulary & Listening spending

2a 1.4 )| Listen to a short radio news item about Black Friday

b Does an y th in g you heard surprise you?

3a 1.4 )| Read the statements. T hen listen again and decide

b Com pare your answ ers w ith a partner.

Grammar & Speaking state verbs

7a 1.5))) Listen to a radio interview w ith a su ppo rter of Buy

B uy N othing Day is im portant because it m ight

b W hich of the points would be most likely to make you

8a Complete extracts 1-7 from the listening w ith the most

1.7))) Read a n d listen to the inform ation in the Unlock the

4a Look at these phrases from the review in exercise 2.

b 1.10))) Listen again. According to the speakers, which of the Membership \

2a 1.11))) Listen to a radio pro g ram m e about guilt-free brands

Home Tips A bo u t us C ontact us SEARCH

THE LATEST CONSUMER TREND:

3a Complete the p hrases from the conversation.

b 1.12))) Listen and check your answers.

4a Divide the phrases in exercise 3 into th ree categories:

b Check your answ ers in the Language for speaking box.

Fair p h o n e LA N G U A GE F OR SPE A KI N G a skin g fo r and

5 Complete the conversations with appropriate phrases from the

6 Ask your p a rtn e r for their opinions on the questions in

9 Read the inform ation in the Language for w riting box, Y u m i W a ta n a b e :

2 Work w ith a p a rtn e r and discuss the different advertising

3 O Watch the video. W hich th ree things does the video