Insight Advanced Workbook [PDF]

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Mike Sayer

 

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Advanced Workbook Amanda Maris

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Podręcznik dla szkół ponadpodstawowych

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Mike Sayer Amanda Maris © Copyright Oxford University Press

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1 Great Clarendon Street, Oxford, ox2 6dp, United Kingdom Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries ©  Oxford University Press 2015

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First published in 2015 2022 2021 2020 2019 10 9 8 7 6 5 4 3 No unauthorized photocopying All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence or under terms agreed with the appropriate reprographics rights organization. Enquiries concerning reproduction outside the scope of the above should be sent to the ELT Rights Department, Oxford University Press, at the address above You must not circulate this work in any other form and you must impose this same condition on any acquirer



isbn: 978 0 19 401052 8 isbn: 978 0 19 401539 4 isbn: 978 0 19 460998 2



Links to third party websites are provided by Oxford in good faith and for information only. Oxford disclaims any responsibility for the materials contained in any third party website referenced in this work Workbook Access card Workbook pack

Printed in China This book is printed on paper from certified and well-managed sources acknowledgements The authors and the publisher would like to thank Jane Cammack, Helen Ward and Greg Manin for the material they contributed to this book. The authors and the publisher would also like to thank the many teachers who contributed to the development of the course by commenting on the manuscript, taking part in lesson observations, focus groups and online questionnaires. The authors and the publisher are grateful to those who have given permission to reproduce the following extracts and adaptations of copyright material: p.7 “Poem #7” and “Poem #10: Encouraging the Traveler by Xu from Xiangshan” originally appeared in Lai, Him Mark, Genny Lim, and Judy Yung, eds. Island: Poetry and History of Chinese Immigrants on Angel Island, 1910–1940. ©  1991. Reprinted with permission of the University of Washington Press. pp.16–17 Extract from “A real Good Samaritan” by Bernard Hare, www.bbc.co.uk, 24 December 2010. ©  BBC News Website. Reproduced by permission. pp.24–25 Excerpt from The Road to Wigan Pier by George Orwell. Copyright ©  George Orwell 1937, 1958 and renewed 1986 by Sonia Brownell Orwell. Reprinted by permission of Houghton Mifflin Harcourt Publishing Company and Bill Hamilton as the Literary Executor of the Estate of the Late Sonia Brownell Orwell. All rights reserved. p.26 Adapted extract from “Call to narrow the wealth gap as Scotland’s rich get richer” by Kathleen Nutt, www.heraldscotland. com, 19 May 2014. Reproduced by permission of Newsquest Media Group. p.31 Extracts from “Huge survey reveals seven social classes in UK”, www.bbc. co.uk/news, 3 April 2013. ©  BBC News Website. Reproduced by permission. pp.56-57 Extracts from “Earworms: Why songs get stuck in our heads” by Rhitu Chatterjee, www.bbc.co.uk/news, 7 March 2012. ©  BBC News Website. Reproduced by permission. p.85 Extract from Oxford Bookworm Library Stage 6: The Woman in White by Wilkie Collins, retold by Richard G. Lewis. ©  Oxford University Press 2008. Reproduced by permission. p.87 Extract from Oxford Bookworm Library Stage 6: Vanity Fair by William Thackeray, retold by Diane Mowat. ©  Oxford University Press 2008. Reproduced by permission. p.89 Extract from Oxford Bookworm Library Stage 6: Tess of the d’Urbervilles by Thomas Hardy, retold by Clare West. ©  Oxford University Press 2008. Reproduced by permission. p.106 Extract from The Time Machine by H G Wells (William Heinemann, 1895). Reproduced by permission of United Agents LLP on behalf of The Literary Executors of the Estate of H G Wells.

41 (cover and disk of The Sounds of Earth Carried aboard Voyager 1 and 2/J Marshall - Tribaleye Images), 42 (run down hotel in France/Carl Howe), 42 (dirty caravan and awning/Gruffydd Thomas), 47 (two girls shouting at each other/Rob Wilkinson), 52 (Van Gogh’s sunflowers, National Gallery/Malcolm Park editorial), 54 (top hat, black cane and white gloves/Dani Simmonds), 54 (bottle of fake blood/Andy Beckett), 60 (Dar es Salaam/Charles O. Cecil), 64-65 (brain flying/Robin Heighway-Bury), 69 (Kobe Bryant playing basketball/ ZUMA Press, Inc), 72 (rival fans at football match/Cultura Creative), 76 (scuba diving tank/age fotostock), 76 (Saturn/dieKleinert), 76 (rainbow over tree/Roger Coulam), 76 (aerial photograph Pentagon, Arlington, Virginia/Aerial Archives), 77 (apprentices with robots in car factory/Cultura Creative), 79 (demonstration at the Red Cross Emergency Ambulance Station in Washington, D.C., during the influenza pandemic of 1918/Niday Picture Library), 79 (Spanish Flu epidemic/Everett Collection Historical), 89 (Tess of the D’Urbervilles/liszt collection), 99 (Cash Generator pawn shop/keith morris), 102 (log cabin along lake at Fatmomakke, Lapland, Sweden/Arterra Picture Library), 105 (street musician/Jason Langley), 105 (hospital in Central African Republic/Horizons WWP); Bridgeman Art Library Ltd p.76 (Yellow-Red-Blue 1925 (oil on canvas), Kandinsky, Wassily (1866-1944)/Musee National d’Art Moderne, Centre Pompidou, Paris, France/Peter Willi); Corbis pp.13 (portrait of Eugène François Vidocq), 21 (Rio de Janeiro favela/Viviane Moos), 46 (annoyed room mate/Ed Bock), 53 (artist Jon Sarkin works in his basement studio/Jennifer Brown/Star Ledger), 58 (Henri Matisse working on paper cut out), 62 (Green Man Festival/ Gideon Mendel/In Pictures); Getty Images pp.5 (Immigration Museum/Glenn Beanland), 8 (speech bubbles/Peter Booth), 12 (Manhattan/John Cardasis), 20 (Daniel Suelo/Hyoung Chang), 24 (terraced housing in 1939, Wigan/Kurt Hutton), 28 (Zen monk meditating/Kaz Mori), 29 (man wearing virtual reality headset/Michal Krakowiak), 37 (castaway Jose Ivan/AFP), 39 (Hernando Cortez/ Ralf Hettler), 49 (Duke and Duchess of Windsor/Hulton Archive), 55 (Richard Serra/Oliver Morris), 57 (woman with fingers in ears/Stock Shop Photography LLC), 63 (girl in stocks/Ashley Drake), 65 (ski lift/Jason Todd), 66 (tablets on top of US money/Sean Russel), 71 (golfer Charley Hull/Andrew Yates), 76 (Rubik’s cube/Pete Ark), 91 (1844 fashion illustration/Popperfoto), 102 (camping on beach/John Borthwick), 102 (1950s seaside resort/Dennis Hallinan); Kobal Collection pp.37 (Life of Pi/Fox 2000 Pictures/Dune Entertainment/Ingenious Media/Haishang Films), 87 (Vanity Fair/Focus Features/UIP); Oxford University Press pp.45 (green apple/Valentina Razumova/Shutterstock), 45 (maple leaf/ Nguyen Thai/Shutterstock), 82 (scientists in lab/Alexander Raths/Alexander Raths) 84 (The Woman in White book cover), 86 (Vanity Fair book cover), 88 (Tess of the d’Urbervilles book cover), 90 (A Tangled Web book cover), 92 (The Eye of Childhood book cover); Press Association Images p.49 (emerald, ruby and diamond brooch by Cartier, that once belonged to Wallis Simpson/Kirsty Wigglesworth/AP); Rex Features pp.14 (O J Simpson murder trial/Sipa Press), 22 (Mad Men/AMC/Everett/REX), 49 (Duchess of Windsor Wallis Simpson and Prince Edward, Duke of Windsor on their wedding day/Everett Collection), 53 (La Madonna Del Cardellino restored/Olycom SPA), 65 (American journalist and author Stephen Dubner/Micha Theiner/City AM), 81 (Henrietta Lacks/ ITV), 85 (The Woman in White film/Courtesy Everett Collection), 93 (The Rocking Horse Winner/ITV); Science Photo Library p.81 (antibiotic research/Geoff Tompkinson); Shutterstock pp.4 (young man/Justin Black), 18 (taxi at night/ Songquan Deng), 38 (Earth structure/AlexLMX), 44 (swans forming heart/ Kevin Day), 45 (white tailed eagle/smishonja), 45 (school bell/Paul Maguire), 54 (feather quill, ink and parchment/Galushko Sergey), 54 (black mask/ Evangelos), 54 (golden crown/Lik Studio), 54 (handcuffs/Veronica Louro), 56 (abstract music head/jazzia), 57 (man thinking of music/marimedi). Illustrations by: Jane Smith p.33. Cover by: Nikali Larin/Image Zoo/Alamy. Although every effort has been made to trace and contact copyright holders before publication, this has not been possible in some cases. We apologise for any apparent infringement of copyright and, if notified, the publisher will be pleased to rectify any errors or omissions at the earliest possible opportunity.

The publisher would like to thank the following for their permission to reproduce photographs: 123RF pp.22 (hamburger/Valentyn Volkov), 45 (harp/ansis klucis), 45 (scallops shell/Alexander Raths), 45 (lion/Eric Isselee), 62 (bicycle sign/ napazin Chantavongviriya), 76 (Louvre/nui7711); Alamy Images pp.4 (girl/ Radius Images), 4 (pilot/ambrozinio), 6 (group/MBI), 7 (Carved Chinese poetry inside detention barracks. Angel Island Immigration Station, California/ Stephen Bay), 7 (Immigration station, Angel Island, California/Everett Collection Historical), 10 (citizenship test/Chris Dorney), 15 (boy wearing Native American costume/ableimages), 17 (man at train station/Margaret S), 17 (two strangers embrace during a “Free Hugs” event in Brighton/ Roger Bamber), 21 (Flamego fans watch football game on TV/BrazilPhotos. com), 22 (My Little Pony/Chris Willson), 23 (one trillion mark banknote/ INTERFOTO), 24 (Wigan Pier sign/Travel Pictures), 31 (chess pieces with businessman heads/Jonathan McHugh), 38 (Europa/World History Archive ), 38 (Titan and Saturn/World History Archive), 39 (Stanley meets Livingstone/ GL Archive), 41 (Voyager 1 and Jupiter/National Geographic Image Collection),

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Unit

1

Vocabulary

Grammar

Listening, speaking and vocabulary

Vocabulary and grammar

Reading

Writing

Who you are

Every object tells Outsiders a story

Post card

Learn a new language, get a new soul

A letter to a newspaper

The bystander effect

The first female detective

The blame game

The man from the West

A real Good Samaritan

A story

A different life

Welcome to the jungle

Tricks of the trade

Rise and fall

The Road to Wigan Pier

An article

Mind over matter

A beautiful mind What is intelligence?

Mind your Ps and Qs

Let’s hear it for accents

A for and against essay

Alternative jouneys

Get up and go

A one-way ticket

Historical journeys

A voyage to the edge of the galaxy

A formal letter

Love is …

Happily ever after

The boomerangs

The ties that bind

How deep is your love?

An opinion essay

The treachery of images

Undercover art

Don’t stop the music!

Art and fame

Just can’t get it out of your head

A review

Rise of the megacities

From global to local

The dark side of light

12 Years a Slave

Think Like a Freak

A problems and solutions essay

In the name of sport

Practice makes perfect

Addicted to junk

On the run

More than a game

A report

Citizen science

Back to the future

Between jobs

Nature strikes back

The HeLa cells

A discursive essay

Identity p4 Progress check p11

2

Saints and sinners p12 Progress check p19

3

To have and have not p20 Progress check p27

4

Brainbox p28 Progress check p35

5

Journeys p36 Progress check p43

6

Love thy neighbour p44 Progress check p51

7

Is it art? p52 Progress check p59

8

Problems and solutions p60 Progress check p67

9

Obsessions p68 Progress check p75

10

Science and technology p76 Progress check p83 Literature insight p84 Extended and bilingual matura insight p94 Grammar reference and practice p109 Wordlist p129 © Copyright Oxford University Press 4010528 Insight Advanced WB PL.indb 3

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Complete the sentences with the pairs of words below. Make any necessary changes.

3

Phrases describing change

 

v

Complete the sentences with one word in each gap. 1 Her recovery has been slow, but she really seems to have the corner now health-wise. 2 Please decide what you want to order and stop and changing. 3 I thought we had a deal, but then he went and moved the by increasing the price. 4 After investing in new equipment, the factory has made great in improving productivity. 5 Since I lost my job, my life has been turned down. 6 None of our suggestions went down well, so it’s back to one at the next meeting. 7 You really need to pull your up to stand a chance of passing the exam. 8 From a staff of just ten at the beginning, the company has from strength to strength.



1

insight Idioms with hand, skin and bone



v

Vocabulary Who you are  

1

Identity





4

Complete the text with the phrases below.

 



 













 











1 I was in such a deep sleep that I nearly when the alarm went off. 2 They are never going to agree about who inherits the business. It’s been for years. 3 I could never live abroad. I love when my family is . 4 He wasn’t impressed by the service, and he about his dissatisfaction. 5 It’s a big responsibility for me. The running of the whole experiment now. 6 It broke my heart to see how thin the animals in the kennels were – just . 7 You can’t have progress without hard work; the two always . 8 Once he was caught, the gang member didn’t keep quiet. He co-operated with the police and .



close / hand skin / bone go / hand bone / contention save / skin be / hands jump / skin make / bones

 



can shape hand in hand their own hands was determined close at hand have evolved upside down bone of contention

insight Describing change

Who do you think you are?

Replace the verbs in italics with the verbs below.

This question has long been a 1 , so much so that the BBC has devised a survey to assess how notions of identity 2 over the last decade. Traditionally, nationality with a and religion went 3 person’s sense of identity, but the move to a . more individualized society has turned this view 4 The survey asked what aspects of identity were most important. The answers were ‘my interests and leisure activities’, ‘my values and outlook’ and ‘my personal views and opinions’. None of these answers are characteristics that people are born with, showing that people consider their identity to be in 5 , something they 6 in different ways. As part of the survey, the BBC created a Selfie Day, inviting people to take a photo of themselves showing something or someone they identify with. In a world where everyone’s smartphone is 7 , they received a huge range: everything from a worried dad expecting his first baby to a parrot enthusiast. One more by man couldn’t decide if his identity 8 animals or by sailing, so he sent in two selfies.  

2



v

revert evolve altered progresses shape reform enhanced restores

Can you choose your identity, or is it chosen for you?

 

 

talkingaboutwhatmatters.org/identity

 

 

 

I believe a person’s identity is more or less hard-wired. Of course, experiences 1 determine our opinions and ideas, but who we really are isn’t ever Mila 2 transformed completely. Our situation, our skills, even our looks, can be 3 improved , but this is only superficial. And this is a good thing. Understanding your true identity 4gives back a sense of direction and permanence.

CHALLENGE! Identify where your opinion sits on the scale. Think of three arguments to justify your opinion. What arguments might be given by the opposing opinion?  

5



For me, identity is completely fluid. People’s personalities 5gradually develop depending on their age, work, life situation and beliefs. It’s possible Erik to start with one identity, 6change because you want to be better, and then 7go back to aspects of your original self. This is just what happens as a person 8 moves on through life.

Identity is hardwired.

Identity is fluid.

 

4 Identity © Copyright Oxford University Press 4010528 Insight Advanced WB PL.indb 4

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Grammar Every object tells a story The perfect aspect

1

 

Chen, China My smartphone, I guess. My whole life is

on there, so I’m glad I hadn’t ever lost it. telling me one a year, every year on my birthday. By the time I’m twenty-one, I’ll hear all of them.



1 We (move) around a lot since I was a baby. (live) in so many different places, I can’t see the point in getting attached to things. 2 On my eighteenth birthday, my mother gave me a ring she (receive) from her mother. I (wear) it every day since. 3 I (never / feel) sentimental about objects, even things that (be) in my family for years. 4 My sister was hoping (settle) in Canada by now, but she (not find) it easy to integrate. 5 Working on our family tree has been fascinating. I didn’t expect (identify) so many people, but by the time I have children, we (document) eight generations. 6 (inherit) our father’s lifetime collection of books, my brother sold them. I (not forgive) him.

Jens, Belgium Stories by my grandad. My dad has been  



Complete the sentences with the correct perfect form of the verbs in brackets.



 

Agnes, Hungary My twin – not a thing, so I hope that’s allowed! He’s studying abroad at the moment. Before he left, I haven’t realized how close we are. report

new thread

home

Five comments



4







post a comment

Complete the description with the correct perfect simple or continuous form of the verbs below.



tell be marry teach experience die work donate receive make

Melbourne museum guide Reviews

Links

Audio guide

Search this website …



Home



3 we / plan / to emigrate for ages / but now / we / just / decide / to stay here



4 you / text / your friend all morning and that’s why / you / not finish / your essay



5 we / trace / our long-lost relatives / for years and I / already meet / some relations / on my mother’s side

 

talkingaboutwhatmatters.org/identity

5

What object(s) identify you most? What thing(s) would you never part with?  

Rafa, Madrid My football scarf! I’ve been wearing it to Saskia, Holland A bed cover made by my grandmother. Have passed it on to me, my mother made me promise to keep it.  

CHALLENGE! Which objects do you think identify you? Consider the questions below. Give reasons and examples. 1 2 3 4



every match I’ve been to since I was a kid.



Find and correct the mistakes in each post.





3

How long have you had the objects? Who had owned them before? How have you been using them? By the time you’re thirty, do you think you’ll have given them away, or will you still have them?

Grammar reference and practice 1.1

page 109

Identity

 



2 by next Christmas / we / leave / our old home / and we / live / in New Zealand for a whole year

 



1 I / try / get a work permit for months / but / I / not manage it / yet



Write sentences using the perfect simple or the perfect continuous form of the verbs. If both forms are possible, use the continuous.





2

By 2030, Australia 1 two centuries of immigration. Since its opening in the 1990s, the Immigration Museum in Melbourne 2 the story of some of the migrants. One such story is that of Masumi Hiraga from Japan. 3 an Australian citizen, Thomas Jackson, Masumi 4 a resident of Melbourne since 1985. After only two years of marriage, she was faced with a dilemma. Sadly, her husband 5 of a heart attack, and Masumi had to decide whether to stay in Australia or return to Japan. She chose Australia, using her Japanese heritage as a way of shaping a new life. Masumi 6 now students about Japanese culture and theatre for many years. A selection of Masumi’s ‘objects of meaning’ 7 to the museum. Her parents 8 both in the silk industry and so Masumi chose to display a kimono that 9 by her mother. The museum was also delighted 10 other objects, including traditional Japanese paper made by Masumi.

5

© Copyright Oxford University Press 4010528 Insight Advanced WB PL.indb 5

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Listening, speaking and vocabulary Outsiders



1 I hope that my scheme will eventually be run by the people of the area. , 2 My scheme is intended to develop into a long-term project. , 3 I have thought about the equipment that might be needed. 4 My ideas are based on an informal study of local communities. , 5 I think it’s important that people with physical challenges aren’t excluded. 6 I have thought about ways of getting financial support. 7 I intend to get students from immigrant communities working with their own family.

 

Complete the words with the correct endings.

Talking about the future 5 Complete the dialogues with the correct form of the



2

Separation











 







 

 





 

1 Developing an to a new environment is essential in order to avoid feelings of . (isolate / attach) 2 The younger a new pupil is, the easier they build with other students and a sense of to the school. (associate / loyal) 3 After enjoying an initial with my new colleagues, I started to get signs of from them, which was very stressful. (rapport / reject) 4 It’s essential to deal with the first signs of and in new immigrant communities. (affect / marginal)

v

3.01 Listen to the whole recording. Match the speakers, Hanna (H), Asad (A) and Dan (D), to comments 1–7.  



Complete the sentences with the correct form of the words in brackets. There is one word that does not need to change.



1

4

Belonging and alienation

 

v

verbs in brackets. Which scheme in exercise 4 was selected?



1 The advertising campaign did little more than alien loyal customers of the brand. 2 The exclu of certain groups from the political process cannot be tolerated. 3 The move from junior to secondary school proves to be an isola experience for some students. 4 Her harsh tone of voice and alien manner made relationships difficult. 5 My dream would be to live in an isola spot on a remote island. 6 The policy to exclu children from school for bad behaviour is under review.





















A Congratulations! B Thank you. A I think your idea 1 really (make) a difference. What 2 you (do) first? B The first thing is getting volunteers. I 3 (see) all the other class reps after school today, so I hope you can come. A What time 4 the meeting (start)? B At four. We 5 (talk) about the first stages of the project and the role of social media. A Sure. I think Facebook and Twitter 6 (be) important tools for the future success of the project.

3.01 Listen to the first two speakers in a meeting. Who is talking and what is the purpose of the meeting? What is each speaker hoping to achieve?  

A month later …

B OK, so by the end of this term we 7 (recruit) a volunteer and a representative from each community. Our first recording 8 (be) with a man from Sierra Leone who has been writing fiction for years. By the time we record, he 9 (live) here for twenty years, but no one has ever heard a single one of his tales.

6



3







Improving community cohesion through school

How could your school be used to benefit the wider community? Make notes about your scheme and prepare a short presentation. Name / Type of scheme People involved Equipment / Funding Event(s)

6

 

Benefits

Identity

Grammar reference and practice 1.2

page 110

© Copyright Oxford University Press 4010528 Insight Advanced WB PL.indb 6

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Vocabulary and grammar Post card 1



Read the two Angel Island poems quickly. Answer the questions.

Poems from Angel Island



1 Where were the writers emigrating from and to?

2 Where were they at the time of writing the poems?



2

Read the poems again. Answer the questions. Write A, B or both.





Which poem: 1 refers to the need for funding for their journey? 2 tells us when and how they travelled? 3 describes the emotion of leaving their homeland? 4 tells us about their expectations on arriving? 5 refers to experiencing cruelty? 6 expresses positive feelings towards their host country? 7 mentions a change of plan? 8 offers a recommendation to others in the same situation?











A



3

Find words or references in the poems that match definitions 1–8.

















1 2 3 4 5 6 7 8

v

4

Which of these literary devices appear in the poems? Underline the relevant sections.





personification repetition oxymoron imagery rhetorical question

Just talk about going to the land of the Flowery Flag* and my countenance fills with happiness. Not without hard work were 1,000 pieces of gold dug up and gathered together. There were words of farewell to the parents, but the throat choked up first. There were many feelings, many tears flowing face to face, when parting with the wife. Waves big as mountains often astonished this traveller. With laws harsh as tigers, I had a taste of all the

3.02 Listen to another poem on the theme of immigration by American poet Walt Whitman. Answer the questions.  



B

insight Literary devices

1 2 3 4 5

5

sailed not making me suffer any more make me feel sad the expression on your face the name of a ship became unable to speak through emotion strict and unfair cruel treatment

Originally, I had intended to come to America last year. Lack of money delayed me until early autumn. It was on the day that the Weaver Maiden met the Cowherd* That I took passage on the President Lincoln. I ate wind and tasted waves for more than twenty days. Fortunately, I arrived safely on the American continent. I thought I could land in a few days. How was I to know I would become a prisoner suffering in the wooden building? The barbarians’* abuse is really difficult to take. When my family’s circumstances stir my emotions, a double stream of tears flow. I only wish I can land in San Francisco soon. Thus sparing me the additional sorrow here.

barbarities. Do not forget this day when you land ashore. Push yourself ahead and do not be lazy or idle.

CHALLENGE! Imagine you are one of the writers of the Angel Island poems. Write a short piece in English describing a day in your life at the immigration centre. Include information about the sights, sounds, smells and feelings you experience.  

Glossary Note: The original poems were written in Chinese. * Cowherd: a Cantonese festival also known as the ‘Festival of the Seventh Day of the Seventh Moon’ * barbarian: a person who behaves very badly and has no respect for art, education, etc. * Flowery Flag: a Cantonese colloquialism for the USA

Identity

 







6







1 How is the message in this one different from the Angel Island poems? 2 What literary devices does the writer use? What effect do they have?

7

© Copyright Oxford University Press 4010528 Insight Advanced WB PL.indb 7

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Reading Learn a new language, get a new soul Read the statements. Are they more likely to be facts (F) or opinions (O)?



1







1 It has been proved that learning a language can affect brain development. 2 When I switch from one language to another, I feel somehow different. 3 If there isn’t a word for a concept in a particular language, learners of that language can’t understand the concept. 4 Studies have shown that the process of making a decision in a foreign language is slower compared with the same task in one’s native language. 5 The structure of my language affects how I speak. 6 A test hasn’t yet been devised that proves people feel different when they speak different languages.

3



2









‘Learn a new language, get a new soul’. So goes a Czech proverb on language learning, but how far does speaking a different language affect identity?

Read the text. Are the statements in exercise 1 facts (F) or opinions (O) in the context of the article? Read the text again and choose the correct answers.





1 Which two effects of knowing more than one language fluently have been shown in research studies? a preventing dementia in later life and improving memory b postpone the start of dementia and altering the part of the brain responsible for remembering c decreasing dementia in bilingual people and improving language processing in childhood d reducing the number of people with dementia and improving brain development in children 2 Where have people given descriptions of feeling different in native and foreign languages? a in tests on how people feel about different languages b in bilingual journals on personality and language c in blogs in a number of different languages d in online accounts and in more formal studies 3 What does the comparison of English and Chinese say about Whorf’s ideas? a Concepts are harder to understand in some languages than others. b Chinese doesn’t have a way of referring to the future. c Anyone can understand any concept, even if there isn’t a word for that concept. d You need to know the words that relate to concepts to understand a new language. 4 What does the writer conclude about feeling different in native and foreign languages? a She agrees with the French and Greek speakers on their ideas about language. b She has experienced these feelings and thinks that how people feel about a language affects who they are. c She thinks that national stereotypes have affected how she feels about the languages she speaks. d She has experienced these feelings, but doesn’t think anything concrete has been proven.





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20







25







30

35

The benefits of multilingualism are wide-ranging: from obvious examples, like greater opportunities in a global economy and deeper cultural awareness, to newly emerging evidence of the effects of language learning on the brain. Research concludes that being brought up bi- or multilingual can help to improve the brain’s ability to plan and prioritize, and delay the onset of age-related dementia. It has also been shown that learning a second language in childhood can modify the structure of the brain cortex, which plays a major role in cognition, language and memory. But can a language really influence a speaker? You don’t have to search far in the blogosphere for people who claim to have a different personality when using a different language: for example, the bilingual girl who describes a definite split between her English self ‘Anna’ and her Polish counterpart ‘Ania’. Having grown up in the UK, she saw herself as a sarcastic and grumpy teenager in English, but courteous and introverted in Polish. There’s also the journalist who claims to feel more erratic in Spanish and more abrupt in Hebrew than in English. For my own part, I can share that feeling about Spanish. It feels more direct, more spontaneous somehow, even more so than my mother tongue English sometimes; French is more judged, like I’m almost more cautious. This debate dates back to the 1930s when an American linguist, Benjamin Lee Whorf, maintained that language shapes not only how people think, but also how they experience the world. He went as far as to say that if a language doesn’t contain a word for a particular concept, then speakers of that language won’t be able to understand the concept itself. So speakers of a language without a future tense wouldn’t be able to understand the idea of the future. Clearly this is a bizarre notion. Comparing English and Chinese, the former makes changes in verb forms

 

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5 Which statement best sums up the writer’s purpose in the article? a to explore a popular idea in language learning b to give a personal account of being bilingual c to give the pros and cons of learning a foreign language d to report recent research in language development

4

Study the highlighted adjectives in the text and explain their meaning. Then use them to replace the words in italics in sentences 1–8.

70

75

80

 









 



 



 

Write: your name in the middle of a piece of paper. the number of languages you speak and when you use them. three adjectives you associate with each language. examples of family and friends and the words you use with them. examples of your interests and associated words. favourite words and expressions with reasons why you like them.



CHALLENGE! Create a language map to reflect your identity and experience of learning languages.

at home with my friends

in school

R ussian

Olga on Facebook ing when travell

English Identity

 

65

5



60



55



50



45





1 Coming across as polite in a second language is about more than choosing the right words – you need to be aware of intonation and body language, too. 2 Even in another language, you can usually tell when someone is in a bad mood . 3 My dad gave me his old French phrasebook from the 1960s. I couldn’t believe how strange some of the language was. 4 After years of thorough and careful practice in the classroom, I finally got to speak Italian in the real world. 5 The internet is full of personal and unproven advice on the best way to learn a new language. 6 He can be very unpredictable – one day he is friendly and the next he’ll hardly speak to you. 7 Whatever language you’re speaking, there’s never an excuse for being rude . 8 Going to Spanish classes has helped my shy daughter to become less reclusive .



40

to indicate the timing of the event (went, was going, will be going, etc.); whilst the latter doesn’t require these changes, as the same verb form can be used for different time references. But this doesn’t mean that the Chinese are incapable of understanding time. Although Whorf’s research has now been largely discredited, the influence of language continues to be revisited. In 2012, the University of Chicago set up tests to compare decision-making in a native and foreign language. It was assumed that decision-making would be less effective in the foreign language, but the opposite was in fact true. It appears that thinking in a foreign language is slower and more deliberate, leading to more balanced and cautious decisions. In the same year, linguists at Birkbeck College, London, attempted to investigate more fully the feelings of difference described by speakers when switching languages. Although interesting, this study doesn’t seem to give concrete, new evidence. The research questions struck me as rather subjective (e.g. How emotional do you feel in this language?). Some respondents reported feeling more colourful and emotional when switching to a language which they perceive as more colourful and emotional. So perhaps there is something in the language itself. If we agreed with a group of French intellectuals, then the legal language of the European Union would be French … simply because they saw it as ‘rigorous and precise’. German speakers often refer to their language as ‘logical’, English speakers to theirs as ‘rich and colourful’. A Greek economist has argued that native Greek speakers interrupt each other a lot because of Greek grammar. The verb comes at the beginning of a Greek sentence and contains a lot of information. As the people listening already know a lot about what is being said, they can interrupt sooner. But can this feature of grammar really cause Greeks to interrupt? Many languages follow the Greek pattern. So if we accepted that argument, speakers across Europe would never get to the end of their sentence. Having admitted feeling different when speaking my second and third languages, I can’t really say that speaking a foreign language alters my identity. The evidence seems largely anecdotal and could be linked to national stereotypes. Perhaps we’re a long way off from a test that will prove feelings. But one thing is certain – the debate will roll on.

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Read the letter again and choose the correct linking words 1–9. Underline the evaluation language in the letter that reinforces the writer’s overall opinion.



1 An online citizenship course was recently withdrawn due to of a number of mistakes in the factual content. 2 Certain countries have made their tests more challenging, which has so resulted in a lower pass rate. 3 In the spite of recent changes to the focus of the test, the pass rate continues to rise. 4 Such tests are worryingly flawed. What’s is more, they do little more than create revenue for the government. 5 An underestimation of migration figures gave the rise to tougher border controls. 6 What could be more moving than to declare your loyalty to a country on such account of their offering you a home? 7 There is a need to assess language skills. In addition to, candidates should show knowledge of culture and history. 8 Newcomers need to have an understanding of their host country. That having said, how this is tested is yet to be decided.

4



Cross out one word that is not needed in each sentence 1–8. Which two sentences express a clear point of view?



1

3

Linking words

 

v



 

Writing A letter to a newspaper

 



Task Write a letter responding to the extract below.

… so we need to protest against the ever-increasing barriers put in the way of legitimate migrants. My vote would be to do away with the ridiculous citizenship test with its questions on history and culture that not even I can answer. Declaring your loyalty to a country in a ceremony does not make you a trustworthy citizen. Let’s replace this clumsy system with a sophisticated and reliable way of welcoming people who will benefit our country.

















writing guide

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what makes a good citizen and who decides that? how can citizenship be tested? How much does a migrant need to know about the host culture? what should happen to people who don’t pass a citizenship test? what is the role of citizenship in integration and social cohesion?

Plan Follow the plan:  











 

Ideas Think about:

 

Write Write your letter. Use the paragraph plan to help you.







 

Check Check the following points.













Paragraph 1: Introduce your reason for writing and refer to the extract. What points do you want to raise? Paragraph 2: Present your point of view. Give evidence to support it. Paragraph 3: Mention the opposite point of view and restate your own. Paragraph 4: Sum up your ideas.



To the Editor, I have been following with interest the recent debate regarding citizenship tests. 1Although / However, I recognize that the system requires refinement, I feel there is a need to set out the benefits which undoubtedly arise from such a programme. It is reasonable to expect newcomers to have both linguistic skills and cultural awareness. These go hand in hand in the integration process and 2therefore / however require monitoring. This is possible 3because of / in spite of the citizenship test, which seems both a fair and practical system. 4 Consequently, / Moreover, the process of naturalization may 5 result to / lead to a more positive attitude from the host nation because of the newcomers’ proven commitment to their new home. Research suggests that employers tend to see naturalized citizens as better integrated, which in turn may give rise to better employment prospects. Last but not least, there is the symbolic importance of the test and the legitimate sense of pride and belonging that successful candidates achieve. 6 Despite / Even though these benefits, I realize that the system is not perfect. There has been fair criticism of the test 7 owing to / account of poorly devised questions that even citizens by birth couldn’t answer! 8However, / Furthermore, complaints of the test favouring male candidates need to be addressed. With migration growing and concerns about loss of national identity, it is clear we need to find ways to monitor immigration and encourage social cohesion. On balance, I feel 9 the result in / the effect of the citizenship test is to encourage immigrants to integrate more quickly and more fully. Yours faithfully, Mr J. Smythe, Stockport, England



Read the letter to a newspaper about citizenship tests. What is the writer’s overall opinion?



2

Have you referred to the extract? Have you used evaluation language to reinforce your point of view? Have you used a variety of linking words? Have you checked grammar, vocabulary, spelling and punctuation?

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Read 1–10 and evaluate your learning in Unit 1. Give yourself a mark from 1 to 3. How can you improve? 1 I can’t do this. 2 I have some problems with this. 3 I can do this well.

Progress check Unit 1 A Who you are

1 Give two examples of questions to ‘ask’ the writer while reading critically.





Mark (1–3) How can I improve?

2 Complete the sentences. Use idioms with hand, skin and bone. a She’d lost so much weight that she was just . b Always keep your belongings .  

 









I can think critically while reading a text.

3 Write synonyms for the verbs below. a improve / b determine /  







I can use idioms with hand, skin and bone.

I can use verbs describing change.

B Every object tells a story 4 Complete the sentences with the correct form of the verbs in brackets. a She hoped (receive) her visa by now, but it hasn’t arrived. b (catch) a glimpse of her sister on the dock, she started to cry. c In a few days’ time, we (finish) packing and we’ll be on our way.











Mark (1–3) How can I improve?

5 Explain the difference between the two sentences. a I’ve been taking photos with my new phone all weekend. b I’ve taken about 100 photos on my new phone this weekend.







I can use the perfect aspect.

I can use perfect simple and perfect continuous forms.

C Outsiders 6 Give a word which matches the definitions. a a feeling you have if you have little or no contact with other people b a feeling of emotional closeness to a person or place









Mark (1–3) How can I improve?

7 Study the underlined verb forms below and identify the tenses. Explain why they have been used. a My parents are leaving for Canada on the first of next month. b I’m sure he’ll have got in touch by the time we leave. c This time next month, we’ll be living on the other side of the world.









I can use words which relate to belonging and alienation.

I can use future forms.

D Post card 8 What themes appear in the poem Post card?





Mark (1–3) How can I improve?

9 What literary devices are used in the sentences below? a His departure from Rome was bittersweet. b All I seek is a sense of home, a sense of self, a sense of belonging.







I can understand the key themes in a poem.

I can understand and use different literary devices.

E A letter to a newspaper

Mark (1–3) How can I improve?





10 Give examples of linking words that express cause, effect, contrast and addition.

Progress check Unit 1

 

I can use linking words to express cause, effect, contrast and addition.

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2 v

 

Vocabulary The bystander effect 4



insight Adjective patterns Mark where the two adjectives in brackets should be inserted in each sentence.



1

Saints and sinners Complete the text with the words below. There are two words that you do not need. flustered dazed baffled overwhelming disorientated take bury make



1 Last night, in a case of bystander apathy, a woman was stabbed in a crowded supermarket, but nobody did anything to stop the attack. (present / classic) 2 Police officers working on the case fear for the well being of the woman and are seeking the young man for the attack. (responsible / concerned) 3 A police spokesperson said that a number of people witnessed the event, but did nothing to help. (distressing / significant) 4 ‘It is one of the worst crimes,’ she said. ‘Society would be in trouble if we all behaved like this.’ (imaginable / deep) 5 ‘They acted as if it was nothing,’ she continued. ‘This is not a way to behave.’ (special / proper)





‑



The reluctant hero

Replace phrases 1–7 with phrases formed from the words below.



2

Behaviour: conformity and nonconformity

 

v

On 7 April 2010, French holidaymaker Julien Duret was strolling along New York’s East River when he saw something fall into the water. He was 1 at first. He thought it was a pile of clothes, or a doll. Then, he suddenly realized that it was a baby. Not being the sort of guy to 2 his head in the sand in this kind the of situation, he immediately 3 initiative and leaped into the filthy, freezing water. Suddenly, he found himself splashing around, feeling slightly 4 , not knowing where he was, or where the baby was. Then he saw her and lifted her up. A man was swimming towards him with a look of 5 fear, panic and desperation on his face. It was the baby’s father, and it was he who carried the baby out of the water. Fortunately, the baby was fine, so Julien went on his way. But the New York media tracked down the heroic Frenchman and and insisted on an interview. Feeling 6 embarrassed about being in the spotlight, the shy engineer nervously answered their questions and accepted the good wishes of grateful New Yorkers.

buck go follow step go turn spur

1 change a general tendency in a positive way

 









2 do what somebody else is doing 3 do something that is the opposite of what is usually done 4 urge to do something 5 do what seems easiest under the circumstances

12

 





CHALLENGE! What would you do in the following situations and why?  

5









1 When she realized her children were missing, the woman was bewildered / distraught / befuddled. She couldn’t be comforted. 2 The detectives were stumped / disorientated / dazed. The serial killer had already murdered seven people, but they still had no clue who he was. 3 The bang on the head left the burglar stumped / befuddled / dazed and confused. 4 When she came out of the coma, Freda felt baffled / stumped / disorientated. She didn’t know where she was. 5 The local police officers were completely flustered / befuddled / dazed by the brilliance of Sherlock Holmes’ lengthy and complicated explanation of the crime.

1 You have just won 10,000 euros. But you hear that your cousin has just lost his job and may lose his house if he can’t pay his mortgage. 2 You are sitting with friends by a fast-flowing river. A distraught girl runs up to you and says that her small dog has fallen into the water. You’re a good swimmer, and you can see the dog, struggling, in the middle of the river.

Choose the correct answers.



3

Describing reactions

 

v







6 ignore 7 respond to a challenge

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3

Narrative tenses

1



 

Grammar The first female detective



Complete the extracts from detective stories with the correct form of the verbs in brackets. Do not use the past simple.

Eugène François Vidocq By the age of seventeen, Eugène François Vidocq 1 (spend) time in prison for theft, and 2 (kill) two men in duels. Fearless and hot-headed, with many other remarkable adventures behind him, he now found himself in the French army. It was 1792. He 3 (about / take) part in the Battle of Valmy, one of the bloodiest battles of the late 18th century. Vidocq survived the battle, but, because of his reckless nature, he 4 (continue) to get into trouble during the decade that followed. Not long after the Battle of Valmy, and while he 5 (serve) in the French army, he challenged a superior officer to a duel. Aware of Vidocq’s reputation, the officer 6 (not fight). The hot-headed Vidocq should have accepted this refusal. Instead, he struck the officer. It was a capital offence. He 7 (shoot) if he 8 (not have) the wits to desert. In 1809, when he was thirty-three and tired of being constantly on the run because of all his crimes and misdeeds, Vidocq told the police in Paris that he 9 (spy) for them if, in return, they 10 (stop) pursuing him. So began his new life, first as a police spy, then, after he 11 (win) the confidence of senior police officers by solving numerous crimes, as the head of a new plainclothes unit of the police, the Brigade de la Sûreté. No longer a criminal, Vidocq was a pioneer in the art of detective work. In later years, his brigade 12 (become) the Sûreté Nationale, the forerunner of the French national police force, and the inspiration for the FBI and other detective agencies around the world.















1 The CCTV camera had been left on all night, which was fortunate, because otherwise they (not catch) the murderer on film. 2 As Lewis (examine) the body, he noticed an unusual tattoo behind the victim’s left ear. 3 With a cruel smile on his face, he made it clear that he (kill) everybody who was still in the room. 4 The victims (lie) in the street for over an hour before the police finally arrived. 5 The assassin intended to shoot the President moments before he (address) the United Nations. 6 Although I was innocent, I knew I (blame) for the murder sooner or later. That’s why I took the precaution of making sure my alibi was watertight. 7 Walker surveyed the chaotic scene before him. Two bystanders (shoot) and killed, and lay face down.

Uses of would

2

Rewrite the sentences using the words and phrases below. Make any other necessary changes. Has the meaning of the sentence changed? In what way? could used to prefer was going to were going to were often

1 I would rather read crime fiction than watch crime films.

2 She wondered whether they would repeat what they had said in court.

3 As a child, I would dress up and imagine that I was Sherlock Holmes.

 

CHALLENGE! Use your imagination to complete the story by answering the questions. You do not need to answer all of the questions in your story.



5 In the 1950s, female police officers would be treated with suspicion.

4





4 If someone sued you because they had tripped on the stairs in your house, would the case be heard in a civil court instead of a criminal court?

Complete the text with the correct form of the verbs in brackets. Do not use the past simple.















6 Who would have thought that, years later, she would join the police force herself?

It was 6 a.m. Luther Brown sat anxiously on the station platform. He was waiting for … 1 Who or what was he waiting for? 2 What was about to happen? 3 What had happened earlier? 4 What would have happened if he hadn’t been there? 5 What would happen later? 6 How would the story end?

pages 111 & 112

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Listening, speaking and vocabulary The blame game Talking about habitual behaviour 3 Choose the correct answers.

Complete the text with nouns formed from the verbs in brackets.



1

insight Verb and noun suffixes

1 His parents did constantly / were forever / would regularly spoiling him by buying him presents. 2 It was hard at first, but gradually Jerry was / would / got used to the routine of life in prison. 3 Courts were to be / are continually / will forever be sending larger and larger numbers of juveniles to prison, and the system is now very overcrowded. 4 He used to / will / is always just sit and stare out of the window all day. 5 Sometimes, they will / would / are to steal seven or eight handbags in a weekend. 6 I would / got to / used to live next to a prison, but it was a long time ago.

v











The trial of the century

Defending a point of view The (indict) for murder of former American football player and movie star O. J. Simpson in 1995 came as no surprise. He was accused of murdering his wife, Nicole Brown Simpson, and her friend Ronald Goldman, and (convict) to many considered his 2 (plead) be a formality despite his 3 4 (prosecute) had of ‘not guilty’. The both a clear motive and DNA evidence. If he was found guilty, Simpson would face the death 5 (penalize).

3.03 Listen to a radio phone-in about crime. Match the speakers, James (J), Susie (S) and Greg (G) to the points of view that they make and support. Put ✘ next to the points of view that nobody makes or supports.  



4

1 The legal community is undecided as to whether the Three Strikes law has proved to be a valid and useful piece of legislation. 2 It is the role of the prison system to try to re-educate prisoners rather than merely punish them. 3 In California, offenders used to get very long prison sentences even if their third offence was relatively minor. 4 Over-punitive sentencing may affect public confidence in the prison system. 5 The Three Strikes law was introduced for understandable reasons and with good intentions.





 

1

Complete the sentences with the correct form of the verbs below. Use each verb once.



2

Crime and justice

 

v

implicate release convict detain exonerate remand



Read the newspaper extract below. Decide what sentence the three criminals should get and why. Then read the sentences they actually received and compare your answers.

In London, in 2012, three young graffiti artists, aged 17, 21 and 22, and calling themselves System Tumours, caused over £150,000 worth of damage by painting the sides of trains at night. Photos of several of their works were posted on Tumblr.

14

 





The 21-year-old was sentenced to two years in jail, the 22-year-old to nine months, and the 17-year-old to a six-month youth detention training order.





in custody to await 1 Johnson was trial. The judge considered him too dangerous to be on bail. 2 A government minister has been in the bribery scandal. 3 Although Dennis was of assault and sent to prison, his brother was of any blame. It seems that Dennis had acted alone. 4 Both students were overnight for vandalism.

5



(acquit), the families of Following his 8 the victims in the case started a civil trial, at which Simpson was found financially liable for the deaths of his wife and her friend.



At his criminal trial, the famous 6 (defend) decided not to provide 7 (testify) of his own. Instead, his attorneys convinced the jury that the evidence was insufficient to convict him. The trial lasted eight months and attracted a huge TV audience.

Saints and sinners

Grammar reference and practice 2.3

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Read the extracts from two stories by O. Henry and match them to the titles below. There is one title that you do not need.







1 The Cop and the Anthem 2 The Ransom of Red Chief 3 The Gun between the Eyes

v

2

insight Narrative elements Read extract A and study the highlighted words. Match them to the categories below.









1 four positive adjectives that have a connection to moral perfection, enlightenment or enthusiasm 2 five positive verbs that have a connection to victory, recovery and improvement 3 five negative adjectives that describe moral decay, failure and weakness 4 two negative verbs connected to falling and weakness What do the verbs and adjectives in exercise 3 tell about what is going on in Soapy’s mind in the moments before he is stopped by the policeman?

4

Study the underlined phrases and sentences in extract B. Match six of the sentences to the events that they foreshadow in the list below. Give reasons for your answers.

1



2



3



4



5



6



5

Read extracts A and B again. Then study the statements about the people below. Do you agree with the statements? Find phrases from the stories that reveal the people’s character.











1 2 3 4

6

The kidnappers were going to hide the kidnapped boy in a remote location. There would be problems getting the kidnapped boy’s father to pay the ransom. There would be problems keeping the kidnapped boy under control. The kidnappers were going to be ruthless in their demands. The criminals were going to carry out the kidnap at this very point in the story. The kidnappers’ victim would show a mean streak of his own.

Ebenezer Dorset is serious and authoritative. Ebenezer Dorset’s son is disobedient and audacious. The kidnappers are naïve and imprudent. Soapy is an idle, lonely man.

CHALLENGE! Choose one of the stories and imagine how it ends. Write the final paragraph.  





3

A

The moon was above, lustrous and serene; vehicles and pedestrians were few; sparrows twittered sleepily in the eaves—for a little while the scene might have been a country churchyard. And the anthem that the organist played cemented Soapy to the iron fence, for he had known it well in the days when his life contained such things as mothers and roses and ambitions and friends and immaculate thoughts and collars. The conjunction of Soapy’s receptive state of mind and the influences about the old church wrought a sudden and wonderful change in his soul. He viewed with swift horror the pit into which he had tumbled, the degraded days, unworthy desires, dead hopes, wrecked faculties and base motives that made up his existence. And also in a moment his heart responded thrillingly to this novel mood. An instantaneous and strong impulse moved him to battle with his desperate fate. He would pull himself out of the mire; he would make a man of himself again; he would conquer the evil that had taken possession of him. There was time; he was comparatively young yet; he would resurrect his old eager ambitions and pursue them without faltering. Those solemn but sweet organ notes had set up a revolution in him. To–morrow he would go into the roaring downtown district and find work. A fur importer had once offered him a place as driver. He would find him to–morrow and ask for the position. He would be somebody in the world. He would— Soapy felt a hand laid on his arm. He looked quickly around into the broad face of a policeman.

B

 

1

 

 

Vocabulary and grammar The man from the West

We selected for our victim the only child of a prominent citizen named Ebenezer Dorset. aThe father was respectable and tight, a mortgage fancier and a stern, upright collection-plate passer and forecloser. b The kid was a boy of ten, with bas-relief freckles, and hair the colour of the cover of the magazine you buy at the news-stand when you want to catch a train. Bill and me figured that Ebenezer would melt down for a ransom of two thousand dollars to a cent. cBut wait till I tell you. About two miles from Summit was a little mountain, covered with a dense cedar brake. dOn the rear elevation of this mountain was a cave. There we stored provisions. One evening after sundown, we drove in a buggy past old Dorset’s house. eThe kid was in the street, throwing rocks at a kitten on the opposite fence. “Hey, little boy!” says Bill, “would you like to have a bag of candy and a nice ride?” f The boy catches Bill neatly in the eye with a piece of brick. g

”That will cost the old man an extra five hundred dollars,” says Bill, hclimbing over the wheel.

 

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Reading A real Good Samaritan In the parable of the Good Samaritan, a story from the Bible, a Samaritan helps a man who has been robbed and left to die, thus proving that he is a good neighbour. Read the quotes inspired by the story. Decide which one makes most sense to you.



1

‘The Good Samaritan didn’t ask: ‘If I stop to help this man, what will happen to me?’ [He] reversed the question: ‘If I do not stop to help this man, what will happen to him?’ ‘ Martin Luther King (American civil rights leader) ‘No one would remember the Good Samaritan if he’d only had good intentions; he had money as well.’ Margaret Thatcher (former British Prime Minister)

A real Good Samaritan by Bernard Hare

5

10

‘[The kind Samaritan who helped me in my hour of most need] was a good man for its own sake and required nothing in return.’ Bernard Hare (writer) One act of kindness that befell British writer Bernard Hare in 1982 changed him profoundly. Then a student living just north of London, he tells the story to inspire troubled young people to help deal with their disrupted lives. Read the story and match missing paragraphs A–F to gaps 1–5. There is one paragraph that you do not need.



2

3

15

20



Read the underlined phrases in the story. Match the words below to the correct definition, a or b.



25



30

























1 hovel a a small, dirty, untidy house b a small, clean, comfortable house 2 nip somewhere a go somewhere slowly for a short time b go somewhere quickly for a short time 3 nick a buy b steal 4 fumble for a look for something that is hard to find b look for and find quickly and easily 5 a bubbling cauldron of emotions a feeling calm b feeling very emotional 6 dumbfounded a surprised and unable to speak b grateful and excited 7 amply a in an unsatisfactory way b in a way that is more than enough 8 fully-fledged a completely developed b partly developed













35











40



45

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16 Saints and sinners

The police called at my student hovel early evening, but I didn’t answer as I thought they’d come to evict me. But then I got to thinking: my mum hadn’t been too good and what if it was something about her? We had no phone in the hovel and mobiles hadn’t been invented yet, so I had to nip down to the phone box. I rang home to Leeds to find my mother was in hospital and not expected to survive the night. ‘Get home, son,’ my dad said. I got to the railway station to find I’d missed the last train. A train was going as far as Peterborough, but I would miss the connecting Leeds train by twenty minutes. 1 ‘Tickets, please,’ I heard, as I stared blankly out of the window at the passing darkness. I fumbled for my ticket and gave it to the guard when he approached. ‘You okay?’ he asked. ‘Course I’m okay,’ I said. ‘Why wouldn’t I be?’ ‘You look awful,’ he said. ‘Is there anything I can do?’ ‘You could get lost and mind your own business,’ I said. ‘That’d be a big help.’ I wasn’t in the mood for talking. 2 I thought for a second about physically sending him on his way, but somehow it didn’t seem appropriate. He wasn’t really doing much wrong. I was going through all the stages of grief at once: denial, anger, guilt, withdrawal, everything but acceptance. I was a bubbling cauldron of emotion and he had placed himself in my line of fire. The only other thing I could think of to get rid of him was to tell him my story. 3 I continued to look out of the window at the dark. Ten minutes later, he was back at the side of my table. He touched my arm. ‘Listen, when we get to Peterborough, shoot straight over to Platform One as quick as you like. The Leeds train’ll be there.’ I looked at him dumbfounded. ‘Is it late, or something?’ ‘No, it isn’t late,’ he said, defensively, as if he really cared whether trains were late or not. ‘No, I’ve just radioed Peterborough. They’re going to hold the train up for you. As soon as you get on, it goes.’ 4 ‘I wish I had some way to thank you,’ I said. ‘Not a problem,’ he said again. ‘If you feel the need to thank me, the next time you see someone in trouble, you help them out. That will pay me back amply. Tell them to pay you back the same way and soon the world will be a better place.’ 5 My meeting with the Good Conductor changed me from a selfish, potentially violent hedonist into a decent human being, but it took time. ‘I’ve paid him back a thousand times since then,’ I tell the young people I work with. ‘You don’t owe me nothing. Nothing at all. And if you think you do, I’d give you the same advice the Good Conductor gave me. Pass it down the line.’

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4

Complete the sentences with the correct form of the words in exercise 3.





70

75





 





1 Local people block the entrances to unused fields in the area to prevent travelling families from setting up camp there. 2 The wealthy inhabitants of a block of city centre apartments pay to have barbed wire put on the iron railing in front of their apartments to stop homeless people sleeping in the stairwell. 3 A village community gets together to collect and send food after seeing a news programme about the suffering of people following a natural disaster on the other side of the world. 4 Three young students spend the afternoon in a shopping mall offering free hugs to passers-by.



80

CHALLENGE! Why are people motivated to act in the way they do in the following situations? To what extent do you approve of or sympathize with their actions?



65

5



60





55





A He was only a little bloke and he must have read the danger signals in my body language and tone of voice, but he sat down opposite me anyway and continued to engage me. ‘If there’s a problem, I’m here to help. That’s what I’m paid for.’ B I was at my mother’s side when she died in the early hours of the morning. Even now, I can’t think of her without remembering the Good Conductor on that late-night train to Peterborough and, to this day, I won’t hear a bad word said about British Rail. C ‘Look, my mum’s in hospital, dying, she won’t survive the night, I’m going to miss the connection to Leeds at Peterborough, I’m not sure how I’m going to get home. It’s tonight or never, I won’t get another chance, I’m a bit upset, I don’t really feel like talking, I’d be grateful if you’d leave me alone. Okay?’ ‘Okay,’ he said, finally getting up. D I bought a ticket home and got on anyway. I was a struggling student and didn’t have the money for a taxi the whole way, but I had a screwdriver in my pocket and my bunch of skeleton keys. I was so desperate to get home that I planned to nick a car in Peterborough, hitch hike, steal some money, something, anything. I just knew from my dad’s tone of voice that my mother was going to die that night and I intended to get home if it killed me. E As soon as he had gone, I returned to my paper. I knew I wasn’t going to see him again, and felt pleased, in my own way, that I had solved that problem, at least. Time passed quickly, and I realised that I would probably reach Peterborough in time to make my connection. F I suddenly realised what a top-class, fully-fledged idiot I was and chased him down the train. I wanted to give him all the money from my wallet, my driver’s licence, my keys, but I knew he would be offended. I caught him up and grabbed his arm. ‘Oh, er, I just wanted to…’ I was suddenly speechless. ‘I, erm…’ ‘It’s okay,’ he said. ‘Not a problem.’ He had a warm smile on his face and true compassion in his eyes. He was a good man for its own sake and required nothing in return.







 



 





1 At first, just a few youths were throwing stones at the police, but, after a while, it turned into a riot: hundreds joined in, and the police had to use a water cannon. 2 I have never seen anyone as angry as George. He was a . I thought he was going to hit me. 3 When I got home, Stella had cleaned the apartment and left flowers in a vase on the table. I was . Nobody had been so kind to me before, and I couldn’t think what to say. 4 Could you just to the shop and buy a newspaper for me? 5 Aimee was poor and destitute and lived in a without electricity or running water. 6 Penniless, the only way they could survive was to food from supermarkets. 7 The mugger held up a knife and asked for my money. Nervously, I my wallet in my pocket, and dropped it on the floor. 8 The book is illustrated with photos of life on the streets.



85

90

Saints and sinners 17  

95

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Writing A story

 

 

 

, in the queue, for ten of her 2 front in minutes, before the customer reached the front. It wouldn’t take long to serve him: he 3 had a takeaway meal. When he fumbled in

writing guide  



the plot. What are the main events in your story? the characters. Who is the protagonist and who is the villain? the action. How does the protagonist achieve their goal?

Plan Follow the plan:  









1 posing a problem for the protagonist, who must look for a solution 2 providing opposition; the protagonist must overcome something in order to achieve their goal 3 building in expectation through foreshadowing and short sentences 4 maintaining doubt through a false resolution 5 introducing a twist or an unexpected ending



Read the story again. Match the three underlined sections a–c to 1–5 ways of creating suspense. There are two ways that you do not need.



2

Ideas Brainstorm ideas for your story. You could either add details to the outline in exercise 3 or think of your own idea for a story and brainstorm ideas for that. Make notes about:  

impassively there only miraculously gently eventually any longer

Task Write a story under the heading A Helping Hand. 

Read the story. Then complete the gaps in paragraph C with adverbs below. What type of adverbs are they?



1

insight Adverbs: type and position



v



C Linda had to wait 1

 

on the radio. She was particularly tired that evening. She had stopped off at the supermarket on the way back and had, unfortunately, got caught in traffic as a result. All she wanted to do was relax. But that day’s news story made her gasp in shock. There had been an armed robbery at the shopping mall in the centre of her hometown. Fortunately no bystanders had been hurt, but over one million euros’ worth of jewellery had been stolen. B Linda’s thoughts went back to a time earlier that day when she had been at the supermarket in the town centre. a She tried to recall all the details – she needed to know if what she had experienced could have had any connection to this awful event. She had only decided to pop into the supermarket at the last minute, just to get some milk. When she got to the checkout, however, she found herself at the back of a long queue. It was really frustrating.

his pocket for some change, however, the man realized that he didn’t have enough money to pay. He was two euros short. Calmly, he explained the situation to the girl at the till, but , waiting for him to she just sat there 4 5 find the money. Linda couldn’t bear it 6 . She reached into her purse, pulled out a two on the shoulder, euro coin, tapped the man 7 money. the him gave face, her on and, with a smile D A few minutes later, Linda was in the car park. To her surprise, she noticed that the man from the queue was walking towards her. bClearly, he had been waiting for her. He waved. Then he smiled. ‘Thank you for your kindness,’ he said. ‘It was nothing,’ said Linda. ‘It was what anyone would have done.’ ‘No,’ said the man, very seriously. ‘Few would have been c so kind, and I’d like to return the kindness.’ He had a strange, but very solemn expression on his face. For a moment, she thought he was the kindest, warmest man she had ever met. He spoke again. ‘Whatever you do,’ said the man, ‘don’t go shopping after work this evening, and don’t go to the mall.’ At that moment, the man had turned sharply, and had soon disappeared.  

 

A As soon as she got home, Linda Mulholland switched

 

A favour for a favour

 

Write Write your story. Use the paragraph plan to help you. Check Check the following points:

18

 



A cab driver is called to a block of flats in a lonely part of town. An old lady with a huge, heavy suitcase is waiting outside. He drags the suitcase to the car. She wants to go to an old warehouse across town. As they set off, an aggressive-looking young man rushes out of the building and starts to run after the car. The lady tells the driver ‘Don’t look back! Keep driving and I will tell you the plan …’









Read the outline of another story about someone offering assistance and write your own ending. Use at least two different ways of creating suspense.

 

3















Paragraph 1: Establish the setting; describe the main character and their goal. Paragraph 2: Introduce the problem the character has to overcome. Paragraph 3: Resolve the protagonist’s problem.

Have you created suspense in your story? Have you used appropriate adverbs? Have you checked grammar, vocabulary, spelling and punctuation?

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A The bystander effect

Mark (1–3) How can I improve?

1 Give two reasons why bystanders ignored LaShanda Calloway when she was lying unconscious in a convenience store.



 

 

Read 1–13 and evaluate your learning in Unit 2. Give yourself a mark from 1 to 3. How can you improve? 1 I can’t do this. 2 I have some problems with this. 3 I can do this well.  

 

Progress check Unit 2

2 What patterns do the adjectives below follow? Are there any differences in meaning? 1 The parents concerned left early. 2 I have to talk to a number of concerned parents.







I can understand a text about the bystander effect.

3 Explain the meaning of the phrases below. a take the initiative b buck the trend c bow down to  

 







I can understand adjective patterns.

I can use phrases to describe conformity and nonconformity.

B The first female detective 4 Give examples of five narrative tenses and their uses.





Mark (1–3) How can I improve?

5 Match the four sentences with ’d (would) to their uses a–d. a a conditional b future in the past c past habit d reported speech









1 2 3 4



















I can use narrative tenses.

In the holidays, we’d go to the beach every day. He told me he’d come round later. In later life, she’d regret that decision. If I were you, I’d leave now.

I can use structures with would.

C The blame game 6 In the case that you heard about in the radio discussion, what happened to Alton Logan at the end?





Mark (1–3) How can I improve?

7 Give two reasons as to why you should use your imagination to appreciate alternative viewpoints.



I can understand a radio discussion about a court case.

8 Write verbs that are formed from the nouns below. a plea b jeopardy c absolution  

 

 





I can use empathy to see different points of view.

9 Write two sentences, using two different tenses, to express disapproval about a present habit.



I can use verb and noun suffixes.

I can talk about habitual behaviour.

D The man from the West

Mark (1–3) How can I improve?





10 How is the face of the man in the doorway described in O. Henry’s story? 11 What are the three elements of a good narrative?



I can understand a short story. I can recognize narrative elements.

E A story

Mark (1–3) How can I improve?





12 Give two ways of creating suspense in a story.

I can create suspense in a story.

 

 

 







13 Give three examples for each of the types of adverb a–d. a frequency b manner c degree d sentence

I can use different types of adverbs.  

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Complete the sentences with a word or phrase that has the same meaning as the definition in brackets.



1

Complete the sentences with the words below. There is one word that you do not need. code party premium debit order account bonus



1 Squatters in these buildings have an e (a set of attitudes and beliefs) that binds them together and allows them to work with each other. 2 Street children in developing countries have to f (search for food) because they have no money to buy food. 3 The utopian vision of affordable housing for everybody seems to be a p d (a wish that can never really come true) now. 4 Young couples often decorate their first homes with inexpensive f -p furniture (furniture that comes in parts that you fit together yourself ). 5 After winning the talent show, Janice moved to Hollywood and married a movie star. She now had all the t of success (the money, fame and possessions that successful people have). 6 Although they lived in a suburban house, Tom and Barbara kept pigs and chickens, and grew their own vegetables. They were completely s s (able to provide everything they needed to live on by themselves).

3

Banking and insurance

 

v

insight Word analysis



v

Vocabulary A different life  

3

To have and have not















 







with Richardson’s Bank 1 Open a current today and we’ll give you a free gift worth £15. 2 Your gas bills will be reduced by 5% if you pay them monthly by direct . 3 Our thirdcar insurance provides cover should you damage another vehicle. 4 Set up a standing to pay a fixed monthly amount into your savings account and watch your money grow. 5 At Sweeney’s, we offer a 10% reduction on the you pay every time you take out life, home or travel insurance. 6 If you are paying by card, you will need to provide and account number. your sort





4

Cave Man

Increasingly, students are having to live beyond their .  



3



4



5

Elderly people have been accused of frittering their pensions on lottery tickets and slot machines. Holidaymakers for cash are selling their clothes to get home.

Van Man Ken Ilgunas had a student debt of $32,000. It wasn’t as if all his money had been 5 an expensive car or huge parties, or had been gradually 6 on clothes, music and computer games. He had just spent it on university fees, accommodation and the daily costs of student life. That’s why Ken decided to buy a van, move to Alaska, and live in the van for two years until he had repaid his debt. Ken is looking forward to the day when he doesn’t feel quite so 7 cash, and can finally 8 on a big treat, like a meal in a restaurant!

5

CHALLENGE! Decide which of the statements below are true about your country. Think of reasons for your point of view. 1 University students are forced to live beyond their means. 2 Too many people are living on the breadline.



6

The residents of a village in Oxfordshire have splashed on expensive Christmas street decorations.

 

Povertycountries in the Horn of Africa are being asked to pay higher interest on their debts.

 

2





More and more young people are living these days. on the

1

In 2000, Daniel Suelo, a former cook from Utah in the USA, decided to give up his home and all the 1 modern life, and go off to live in caves in the state. Each day, he 2 wild berries in the woods and ate roadkill. After the financial crash in 2008, many Americans found themselves living 3 , unable to afford their rents or mortgages, and really 4 to make ends meet. It is against this background that Daniel’s lifestyle is starting to become increasingly appealing.



Complete the phrases in italics.



2

fritter struggle strapped squander means trappings splash forage

Alternative lives:

Phrases to do with money

 

v

Complete the two texts with the correct form of the words below. Add any necessary prepositions or pronouns.

 

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Grammar Welcome to the jungle 1

Passive structures with have and get



Complete the second sentence so that it has a similar meaning to the first. Include the agent unless it is redundant.

3



The passive



1 Recent research has highlighted the problems faced by homeless people. The problems . 2 City architects are planning a purpose-built hostel for homeless people. A purpose-built hostel . 3 Last year in the US, people committed a significant number of hate crimes against homeless people. A significant number . 4 We will make improvements to our provision of care for homeless people. Improvements . 5 We may need more funds to deal with homelessness in the future. More funds .

Complete the text with the correct form of get or have and the verbs in brackets. Sometimes both get and have are possible.









Five days in the favela

Shot over four months, Five Days in the Favela is a portrait of Rio’s Favela Mare. Known throughout the city as one of the places where you are most likely to 1 (your possessions / steal), it seems an unlikely and dangerous place to make a series of films. Life in the favela is tough. People there can’t 2 (their homes / connect) to the electricity supply or 3 (the holes in the roofs of their houses / fix) because the local authorities pay little attention to their problems. Young people often 4 (hurt) or even killed because of the violence that is a part of daily life. However, the films, all of which are made by people in the favela, paint a vibrant and positive image of life there. The local people clearly enjoy telling their stories and look forward to 5 (their stories / hear). We learn how hard-working people in the favela have 6 (their lives / transform) by the creation of micro-business opportunities, and how young people who 7 (involve) in the drug business were able to change their lives, find work and 8 (pay) for the first time. If you like your films original, uplifting and life-affirming, then I strongly recommend checking out Five Days in the Favela.

Complete the text with the correct active or passive form of the verbs below. can / provide currently / plan find bring help live not look after range reach shouldn’t / underestimate charitygiving.com

Help the street children of Brazil

 

Estimates of the number of children currently living rough on the streets of Brazil’s cities 1 from a quarter of a million to over eight million. In a recent survey in the city of São Paulo, over six hundred children 2 to be sleeping on the streets on one night. Whatever the actual figure, their plight 3 . These children 4 by families or guardians. They 5 in abandoned buildings and cardboard boxes, vulnerable to disease and crime. Few street children can hope 6 the age of eighteen.

Please see our projects section for more information about the work we are doing and what 10 for the future. Please help if you can!

PREV NEXT

4



Our aim is to support these kids with outreach programmes. During the last decade, thousands of young street children 7 by our teachers and advisors, and 8 to our centres, where good food and medical aid 9 every day.

CHALLENGE! Read the charity advertisement from a website. Write the ‘Our work’ section of the website, detailing information about what projects have been carried out by Saving Africa, what has been achieved, what is going to be done next, and how local people have had their lives transformed.  



2

SAVING AFRICA works with smallholder farmers, tackling poverty through food production & rural enterprise.

pages 113 & 114

 

 

 

Why we do it | Saving Africa appeal

To have and have not 21  

Grammar reference and practice 3.1 & 3.2

How we help |  

 

About us |

 

JOIN US

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Listening, speaking and vocabulary Tricks of the trade 3

boost launch gain conduct make set up manipulate outstrip

3.04 Listen to an interview about children and advertising. Are the sentences true (T) or false (F)?  

Complete the text with the correct form of the verbs below. Use each verb once.



1

Evaluating a proposal

insight Collocations: advertising



v





1 Ruth believes that children under eight aren’t mature enough to understand how advertising works. 2 Ruth says that there is a connection between the ads we watch as children and the tastes we have as adults. 3 According to Ruth, advertisers pay more attention to adult consumers than children. 4 In Terry’s opinion, most young people have a cynical attitude towards the advertising industry. 5 Terry says that children have a right to more information about how the advertising industry operates. 6 According to Terry, there would be fewer products to buy if there was no advertising industry.

The real







Mad Men In the popular US TV drama Mad Men, 1960s advertising executives in New York might seem more interested in wearing the right suit than in 1 a successful campaign or 2 market research. The truth, however, is that the 1950s and 1960s were revolutionary times in the advertising industry, and the agencies on Madison Avenue in New York were at the forefront of finding new ways of 3 public opinion and getting consumers to part with their money.



Impersonal passive 4 Rewrite the headlines using the verbs in brackets and the impersonal passive.







1 COST OF ADVERTISING ON TV TO RISE IN NEW YEAR It (anticipate). 2 CULTURE MINISTER KEEN TO CLAMP DOWN ON INAPPROPRIATE ONLINE ADVERTISING The Culture Minister (rumour). 3 TV COMPANIES IN TALKS WITH GOVERNMENT ABOUT NEED TO REGULATE ADVERTISING TV companies (know). 4 GOVERNMENT TO TAKE ACTION TO BAN ADVERTS ON CHILDREN’S TV It (assume). 5 TV VIEWING FIGURES FALLING FOLLOWING BAN ON ADVERTS TV viewing figures (claim).











Although the first agencies had been 4 on Madison Avenue decades earlier, it wasn’t until the 1950s that they came into their own. Agencies such as Doyle Dane Bernbach used an incredibly successful soft sell approach to 5 the sales of their clients’ products, thus enabling them to 6 a much larger market share, 7 their rivals and 8 enormous profits. The agency’s ads were honest, witty and original, and used images in creative ways, introducing a style of advertising that is still with us today.

Retail



 

v





A B



5

pop-up line point of sale retail branded loss of clothing outlets merchandise restaurants leaders display

HE TRY T

NEW

o jumb er! urg

t pony e e w s y M

 









 





1 A number of in the shopping mall have closed because of the recession. 2 The supermarket makes no profit on its , but hopes to encourage more shoppers into the store. 3 Try eating out at the two in the centre before they close down. 4 Look out for our latest fragrance on the in the beauty department. 5 The department store sells a range of , including Dior and Armani. 6 Our main supplier has produced a new for you to wear this spring.

A well-known children’s magazine has just run the advertisements below. Write an email to the magazine complaining about one of the adverts. Use impersonal passives in your email.

B

Match the words in A to the words in B to make collocations. Then use them to complete the sentences.



2

ps

only €60 at all good toy sho  

22 To have and have not

Grammar reference and practice 3.3

page 114

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1

4

Describing trends

 

v



 

Vocabulary and grammar Rise and fall



2













c c c c c c



plummet slump rocket volatile gradual volatile





b b b b b b













soar dip tumble stable moderate sharp

a a a a a a















1 2 3 4 5 6





Choose the odd one out. surge escalate soar steady significant fluctuating

Replace the words in brackets with the correct form of the words below. sharp fluctuating plummet slump

stable soar

Hyperinflation

Match headlines 1–4 to graphs A–D.







1 STEADY GROWTH FORECAST ON STOCK EXCHANGE 2 HOUSE PRICES TUMBLE AS ECONOMY SLUMPS 3 VOLATILE MARKET LEADS TO FLUCTUATING SHARE PRICES 4 PRODUCTION SOARS AFTER MAJOR INVESTMENT



3

C



B



A





In the last century, fifty-five countries endured hyperinflationary episodes. A major historical precursor of hyperinflation is often war. There is (significant) fall in industrial and a1 agricultural output as these sectors are neglected in wartime, and the capital stock of an economy 2 (dips). That was certainly the case in Weimar Germany in the early 1920s. As the country struggled to repay its debts to other countries following defeat in World War I, it started to sell its currency, the mark, and the value of the mark began (tumble) alarmingly. The inflation to 3 (rose) by over 20% a day, and rate 4 prices doubled every three days. (volatile) nature of the German The 5 economy meant that ordinary people had no idea how much things would cost from one day to the next, and the money in their pockets quickly became worthless. Eventually, by 1923, the economy was back to normal, and prices were 6 (steady) once more. However, the damage had been done. Ordinary people in Germany had lost faith in the government of the Weimar Republic.

D

Complete the extracts with the words below. moderate significant volatile

A

Despite experiencing a boom which has seen a 1 rise in oil production, the United States remains far from being truly insulated oil prices characteristic from the 2 of the global oil market. As the country slowly pulls itself out of recession, the unpredictability of these prices is affecting its ability to sustain growth that the current level of 3 has seen unemployment fall slightly and living standards rise.

 

CHALLENGE! Choose one of the headlines below, then write a news article that goes with it, referring to the information in the graph.

2

CAR PRODUCTION BACK ON TRACK

3

EC N

To have and have not

 

B

O

Y SH WS SIGNS F STA ILITY O

OM

SHARES IN COMPUTER GIANT SLOWLY RECOVER

O

1



5



After years of negative headlines, our economy appears to be back on track. Over the period fall of as 2008–2015, there was a 4 much as 12.5% in our country’s current account deficit, which is unprecedented in financial history. This is just one of the indicators that at last, and that the economy is 5 investors can confidently buy shares without share prices might see fearing that 6 them lose money.



B



sharp fluctuating stable

23

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Reading The Road to Wigan Pier Read the text and underline the emotions that the writer expresses when he describes:



1

R









c pity











Read the text again. Are the sentences true (T), false (F) or not given (NG)?



2

c disgust

o

to d a

The









c fear











1 Mr and Mrs Brooker a empathy b distaste 2 19th-century industrialists a admiration b disdain 3 the young slum girl a sympathy b hope













1 Orwell left the Brookers’ house because he found it psychologically as well as physically revolting. 2 Orwell felt that the Brookers were always moaning about him and his presence in their house. 3 Mrs Brooker’s personal hygiene was the thing that Orwell found most horrible about her. 4 Orwell blames 19th-century industrialization for the miserable lives of the working poor. 5 To Orwell’s mind, people have a responsibility to at least notice the lives of the poor from time to time. 6 The writer tried to get the attention of the slum girl as he went past her on the train. 7 The slum girl appeared to be much older than she probably was. 8 Although he feels sorry for her, Orwell is unable to have any real fellow feeling for the slum girl.



5

Read the quotes from the extract and answer the questions.



3

15











1 ‘You cannot disregard them if you accept the civilization that produced them.’ (line 36) a Who is Orwell addressing when he writes ‘You‘? b Who are ‘them’? c What responsibility do the people called ‘You’ here have for the lives of people like the Brookers? 2 ‘It isn’t the same for them as it would be for us.’ (line 77) a Who are ‘them’? b Who are ‘us’? c What preconception about society is Orwell challenging?

10







20

Orwell uses a lot of negative adjectives to express his disgust. Match the highlighted adjectives in the text to the groups of words with similar meanings below.

25

1 maze-like, complicated, wandering, winding:

30

2 dirty, horrible, disgusting, smelly, revolting: , 3 empty, isolated, abandoned, lonely: 4 pointless, ineffective, useless: 5 lifeless, immobile, still, unmoving: 6 awkward, careless, ungraceful: 7 slippery, wet, unpleasant:

35

















4

40

On the day when there was a full chamber-pot* under the breakfast table I decided to leave. The place was beginning to depress me. It was not only the dirt, the smells, and the vile food, but the feeling of stagnant meaningless decay, of having got down into some subterranean place where people go creeping round and round, just like blackbeetles, in an endless muddle of slovened* jobs and mean grievances. The most dreadful thing about people like the Brookers is the way they say the same things over and over again. It gives you the feeling that they are not real people at all, but a kind of ghost for ever rehearsing the same futile rigmarole. In the end Mrs Brooker’s self-pitying talk — always the same complaints, over and over, and always ending with the tremulous whine of, ‘It does seem ’ard, don’t it now?’ — revolted me even more than her habit of wiping her mouth with bits of newspaper. But it is no use saying that people like the Brookers are just disgusting and trying to put them out of mind. For they exist in tens and hundreds of thousands; they are one of the characteristic by-products of the modern world. You cannot disregard them if you accept the civilization that produced them. For this is part at least of what industrialism has done for us. Columbus sailed the Atlantic, the first steam engines tottered into motion, the British squares* stood firm under

 

24 To have and have not

The Road to Wigan Pier was written by writer and journalist George Orwell in 1937. It is a vivid record of life among the poor in industrial Britain. As part of his research for the book, Orwell stayed as a tenant in Mr and Mrs Brooker’s house, in the northern town of Wigan. The extract begins as he decides to leave their home …

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60

65

70

75

80













 



CHALLENGE! Do you think that our judgement of others can sometimes be shaped by how much money they have? Decide whether you agree or disagree with the following statements, and give reasons for your answers. 1 ‘I feel less sympathy for rich kids who mess up their lives with drugs or alcohol than I do for kids from deprived backgrounds who have problems.’ 2 ‘I think prison sentences should be harsher for the crimes of the poor, such as theft, than the crimes of the rich, such as fraud.’ 3 ‘I am more likely to vote for a politician from a similar economic background to mine than for one from a wealthy or deprived background.’

‑

85

6



55

The train bore me away, through the monstrous scenery of slag-heaps, chimneys, piled scrapiron, foul canals, paths of cindery mud criss-crossed by the prints of clogs. This was March, but the weather had been horribly cold and everywhere there were mounds of blackened snow. As we moved slowly through the outskirts of the town we passed row after row of little grey slum houses running at right angles to the embankment. At the back of one of the houses a young woman was kneeling on the stones, poking a stick up the leaden waste-pipe which ran from the sink inside and which I suppose was blocked. I had time to see everything about her — her sacking apron, her clumsy clogs*, her arms reddened by the cold. She looked up as the train passed, and I was almost near enough to catch her eye. She had a round pale face, the usual exhausted face of the slum girl who is twenty-five and looks forty, thanks to miscarriages and drudgery; and it wore, for the second in which I saw it, the most desolate, hopeless expression I have ever seen. It struck me then that we are mistaken when we say that ‘It isn’t the same for them as it would be for us,’ and that people bred in the slums can imagine nothing but the slums. For what I saw in her face was not the ignorant suffering of an animal. She knew well enough what was happening to her — understood as well as I did how dreadful a destiny it was to be kneeling there in the bitter cold, on the slimy stones of a slum backyard, poking a stick up a foul drain pipe.

1 Complaining about the living conditions was . Nobody would listen. 2 The estate is in a place beyond the edge of the city, and has no amenities at all. 3 The top of the fridge was covered in a coating. Nobody had cleaned it for years. 4 The pond was . All the life had gone out of its still, vile-smelling water. 5 The teenager was so that he fell over his own feet and dropped everything. 6 I got completely lost in the narrow, streets of the estate.



50

the French guns at Waterloo, the one-eyed scoundrels of the nineteenth century praised God and filled their pockets; and this is where it all led — to labyrinthine slums and dark back kitchens with sickly, ageing people creeping round and round them like blackbeetles. It is a kind of duty to see and smell such places now and again, especially smell them, lest you should forget that they exist; though perhaps it is better not to stay there too long.

Complete the sentences with the highlighted adjectives in the text. Do not use foul or vile.



45



5

Glossary









* chamber-pot: a pot usually kept under the bed and used as a toilet * slovened: dirty and miserable (this is a word Orwell invented) * British squares: In 19th-century battles, soldiers stood in squares to fight, so that they could face the enemy on all sides * clogs: shoes made of wood that were commonly worn by the working poor.

 

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Writing An article Choose the correct answers.



1

Verbs expressing cause and effect

 

v











1 A major given / cause / reason of poverty in this country is rising house prices. 2 Causing / Taking / Bringing about change in how we approach homelessness is one of Shelter’s main aims. 3 The change that has resulted / generated / accounted from the setting up of drop-in centres is remarkable. 4 What has led / brought / resulted to a change in the government’s approach to the benefits system? 5 It is hard to effect / reason / account for the rise in child poverty during the last decade. Read the article. In which paragraph(s) 1–3 does the writer use the strategies below?



2

3 So, what should be done? It is morally unacceptable for people to be given a wage that obliges them to live in poverty. This situation has 5 from an acceptance that a minimum wage somehow protects low-paid workers, when, in fact, it merely legitimizes poverty. The situation in London is made worse by the very fact that the city is so wealthy. Its high prices can be directly 6 to that wealth, which, in turn, makes it all the more unjust that so many people are being badly paid and forced into poverty. Londoners deserve a living wage, and it is a wage that London can well afford.







1 expressing a provocative opinion 2 providing a shocking fact 3 asking a question to keep the reader interested

people live in poverty or have to leave the city. £9.15 an hour is a rate that a think tank recently reported was easily affordable across the majority of sectors of the capital’s economy.



Read the article again and complete the sentences with the correct form of the verbs below.

‘The gap between the rich and poor is growing. What are the reasons for this, and what can be done about it?’

arise attribute give lead result trigger

Ideas Make notes about:



actionforlondon.org/minimumwage

 



3

Task Write an article addressing the question below. You can write about problems in your country or anywhere else in the world.  



5 building trust with examples of research

writing guide 



4 personalizing the argument with a narrative



 







Paragraph 1: Introduce the article in a memorable or provocative way. Paragraph 2: Discuss the causes and effects of homelessness. Paragraph 3: Present possible solutions and how we can help. Paragraph 4: Sum up your ideas.  



 

Check Check the following points:





Write Write your article. Use the paragraph plan to help you.









2 In a recent survey, nine out of ten Londoners said that they considered the current minimum wage to be an insufficient amount to live on. Having to make ends meet on such a low income in one of the world’s most expensive cities can often 1 in considerable personal hardship for many people. The minimum wage is not a living wage in London, one of the world’s most expensive cities. 2 by demands from the leftwing of British politics, the minimum wage in the UK was introduced in 1999. Its intention was to ensure that employers could not take advantage of their employees by paying them too little. In reality, however, it has 3 rise to a situation in which employees in some sectors, such as retail and social care, are paid the minimum wage even though many of their employers could comfortably pay more. Effectively, it has 4 to a job market which gets away with paying an inadequate wage. What employees need in London is not a minimum wage, but a living wage. Consequently,

how the gap between the rich and poor is growing. the causes of the growing gap. the effects of this gap on society. what should be done and how.

Plan Follow the plan:



that it would raise the national minimum wage by 20p an hour to £6.70. It is the first time in eight years that the rise will be higher than inflation. The question remains: is this enough, especially here in London? And should employers be paying more? Write in with your opinion to editor@ actionforlondon.org.



1 In March this year, the government announced

Have you started your article in a memorable or provocative way? Have you asked your reader questions to keep them thinking and involved? Have you used a variety of cause and effect language to explore the problem? Have you checked grammar, vocabulary, spelling and punctuation?

 

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A A different life

Mark (1–3) How can I improve?

1 Why did Mark Boyle decide to give up money in his life?



 

 

 

 

Read 1–11 and evaluate your learning in Unit 3. Give yourself a mark from 1 to 3. How can you improve? 1 I can’t do this. 2 I have some problems with this. 3 I can do this well.

Progress check Unit 3

2 Give two examples of grammatical cohesive devices, and two of lexical cohesive devices.



I can understand a text about living without money.

3 Explain the meaning of the phrases below. a fritter away b be strapped for cash c be poverty-stricken









I can use cohesive devices to link ideas, people and events in a text.

I can use phrases to do with money.

B Welcome to the jungle 4 Give four examples of situations where you might use the passive.





Mark (1–3) How can I improve?

I can understand and use passive structures. I can use passive structures with have and get.

C Tricks of the trade 5 Name three techniques that retailers use to make us buy more.





Mark (1–3) How can I improve?

6 Which verb collocates with all three nouns below? Gain / make / boost sales / profits / productivity  





I can understand a radio interview about retail therapy.

7 Rewrite the sentence below in two ways using impersonal passive structures. Begin one sentence with It … and the other with The product … . The manufacturers claimed that the product had been thoroughly tested.



I can use advertising collocations.

I can use impersonal passive structures.

D Rise and fall 8 Name three negative effects on people that came about as a result of the Great Depression.





Mark (1–3) How can I improve?

9 Give examples of two verbs used to describe trends that mean ‘go up very fast’ and two verbs that mean ‘go down fast’.



I can understand a historical text about the Wall Street Crash and the Great Depression.

I can use verbs and adjectives to describe trends.

E An article

Mark (1–3) How can I improve?





10 Give two examples of how to engage the reader when writing an article. 11 Complete the sentence with prepositions or adverbs. The government brought 1 change which led 2 a rise in unemployment and accounted 3 a new mood of optimism.



I can engage the reader when writing an article.

Progress check Unit 3

 

I can use verbs to express cause and effect.

27

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4



3

1 You’re so . You’re always misplacing your keys and your mobile. 2 Can I just for a minute? I want some help with installing this app. 3 I’ve just had a . How about this for an idea to make some money quickly? 4 The ‘Carebot’, or care robot, was the of a PhD student in Manchester. 5 By the end of the seminar, they’d repeated their slogan so often I felt like I’d been . 6 Nick D’Aloisio was the app Summly, which he developed when he was just fifteen.

 

 

v

Complete the sentences with the correct form of a word or expression with brain.



1

Vocabulary Mind over matter

Expressions with brain

 

v

Brainbox Memory

Complete the dialogue with the verbs below. There is one verb that you do not need.

 



commemorate remind recollect reflect memorize reminisce



 

v

insight Lexical twins





 











A Have you seen the Tomb of the Unknown Warrior in the dead of WWI. Westminster Abbey? It 1 B Yes, it’s very moving. It really makes you 2 on the past and how lucky we are now. A I know what you mean. I love to hear my grandparents 3 about their past. It’s amazing how sharp their memories are – they can 4 the tiniest details. What’s that noise? B It’s just my mobile. I set an alarm to 5 me about my grandmother’s 70th birthday.

4

Choose the most appropriate verb in each pair to complete the extracts. Write the correct forms.



2

The Buddhist brain

recite / reel off accomplish / pull off

 

 



 

We are in danger of returning to learning by rote, simply facts with little understanding. How can we sophisticated learning goals with such antiquated methods?

 

 









b

In recent years, there has been no shortage of advice on how to improve brain function – from simple tips to make us less 1 brainwashed / scatterbrained, to 2 brain-teasers / brainwaves that aim to speed up linguistic and mathematical processing, and serious research on how we 3 commemorate / memorize and then 4 recall / remind information. However, one relatively new area of research is the effect of meditation on the brain. Studies 5 made out / carried out on Buddhist monks reveal that years of meditative practice can greatly increase neural plasticity. Research also suggests that meditation may increase empathy and even happiness. In tests on an aide to the Dalai Lama, researchers 6 found out / pinned on that the monk’s brain gave him an unusually strong inclination towards feeling happy. Another study showed that monks experienced in meditating can 7 accomplish / discern a sense of ‘oneness’ with their environment. The monks’ neural networks change as they 8 put up / get over the psychological wall between themselves and the external world.

My tutor a load of percentages and numbers at me and I didn’t have a clue what she was talking about. How am I going to a good grade in maths like that?

1 a

Choose the correct words.

make up / comprise turn around / revolutionize The integration of technology the learning environment. The digital classroom a wide range of tools that offer opportunities for communication.





Remember I said we’d heard an animal in the the mystery. garden? We finally the Look here and you can just paw print of a fox.





b

28

 











After extensive screening, scientists were able to how the bacteria were spreading and so the potential threat to health.

CHALLENGE! Read the advice from a neuroscientist on how to treat your brain during exam revision. Then write a summary of your own strategies for revision.  

5

discern / make out resolve / clear up 3 a

 

To me, the new managers are trying everything too quickly. They don’t understand all the processes our projects. that





b



 

 





2 a

Use mnemonics (e.g. The Great Lakes: HOMES (Huron, Ontario, Michigan, Erie, Superior). Practise retrieving a memory over and over again; when it gets stronger, wait longer between each repetition. Take regular breaks to minimize confusion between old and new information. Avoid distractions – attention is key to memory. Sleep – it plays a vital role in memory consolidation.

Brainbox © Copyright Oxford University Press

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Grammar A beautiful mind 2 At school, I was never interested in science and I always preferred to drawing or painting. I certainly never expected having completed a psychology course at the age of thirty. 3 I’ll never forget to be startled by my first experience of déjà vu. We happened to have visiting Madrid for the very first time. We turned into a small square and I stood rooted to the spot. I ‘remembered’ to having seen that exact same place before!

1



Verb patterns

Choose the correct answers.



www.popularscience_insight_brain/518…

Myths about the brain

3

Seen it all before? Déjà vu has been the subject of many theories and scientists admit to 1 a concrete explanation for it. Some say it is down to neural misfiring – a glitch that makes us recall 2 something when we actually haven’t. Another theory is memory based: a new situation triggers a similar past experience, but the by the memory of it doesn’t happen 3 brain. Without that specific memory, you’re left with just a feeling of familiarity with the current situation. on In the past, déjà vu studies tended 4 personal description and recollection, but cognitive psychologist Anne Cleary has now turned to virtual reality to test when déjà vu occurs. Participants via a headset to a 3D consented 5 virtual world called ‘Deja ville’. This included pairs of scenes identical in layout but with different features. in these different Participants spent time 6 layouts and recording instances of déjà vu. These when new scenes were very tended 7 similar to previous scenes in terms of their spatial layout, but not similar enough for conscious recognition. This suggests that déjà vu may be triggered when a scene or layout resembles one that pre-exists in the memory.

We are either ‘right-brained’ or ‘left-brained’



2

Correct the mistakes in the underlined phrases.

‑

 











1 My elderly grandmother has a very sharp mind. She didn’t appreciate having be called in for a set of memory tests. By the end of the check-up, she had managed have convinced the specialist she could happily live by herself.

CHALLENGE! Think of a time when you experienced déjà vu or ‘tip of the tongue’ (when you know a word or name but can’t recall it) phenomena. Write an account of the experience, using as many of the forms below as possible. I was sitting / standing … I remember having … I happened to have been … I spent (a few moments) … I tried really hard …

Grammar reference and practice 4.1 & 4.2

page 115

Brainbox 29  

The infinitive and -ing: continuous, perfect and passive

4



to repeat repeat implied implying to make made to read to be reading understand to understand overheating overheat subscribed to subscribing convince in convincing developing to develop









































b d b d b d b d b d b d b d b d b d



















































































repeated to you repeat imply to imply to making making reading read to understand you you to understand overheated to overheat to subscribe subscribe in to convince convinced developed develop

‑

The idea that we are either ‘right-brained’ or ‘leftbrained’ originated in the 1960s, and people continue 7 to the idea of one dominant brain hemisphere, with right-brained people being creative and expressive, and left-brained logical and analytic. Some self-help books even succeeded 8 people that they should practise 9 their ‘weak’ side. Brain scanning technology has now revealed that both hemispheres usually work together in complex processing.

1 a c 2 a c 3 a c 4 a c 5 a c 6 a c 7 a c 8 a c 9 a c

Complete the article with the verbs below. to be reported having experienced to have been based being immersed not yet having found to be retrieved to be hooked up

 

You’ll hear people 1 this in many different situations. Perhaps they are trying 2 that the untapped 90% could be used in all sorts of remarkable ways. But repetition doesn’t help 3 the statement any more accurate. The fact is, all areas of the brain perform some sort of function nearly all of the time. While you are sitting 4 this text, your brain is enabling 5 and retain information, keeping you breathing and stopping you 6 , among many other functions.



We only use 10% of our brains

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Listening, speaking and vocabulary What is intelligence?

1 The speakers are able to give only an overview of experience from their own school. 2 Melanie starts with a quotation to underline the problems her students have. 3 Opening Minds focuses on five main areas which are sub-divided into learning aims. 4 An Opening Minds syllabus doesn’t teach students through classes on individual subjects. 5 Scott quotes a student who is in favour of the programme. 6 Students are expected to take responsibility for their own learning. 7 Visits from experts and trips abroad help students with their learning. 8 The speakers’ students received a positive appraisal of their skills and attitude.





 



















 



1 We could each give a reaction to the ideas in the talk, if you want to give a reaction. 2 There seemed to be a lot of competences – to be honest, I can’t really remember how many competences. 3 And do the students discuss their work with one teacher and then with another teacher? 4 It’s fine if it works well at the speakers’ school, but I don’t imagine it would work here. 5 We switch across so many different subjects in an average day – I think too many subjects. 6 Of all the benefits the speakers described, that’s the most important benefit. 7 I don’t think we’ll ever get to trial a syllabus like that here, but I would really like to trial a syllabus like that. 8 There must be a way of integrating all subjects into a test, but I can’t think of one way.

Complete the words in the sentences below.



2

 



in each sentence. Then listen to Nick, Paula and Rani talking about the ideas put forward in the talk and check your answers.





Ellipsis 3.06 Cross out the words that could be left out 5

Abilities and traits

 

v

 

false (F)?

sociable / intuitive introspective / self-aware deductive / methodical eloquent / articulate inquiring / observant agile / dexterous 1 It isn’t just dancers who need to be and . Occupations like mechanic or dentist also require precise movements. 2 Employers look for candidates with emotional intelligence – those who are not only but also in their understanding of others. 3 It’s one thing to be in a prepared speech, but perhaps a more useful skill is to be in any given situation. 4 Many everyday tasks, such as planning a route or managing a budget, require us to take a approach and work in a way. 5 Education shouldn’t stop at the end of a course. An mind and the ability to be are key attributes for lifelong learning. 6 Students need to be given time to be and guidance to become . Only this way can they understand their own strengths and weaknesses.

3.05 Listen again. Are the sentences true (T) or



4

Complete the sentences with the pairs of adjectives.



1

Adjectives describing intelligence and ability

 

v



6

Look at the diagram of the four ‘Cs’ of 21st-century skills. Make notes on the importance of each area and how your own talents relate to each one. Write or record a short presentation of your ideas.













 

















1 There are a whole host of ingen gadgets to help older people preserve their manual dexterity. 2 You’ll never hear him bragging about his considerable success. He’s far too mod for that. 3 Whatever levels of agil you display as a child, it’s inevitable that these diminish over time. 4 To fulfil the role of a judge requires the highest personal integ . 5 My daughter cannot play the piano to save her life, but then I was never very dexter as a child either. 6 She’s always showed great dilig in her approach to her work but perhaps she needs to develop her communication skills. 7 I’m not sure why I signed up for a creative writing course. I never really had much apt for story-telling. 8 It’s no surprise she became an engineer. She was always cur about how things worked.

Critical thinking

Discussing a new approach to learning

Collaboration

 

3.05 Listen to two teachers giving a talk about their school. What is ‘Opening Minds’?



3

Communication

Creativity







a a training curriculum to improve teacher competence b a chain of schools for gifted students c a different way of teaching core subjects in schools

 

30 Brainbox

Grammar reference and practice 4.3

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Vocabulary and grammar Mind your Ps and Qs 1

3

insight Word analysis Complete the sentences with the words below.



Complete the article with a / an, the or no article (–).



v

Survey reveals

seven

brogue jaw worship upstart bilious gutter is 1 The more literary meaning of ‘bad tempered’, but it is more commonly used to mean ‘feeling sick’. 2 The oldest place of in the city is the mosque; it has been calling the faithful to prayer for centuries. 3 People respond to accents in an entirely subjective way. One person’s pleasant Irish is another’s dreadful Irish accent. 4 I love the Oscar Wilde saying, ‘We are all in the , but some of us are looking at the stars.’ 5 You don’t hear the phrase ‘have a ’ very often now. People are more likely to say ‘have a chat’. 6 Competitors referred to him as an because of his air of arrogance and rise to power at such a young age. ‑



social classes

1





major survey now suggests that people in the UK can be divided into seven social classes. 2 research proposes 3 new model for social class, ranging from 4 ‘elite’ at the top to 5 group called 6 7 ‘precariat’ – that is, poor who find themselves in a precarious situation.





 



More than 160,000 people took part in 8 Great British Class Survey, making it 9 largest ever study of the British class system. Assessment of class has traditionally been based on 10 wealth, education and occupation, but Fiona Devine, 11 Professor of Sociology at Manchester University, argued that this was too simplistic. Working with Mike Savage from 12 London School of Economics, they set out to get 13 more sophisticated picture of today’s class system. They measured not only economic capital, but also social capital – 14 number and status of the people you know – and cultural capital – 15 extent and nature of your cultural interests.

Articles Read the quotations about class and accent. Choose the correct words. 1

The other five classes between the two extremes are: Established Middle Class – with high levels of all three capitals, they are 16 gregarious and culturally engaged class.

The / – history is written by a / the rich, and so a / the poor get blamed for everything.

Technical Middle Class – a new, small class with high economic capital but 17 less cultural engagement and few social contacts.

Jeffrey D. Sachs (economist)

2

New Affluent Workers – with medium levels of economic capital and higher levels of cultural and social capital, this group is made up of 18 young, active people.

The / – class is dead? People looking for a / the £400,000 house won’t want to live on a / the £250,000 street, no matter how big the / – house is.

Emergent Service Workers – characterized by low economic capital but high cultural and social capital, this is another young group often found in 19 urban areas.

Phil Spencer (property expert)

England is strictly class-based. What’s surprising is how many films are still made with a / the load of people in the / – silly frocks … talking in the / – middle-class accents. Stephen Daldry (film producer)

4

The / – most perfect political community is one in which a / the middle class is in a / – control and outnumbers both of a / the other classes. Aristotle (philosopher)

5

6

The / – class is rarely talked about in – / the United States; nowhere is there a / the more intense silence about a / the reality of class differences than in the / – educational settings. bell hooks (social activist)

Traditional Working Class – older on average than the others, this group scores low on all 20 three forms of capital, although they are not 21 poorest.

4



3

CHALLENGE! Do you agree with this statement? Write your response to the claim, giving examples from your own experience.  



2

‘There can never be such a thing as a classless society because humans are naturally hierarchical and will always compete for status.’

Doing an / – accent removes you from yourself and reminds you, the / – every instant, that you’re playing a / the part. Mia Wasikowska (actress)

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Brainbox 31  

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Reading Let’s hear it for accents 3.07 Do you think you can recognize British accents? Listen to five short recordings and match the speaker to the area.

everythingUK_blogspot_insight.org/languages-society/a

 

2

posted by: Geordielass



Read the blog post quickly and answer the questions. 5

B But first a bit of background. Leaving aside local disputes about where Geordieland starts and ends, the dictionary tells us that Geordie is: 1 A native or inhabitant of Newcastle-upon-Tyne, England, or its environs. 2 The dialect of English spoken by Geordies.

C And here, dialect, rather than accent, is important. More than just a variation in pronunciation, Geordie rejoices in a range of colourful language. Much of the local vocabulary stems from Old English (Anglo Saxon). A few examples of words you might hear on the streets of Tyneside: bairn (‘child’), bonny (‘pretty’), canny (‘kind’), gan (‘go’), hinny (‘sweetheart’), marra (‘mate’). ‑

20

D Most Geordies are proud of the distinctive way they speak, but there seems to be a love–hate relationship in the rest of the country. Pat Glass, MP for the city of Durham, has complained that women with northern accents were being jeered at in the Houses of Parliament by members blessed with Received Pronunciation – the so-called ‘standard’ English. Ironic, as estimates suggest only 2% of the UK population actually speak RP.





 



1 Starting and ending the blog post with Geordie is intended to a teach people a few local words. b create a hook and provide balance. 2 In paragraph D, the words blessed and so-called indicate a a slight irritation at the idea of a benchmark for speaking. b a real dislike for people without regional accents. 3 Stating that communication-based businesses are located in Tyneside a shows that the north of England is economically buoyant. b reinforces the point that the Geordie accent is well liked. 4 In paragraph G, the words sadly, poor, endured and even indicate that the writer a doesn’t think accent prejudice is justified. b has a strong attachment to Birmingham and Liverpool. 5 In paragraph G, the tone is deliberately a more serious to reinforce the writer’s message. b neutral to give the reader some facts. 6 In paragraph J, the idea of a Geordie app is a something the writer might consider doing. b a light-hearted suggestion.

Luckily for me, I already do, so I was intrigued to see that Geordie, and more broadly the topic of UK accents, had been much in the news.

 

15

 

 

 

 

More >>



 

 

 





What is the writer’s intention in varying the content and tone across the blog post? Choose the correct answers.

25







16

 

 

 

 

 

 

 

 

10





 



 

 



1 profile accents that are well received? , 2 set out her own reaction and attitude to accents and communication? , , , 3 give a flavour of her local dialect? , , 4 describe a modern interpretation of an established technique? 5 give factual information about her region and dialect? , 6 discuss negative reactions to accents and the repercussions for wider society? , ,

Like

A ‘Divvent fret, pet. Keep gannin and youse’ll larn how te speak Geordie.’ Or to those born outside the North East, ‘Don’t worry, love. Keep going and you’ll learn how to speak Geordie.’

In which paragraph does the writer:

3

(4)

 









Let’s hear it for accents

Bristol Glasgow Birmingham Liverpool Newcastle

 

a b c d e

Speaker 1 Speaker 2 Speaker 3 Speaker 4 Speaker 5





1







 

G But sadly, not all our regions have fared so well. For decades, the poor Brummies endured the title of ‘worst accent in Britain’, with some commentators going so far as to say they are unintelligible. Similarly, the guttural Scouse accent has been associated with a lack of trustworthiness, unfriendliness and even low intelligence.



55

H And there’s an important point behind all this. Recent research by a current affairs programme shows that 28% of Britons feel they have been held back because of their regional accent; according to other research by a law firm, 80% of employers admit to making discriminating decisions based on regional accents. Just think what talent is being neglected by such subjectivity.

 

 





45











40

50

32 Brainbox

F Other accents which also score high on the nation’s list of favourites can be heard in Edinburgh, where the people are thought to sound ‘intelligent’ and ‘pleasant’, and the West Country, where the speakers were thought of as ‘affable’ and ‘trustworthy’. Myself, I’m all for a lovely Welsh lilt or an Irish brogue – it’s like being serenaded.  



35

E Geordie enjoys the affection of the general public. A study found that the Geordie accent is not only believed to be the friendliest in the UK, but it is also the most likely to put you in a good mood. Small wonder, then, that several companies have located their customer service centres in Tyneside, as the Geordie accent is associated with ‘warmth, genuineness, friendliness and understanding’.  

30

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Study the highlighted verbs in the blog post and comments. Then match verbs 1–8 to the correct meaning a–c.































praise annoy ridicule suppress promote encourage assume reveal pretend make stronger improve make less strong add to keep to tie to distinguish pronounce confuse find out leave out lose out be noticeable be similar be audible





Ye knaa what ah mean, leik?



Comments

longliveliverpool: I would never water down my Scouse accent. As long as I can get my message across, what does it matter? Use it or lose it, I say. If we don’t keep our regional accents and local words, they’ll just die out.

85

bristolforever: Someone with ‘the Queen’s English’ told me he couldn’t tell regional accents apart! How rude is that?! Without accents, we’d be missing out on local colour and heritage. I love my Bristol burr – it helps me to stand out at uni in London.

90



6

CHALLENGE! Think about accents in your country. What regional differences are there? What value judgements, if any, are associated with these accents? In what situations do you think people should modify how they speak? Write a summary answering these questions.

Brainbox

 

80



northoftheborder: Hope the Queen’s English app works better than Siri with my Glasgow dialect. ‘Pieces’ is Scottish for sandwiches. I asked Siri to ‘remind me to take my pieces to work’. It came back with ‘take my PC to work’!

75



BrummieBoy: Nice post! As someone who’s been told their accent is a ‘nasal drone’, it’s good to see someone stand up for different ways of talking.

 

70

 



J But for those who do want to change their accent, perhaps technology is the way forward. An iPhone app has been launched to help people speak the Queen’s English. Apparently, there are training exercises like those that Professor Henry Higgins set for Eliza Doolittle in Pygmalion. Maybe I should do a Geordie app and send it to the Queen …



65

Complete the sentences with the correct form of the verbs in exercise 4. 1 The con man tried to as a wealthy American, but his accent gave him away. 2 The third candidate for the job really : she’s articulate and has an impressive CV. 3 Unless you have a good ear, it can be virtually impossible to an Australian and a New Zealand accent. 4 The speaker could hardly make himself heard as the audience him all the way through his speech. 5 I’ve seen so little of the world that I feel I’ve experiencing other cultures. 6 Don’t go off at a tangent when you are giving a presentation. It’s essential to the point. 7 My best friend has an unusually loud voice. I have to remind him to his voice when he’s on his mobile. 8 My parents were so concerned that I would be in my career by my regional accent that they paid for elocution lessons.

 

60

5



 









8 stand out









7 miss out (on)

I Personally, I’ve always been interested in what people say, not how they say it. And I haven’t ever felt the need to pass myself off as anything but Geordie (though I do tend to tone down the accent and stick to standard vocabulary when in ‘mixed company’).

a b c a b c a b c a b c a b c a b c a b c a b c









6 tell apart









5 stick to









4 tone down









3 pass (oneself ) off









2 hold back









1 jeer at





4

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Writing A for and against essay Psychometric testing improves the recruitment process. Discuss.

bigger and bigger weren’t better the most popular is the same as 





However, for some, psychometrics are more 3 . A significant criticism concerns validity. A test may not fully correspond to what it is supposed to be measuring, or it may become apparent in a test what type of answers the employer is looking for, leading applicants to 4 on their responses which may contradict the truth. Of course, applicants are also able to lie in face-to-face interviews if they think that it will help their cause. In my opinion, psychometric tests need to be carefully tailored to a clear outcome. The lack of homogeneity in the world of work means that a 5 approach is to be avoided. Such tests can only have a useful role in selection provided they are used in conjunction with interviews and panels in order to give 6 .

 

 

Task Write a for and against essay on the topic below. 





writing guide





 













1 a In centralized education systems, the approach used in lessons is homogeneous. b In countries where the state controls education, a the next. lesson in one school 2 a Surprisingly, intensive practice did not result in an improvement in results. b It was surprising that students’ results after a lot of practice. 3 a There is an ever-increasing disparity between levels of graduate education and starting salaries. b The gap between what graduates know and how much they are paid is getting . 4 a The adverts that used disparate regional accents proved to have the greatest appeal for the public. b The ads that didn’t use a standard accent were .

One of the most common justifications for psychometric testing is efficiency. When a company receives thousands of CVs for a single position, an online test can quickly sort the 1 . While this argument seems logical, it does not take into account the fact that the results still need to be reviewed and analyzed before employers can use them. If it is truly important to 2 , employers are likely to spend more time looking at the results.

 

Complete the second sentence in each pair to make it sound more informal. Use these phrases.



2

According to media reports, a former bank chairperson was appointed without any finance experience, largely because he did well in psychometric tests. But what are the real pros and cons of psychometrics?

 







 





1 Studies suggests that some animals undergo experiences analog to dreaming in humans. 2 The terms ‘mind’ and ‘brain’ are often seen as interchange , although many experts would draw a distinction between the two. 3 Bilingual children from two dispar cultures often find it hard to adapt from one to the other. 4 There is a high degree of homogen of accent in Canada and Australia. 5 There is a wide diverg of opinion regarding the efficacy of brain-training games and puzzles.

 

Complete the nouns and adjectives in these sentences with the correct endings.



1

insight Comparison and contrast

 

v

 





 

Plan Follow the plan:







 

Check Check the following points:  



Write Write your essay. Use the paragraph plan to help you.







‘get the right mix’ ‘one size fits all’ ‘the whole picture’ ‘highflyers’ from the ‘no-hopers’ ‘dream on’ than ‘dream team’ ‘put a gloss’

arguments for and against the statement. how different factors could be compared.

Paragraph 1: Write an introduction with a clear outline of the topic, and state your purpose. Paragraph 2: Present the main argument in favour and any counter-arguments. Paragraph 3: Present the main argument against, and any counter-arguments. Paragraph 4: Write a conclusion, giving your own balanced opinion.

Complete the essay with the examples of ‘marked language’ below. How could you express them in a more neutral way?



4

Ideas Make notes about:



Psychometric testing is increasingly being used as part of recruitment. It is termed ‘psychometric’ because psychological theories of human behaviour and how to measure it have been used in the construction of the tests. Typically, they take the form of questionnaires designed to assess personality traits, values, intelligence and general aptitude.



Read the description of psychometric testing below. In what other situations might these tests be useful?



3

‘Psychometric testing would be a valuable tool in selecting university students.’ Discuss.

Have you presented a balanced argument? Have you checked grammar, vocabulary, spelling and punctuation?

 

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A Mind over matter

Mark (1–3) How can I improve?

1 In what ways is it possible to train or modify the brain?



 

 

 

 

Read 1–13 and evaluate your learning in Unit 4. Give yourself a mark from 1 to 3. How can you improve? 1 I can’t do this. 2 I have some problems with this. 3 I can do this well.

Progress check Unit 4

2 Explain the meaning of the words below. a brainchild b brainwash c brainwave  

 

 

 







I can understand an article about neuroplasticity.

3 Write a verb of similar meaning for each of the verbs below. a reel off b pass on c hold up  

 

 

 







I can use expressions with brain.

I can use lexical twins.

B A beautiful mind 4 Complete the sentences with the correct form of the verbs. a We heard them (argue) for hours in the next room. b Why is she lying there (stare) at the ceiling?









Mark (1–3) How can I improve?

5 Choose the correct answer. You don’t happen to have found / having found a car key, do you?



I can use different verb patterns.

I can use the infinitive and -ing in the continuous, perfect and passive.

C What is intelligence? 6 What do these expressions indicate in a talk? a That brings me to … b According to … c I’d like to highlight …

 

 

 











Mark (1–3) How can I improve?

7 Give two adjectives for each of these traits. a using the body in a fluid way , b good with language ,  

 









I can navigate a talk.

8 Cross out the words that can be left out. a I haven’t finished the essay yet. Have you finished yours? b Someone told me they were splitting up, but I can’t remember who told me.







I can use adjectives to describe intelligence and abilities.

I can use ellipsis.

D Mind your Ps and Qs 9 What happens to cause the flower girl in Pygmalion to change?





Mark (1–3) How can I improve?

I can understand scenes from a play.



10 What do the words brogue and crooning refer to? 11 Complete the phrase with a / an, the or no article. man I know / men are different / man I married



I can analyze words in a text.

I can use articles.

E A for and against essay

Mark (1–3) How can I improve?

 

 

 

 







12 How would you say these things in a more formal way? a spot on b have a breather c far-fetched

I can recognize formality and marked language.

 

 

 

 







13 Give the noun forms of these adjectives. Which express similarity and which difference? a contradictory b corresponding c homogeneous

Progress check Unit 4

 

I can express comparison and contrast.

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v

4 The motorway was closed because of a lorry. It was lying, bent in the middle, across two lanes. 5 Police were called after two cars in the city centre. They crashed into each other violently, but nobody was hurt. 6 Jo was driving so fast, she the bend and almost lost control of the car. She had to turn round to get back on the right route.

insight Phrases with road, path, track and way Complete the text with the correct prepositions.



1

Vocabulary Alternative journeys  

5

Journeys





4

Complete the forum posts with the correct form of the verbs in exercise 2. talkingabouttravel.org/trains

 

Great railway journeys

 

Many of us enjoy being 1 the road. Whether heading off on a weekend ride to the seaside or just the daily commute on the train, we would all benefit from a forward-thinking transport policy, and many experts believe that planners are not thinking creatively enough when it comes to the future of transport. Take vacuum-tube trains, for example. They are one of the revolutionary means of travel that could lie just a little further 2 the road if we were prepared to invest in them. They could travel underground at speeds of over 6,000 km/h. They would mean the end 3 the road for overground travel. So, why are trains of this sort such a long way 4 ? The truth is that the cost of major projects scares politicians, and the idea that we could build super-trains has not really made its way 5 the consciousness of the general public. Until we all learn to be a little bit more visionary, we simply won’t be 6 the right track when it comes to the future of transport.



Are we really building the trains we need?

 

in Switzerland, said to be the slowest express train in the world. We arrived at the small station in the mountain resort of St Moritz really early. With lots of time to spare, we 1 along the platform, taking our time and breathing in the fresh mountain air. Then, once we had boarded the train, we looked out at the scenery as the old engine 2 slowly up some of the steepest mountains in the Alps.

Match the verbs below to sentences 1–6. There is one verb that you do not need.



2

Anna Last March, we went on the Glacier Express

Verbs of movement

 

v

Tell us about the most amazing train journey you’ve ever made!

Rob and Jill We took the 500-kilometre long Jungle Railway from Gemas in the south to Tumpat on the coast. It passes through the heart of Malaysia, close to Taman Negara National Park, where Malayan tigers and clouded leopards are said to 3 through the undergrowth, and spiders 4 along branches and vines.  

chug creep stroll advance pull up hurtle prowl 1 2 3 4









Just stop here for a moment, driver. Soldiers are moving towards the northern border. The old train climbed slowly up the hill. Mr Andrews went for a gentle walk after Sunday dinner. 5 They went upstairs quietly so as not to wake their parents. 6 The rocket is travelling through space at incredible speed.

 

Jin We were in a hurry to get to the airport outside





Shanghai, so we got a taxi to the station, jumping out with our bags as soon as the car 5 in front of the station entrance. There on the platform was the high-speed train. It 6 through Shanghai’s suburbs at an incredible speed and we were soon at the airport. Amazingly, the train can reach speeds of up to 430 kilometres per hour!

Complete the sentences with the correct form of the words below.

post a comment

report

new thread

home 



3

Road traffic accidents

 

v

Three comments

overshot write off swerve jackknife shatter collide  



CHALLENGE! Decide which of the statements below you agree with. Think of arguments to support or oppose each statement. 1 With rising fuel prices and concerns about the environment, it’s the end of the road for cheap holiday flights abroad. 2 Cars will soon be a thing of the past as more and more people will use public transport.

5









his father’s car. It’s so badly 1 Tom’s damaged it can’t be repaired. 2 My windscreen was when vandals hit it with a hammer. It’s in hundreds of tiny pieces. to avoid the fallen branch in 3 I had to the middle of the road. I changed direction suddenly and was relieved not to hit it.

 

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3

Emphatic structures: cleft sentences, fronting and emphatic do

1



 

Grammar Get up and go

1



Rewrite the sentences using emphatic structures.



Read the short synopses of famous works of fiction. Correct the sentences by adding one word to each.

Life of Pi by Yann Martel (2001) What the narrator, Pi, is share a boat with a hungry tiger for 227 days.



 







 



 



 



1 Daniel Defoe’s novel Robinson Crusoe was first published in 1719. It was . 2 The novel marked the beginning of realistic fiction as a literary genre. What the novel . 3 Alexander Selkirk was the real-life person the character of Crusoe was based on. The real-life person . 4 Selkirk was an inspiration because he had survived four years alone on a Pacific island. The reason why . 5 In the novel, Crusoe is shipwrecked on a Pacific island. The place where . 6 Crusoe only wants companionship during his long, lonely ordeal. All .

Lord of the Flies by William Golding (1954) The truth that, left alone, a group of boys will become uncivilized.

 









 

2

Complete the real-life story of Mexican castaway José Salvador Alvarenga using emphatic structures and the information below.

3









2



1 José didn’t know that he was about to spend the next thirteen months at sea. 2 The fisherman’s ordeal began then. 3 Two locals found him lying on the beach. 4 They could only alert the authorities. 5 José had landed at a place over 9,000 km from home. 6 Nobody really believed his story.

The Thousand Autumns of Jacob de Zoet by David Mitchell (2010) Fascinating 16th-century Japan is, Dutchman Jacob de Zoet fears being trapped there.

The morning when José Salvador Alvarenga climbed aboard his fishing boat, what 1 . He expected it to be an ordinary day. A few hours into the day’s fishing trip, a storm blew the boat off course and the motor died. It 2 . He wouldn’t see land again for thirteen months.





5

The Road by Cormac McCarthy (2006) It was a global catastrophe destroyed normal life and left a father and son alone in a ruined landscape.

 



 





6



 

On 30 January 2014, José’s boat eventually drifted towards an island, and he jumped overboard and swam to the shore. It 3 . They didn’t know what to do with the crazy-looking man with a knife, who was screaming in Spanish. All 4 . Unbelievably, the place where 5 . He was in the Marshall Islands. José was taken to Majuro, the capital of the Marshall Islands, and people started to ask questions. The trouble 6 .

The Swiss Family Robinson by Johann David Wyss (1812) Hard it is to believe, the family members decide to stay on their desert island when help eventually arrives.

CHALLENGE! In order to win fame and publicity, you pretend that you have been lost at sea, in the mountains or in a forest for a month. In truth, you go and stay with relatives in their country house. A few days before wandering into a village, looking lost and hungry, you stop washing and eating and you dress in rags. Invent the story of where you have been, what happened to you and how you survived.  



4

Grammar reference and practice 5.1

page 117

Journeys

 

 

 

The modern-day Robinson Crusoe

















4

The Rime of the Ancient Mariner by Samuel Coleridge (1798) All the sailor is kill an albatross, but he is cursed as a result.

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Listening, speaking and vocabulary A one-way ticket



Choose the correct answers.



1

Phrases for expressing emphasis 3.08 Complete the sentences with the phrases 3

insight Commonly confused adjectives

 

v

below. Listen again if necessary to check your answers. There is one phrase that you do not need.



1 A notable / noticeable figure in the history of space flight was Valentina Tereshkova, who became the first woman in space in 1963. 2 Neil Armstrong became the first man to walk on the moon on 21 July 1969. It was a historic / historical occasion. 3 In 1986 the American space shuttle Challenger crashed because of a technological / technical fault on board. 4 The space shuttle programme was cancelled in 2011 because it wasn’t economic / economical . It just cost too much. 5 China has definite / definitive plans to build its own space station. 6 It is compulsive / compulsory for astronauts to have a university degree. 7 The world’s oldest air show is held in Paris in alternate / alternative years.

well and truly without doubt no matter what on end ever so no wonder not just by far





Selecting the best option

the difficulties involved in drilling the hole the huge distance to travel the wind speed in the hole the immense atmospheric pressure the risk of crashing into rocks the speed that he or she would travel at the extremely high temperatures

An international space agency wants to build a space colony on Europa or Titan. Read the factfiles and then write a report for the space agency about the problems associated with building a colony on each moon and suggesting which moon would be the better possibility. colony/feasibility_report/factfiles/downlo

 

Europa (a moon of Jupiter) Location: 778 million km from Earth Temperature: between –160 and –220°C Surface: solid ice Atmosphere: oxygen far too thin to breathe Water: Beneath the surface lies a salty liquid ocean full of oxygen. Comments: more water than Earth has / there may be hot springs on the bottom of the oceans.  















1 2 3 4 5 6 7

4



 

3.08 Listen to a radio science programme about the problems a person would face if he or she tried to drill a hole through the middle of the Earth and travel through it. Choose the problems the expert mentions.



2

 









 













1 Anyone who jumped into it would be cooked by the time they came out on the other side. 2 we haven’t dug a tunnel yet! 3 the deepest tunnel anywhere in the world only goes down about thirteen kilometres. 4 material we make our drills from, they’ll melt at those kinds of temperatures. 5 , the effects of gravity mean that Graham would pass through the tunnel at a heck of a pace. 6 … before hurtling back quickly through the tunnel in the direction he’s just come from. 7 … he’d end up cooked, but crushed or pulled into very small pieces.

 

 

 

 

mantle

 

 

crust

outer core inner core

 

 

 

 

 

 

Titan (a moon of Saturn) Location: 1.4 billion km from Earth Temperature: approximately –180°C Surface: It has lakes, seas and rivers (of methane). Atmosphere: 98% nitrogen Water: Beneath the surface lies a salty liquid ocean full of oxygen. Comments: rich in carbon compounds / has a similarly dense atmosphere to Earth.

 

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Vocabulary and grammar Historical journeys

























4

   

. . . . . . . .

CHALLENGE! Describe the life and actions of Hernán Cortés, or another controversial explorer or traveller, using the information in exercise 1 and emphatic structures. Describe the explorer first from the point of view of a biographer keen to emphasize his personal achievements, and then from the point of view of a historian who takes a negative view of his actions and their legacy.

Grammar reference and practice 5.2

page 118

Journeys

 



































1 Which of the following is in the northern hemisphere? a the Antipodes b the Tropic of Capricorn c the 49th-parallel 2 Which place is not part of the Pacific Rim? a Mexico b Japan c Scandinavia 3 Which of the following can be wholly or partly in the southern hemisphere? a lines of longitude b the Tropic of Cancer c the equator 4 Which of the following is India a part of? a the Pacific Rim b the Subcontinent c the Antipodes 5 What do the following countries have in common? Russia, New Zealand, Malaysia, Peru, Canada a They are all in the New World b They are all Pacific Rim countries c They are all north of the Tropic of Capricorn

 





Choose the correct answers.

No sooner What Not only Hardly So There It What

 

1 2 3 4 5 6 7 8





2

As soon as he arrived in Zanzibar, Stanley began his preparations. He wanted to head through the tropical forest to Lake Tanganyika as soon as possible. He outfitted his expedition with the best possible equipment, and hired 200 African porters to carry it. The expedition set off but many porters died or deserted because of the prevalence of malaria in the forest. The forest was so dense that it took months to reach the lake. Livingstone stood by the lake. Stanley greeted him then. He is supposed to have famously said, ‘Dr Livingstone, I presume.’

Geography

 

v

How Stanley found Livingstone

 

Against a 1 of intrigue and mistrust, soldier and explorer Hernán Cortés (1485–1547) led an expedition which resulted in the 2 of the Aztec Empire and brought much of the mainland of Mexico under the rule of the king of Castile. During his childhood, however, few expected young Hernán to achieve very much. He had a very ordinary 3 by the standards of his time. His father was neither rich nor important, and Cortés was a sickly child. As a young man, he was sent to study law, but, to his parents’ disappointment, he soon tired of school and came back home with no training or profession. It was a serious 4 in life. With no career, his 5 was rather bleak. Cortés, however, cared little about this failure. He was determined to seek his fortune in Spain’s new colonies. By 1519, Cortés was in Cuba. He had power and position, and with 500 men he set sail for Tabasco. In Tabasco, he faced an 6 by native people who were tired of Spanish rule, and he crushed them in a battle. This was followed by a brutal 7 in which he reduced many of the people to slavery. Having learned of the wealth of the Aztec empire, Cortés then headed further into Mexico, where he met with historical destiny: his march on the Aztec capital Tenochtitlan, his meeting with the ruler Montezuma, and the massacres of the people of the Aztec nation. The 8 of his actions was the colonization of Mexico, which led in turn to the European colonization of the whole of the Americas, and a dramatic change in the course of history.

 



Hernán Cortés

 

drop look fall rising come bringing down back

In 1871, during the period when European nations were colonizing Africa, American journalist Henry Stanley famously went in search of the great Scottish explorer and missionary, David Livingstone. Read the story of how they met. Then rewrite the eight sentences in the story using the emphatic structures below.

 

back up out down set crack

B

3

 

A





Match the words in A to the words in B to make phrasal nouns. Then complete the text.



1

Emphatic structures: inversion

insight Nouns formed from phrasal verbs



v

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Reading A voyage to the edge of the galaxy Look at the picture of the Voyager 1 space probe, which was launched in 1977. Guess whether the sentences are true (T) or false (F). Then read the article and check your guesses.



1











1 Its computers have less memory than a smartphone. 2 It is now about forty years old and so it is no longer in contact with Earth. 3 It has photographed every planet in our galaxy. 4 It completed its main mission decades ago. 5 It carries messages from Earth in case it comes across life out there.

2



Read the article again and match sentences A–F to gaps 1–5. There is one sentence that you do not need.

News

Our research

Facilities

Articles

Explore Astronomy

A voyage to the edge of the galaxy 5













A In fact, her heyday over, and 32 billion kilometres from Earth, Voyager 1 didn’t hit the headlines again until 2013. B By today’s standards, however, they are laughable. C However, intriguingly, there is no reason why she shouldn’t go on and on. D So successful was Voyager 1 that she had achieved her primary objectives by 1980. E No sooner had she recorded all this data than the mission was changed. F What scientists most wished to see, however, were detailed images of Jupiter’s moons and Saturn’s rings.

Home

10

Match the highlighted adjectives in the article and in exercise 2 to the definitions below.



3

15













1 so unreasonable or foolish that it can’t be taken seriously 2 almost impossible to believe 3 not something that anybody wants 4 possible to see, hear or sense in some way 5 respected because it is old, important or wise 6 difficult to measure, touch or explain Complete the sentences with the adjectives in exercise 3. There is one adjective that you do not need.



4



1 The Royal Society is one of Britain’s most scientific institutions. It dates from the 17th century. 2 Thinking of building a house on Venus? With crushing pressure, sulphuric acid rain and temperatures of 700°C, it is probably the most location in our solar system! 3 Arguments supporting the notion of life on Mars are . The evidence is strongly against the idea. 4 Jupiter’s moon Io is just about with the naked eye, but quite clear if you use a telescope. 5 Astronauts need certain personal qualities that are really hard to put into words.

20

30





 





25

35

40

 



CHALLENGE! If you were to produce an audiovisual disc to be sent into deep space on a future NASA mission, what would you select to put on it?

 

5

Space travel has come a long way since the Voyager 1 spacecraft was launched in 1977. Back then, its computers, antennae, recording and imaging devices were examples of cutting-edge technology. 1 The memory of an inexpensive smartphone is almost a quarter of a million times greater than that of the computers on board, and the only means the spacecraft has of recording messages is on the sort of eight-track tape recorder you might now find in your dad’s loft. Despite their technological limitations, however, Voyager 1 and her sister craft Voyager 2 continue to make their way deeper and deeper into space. As she approaches her fortieth birthday, the venerable Voyager 1 finds herself beyond the reaches of our solar system. Naturally, her functions are now much reduced from what they once were, but she is still going and still sending out messages in her oldfashioned way. She has already left behind her a lifetime of notable achievements and a collection of photographs to die for, and despite most initial expectations, the end of the road may yet be a long way off. Back in the 1970s, scientists at NASA had high hopes that the Voyager programme would uncover some of the secrets of the outer solar system. Never before had any craft been able to get up close to Neptune or Uranus, and they dreamed that the Voyager spacecraft would provide the first clear photographs of these planets, as well as useful measurements of their mysterious, intangible magnetospheres. 2 Voyager 1

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Star

Star maps

Forums

Multimedia

Community

Visitors

Find us

55

60

65

70

40

45

50

delivered in style, sending home crystal-clear images of all four planets and revealing hitherto unknown and surprising details, such as the active volcanism on Io, Jupiter’s Within a decade, third-largest moon. 3 however, she was to transmit her last photograph. Not only was there a need to close down most of her functions to conserve energy, but there was simply nothing left to see as she disappeared into the darkness of space beyond all the planets. Hurtling through the far reaches of our solar system at about 61,000 kilometres per hour,

Go

Search this website…

75

80

ancient and largely forgotten, her power supply dwindling, Voyager 1 was upstaged for a while by other projects. The NASA team given the task of monitoring her data was reduced to twelve and moved to undesirable offices away from NASA’s main campus, near the local McDonald’s outlet. 4 It was then that NASA crunched some numbers and realized that the little carsized craft had already slipped unnoticed into interstellar space, the matter that exists between solar systems. As of today, Voyager 1 continues her historic journey through the cosmic rays of interstellar space, and her transmitter, which has all the power of a refrigerator light bulb, continues to send back barely perceptible signals. Being 40,000 years away from the next star, it is unlikely that she will send us much more in the way of noticeably dramatic data. 5 If that is the case, and if by some chance intelligent, extra-terrestrial life should find her, Voyager 1 carries a special gift. This is a gold-plated audio-visual disc carrying photographs of Earth and its life forms, recordings of whales and waves and babies crying, music by artists as diverse as Mozart, Chuck Berry and Valya Balkanska, and greetings in fifty different languages. Who knows? Implausible as it may sound, in the end, Voyager 1’s greatest achievement may be to make first contact with beings from a distant galaxy.

Journeys

 

nomy

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Writing A formal letter

 

 

 

Rachel Pontin

 

 

 

 

 

 

the Hotel Belvedere Resort in Lanzarote. I have just returned from my stay at the resort, which was booked in February of this year through your travel agency. The poor location and 1 exact / utter lack of adequate facilities at B , or to justify the money spent on booking the holiday. In your brochure, the hotel is described as close to the sea, and the hotel rooms are said to have all amenities. Upon my arrival, however, and to my 2 complete / chief disappointment, I discovered that the hotel was a fivekilometre walk from the nearest beach, and the shower in my room was out of order. Moreover, the kitchens were closed during the 3 extreme / entire stay, which meant that I had to eat out each evening despite having paid in advance for meals at the hotel. I contacted your 4 sheer / sole representative at the resort on 7 August, but C to my 5 total / first satisfaction and advised me to express my concern in writing upon

my return home. Under The Package Travel, Package Holidays and Package Tours Regulations 1992, D all the 6 major / absolute elements of the package contracted for as they were described. As a result, E loss of value, consequential losses and for the loss of enjoyment I suffered. I feel that I was not provided with the holiday I had expected. As a result, I am seeking financial compensation for both the 7 specific / utter problems I encountered, and for the 8 exact / extreme distress and disappointment I suffered as a result. I have sent a copy of this letter to the National Tourist Authority, of which I note you are a member. I look forward to receiving a response from you F . Yours sincerely,  

Dear Sir or Madam, A

2

Use nominalization to rewrite the phrases in italics.

SUPER HOLIDAYS WITH SUPERCAMP



1 … she was unable to resolve the matter … … she was unable to the matter … 2 … within fourteen days of having received this letter … … within fourteen days of this letter … 3 I am writing because I wish to complain about … I am writing to … 4 … I have a legal entitlement to be compensated by you for … … I have a legal entitlement to for … 5 … the resort failed to live up to what I had expected. … the resort failed to live up to . 6 … you are responsible for providing … … you …

Task Imagine you have just spent a week in the tent in the photo below. Write a letter to complain about the Supercamp holiday you thought you had booked.  





Read the formal letter of complaint, ignoring the gaps. Choose the correct adjectives in 1–8.

1

writing guide

insight Emphasizing adjectives



v

Rachel Pontin

 

Ideas Make notes about:

Plan Follow the plan:



Paragraph 1: State your reason for writing and outline your complaint. Paragraph 2: Describe what you were expecting and contrast this with what you experienced. Paragraph 3: Relate the most important events of your experience. Paragraph 4: Rephrase your complaint in more detail and say what you expect the company to do.  

Write Write your letter. Use the paragraph plan to help you.  

Check Check the following points:

42

 

















Complete gaps A–F in the letter with the nominalized phrases in exercise 2.



3

the reason for your complaint. the contrast between reality and your expectations. the most important events. what you expect the company to do.  



 



















Stay in our luxury tents in a prime location. All amenities provided, including camping stove, washing facilities and camp beds.

Is the tone of your letter serious and formal? Have you used nominalizations and emphasizing adjectives to make your letter more formal? Have you checked grammar, vocabulary, spelling and punctuation?

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Read 1–13 and evaluate your learning in Unit 5. Give yourself a mark from 1 to 3. How can you improve? 1 I can’t do this. 2 I have some problems with this. 3 I can do this well.

Progress check Unit 5 A Alternative journeys

1 According to the article Travel: the final destination, in what way is real travel still currently superior to virtual travel?





Mark (1–3) How can I improve?

2 How can you interpret figurative language?



I can understand a text about virtual travel.

3 Complete the sentences with road, path, track or way. a The book was so absorbing that I lost of time. b Realistic virtual games still seem a long off.







I can make inferences to interpret figurative language.

4 Which of the verbs below describe the movement of a train? a chug b stroll c hurtle d pull up e stride  

 

 

 

 

 

 

 







I can use phrases with road, path, track and way.

I can use verbs of movement.

B Get up and go 5 Rewrite the sentence using emphatic structures. Captain Phillips negotiated with the pirates. a What b It

   











Mark (1–3) How can I improve?

. .

I can use emphatic structures.

C A one-way ticket 6 In the radio interview, why is David Whitehouse sceptical about the possibility of success for the Mars One mission?





Mark (1–3) How can I improve?

7 Explain the difference between the two words in each pair. a alternate / alternative b economic / economical  

 







I can understand a radio interview about the Mars One mission.

8 Give three phrases you can use to express emphasis.



I can differentiate between commonly confused adjectives. I can use phrases for expressing emphasis.

D Historical journeys 9 Why did the Pilgrim Fathers sail to America?





Mark (1–3) How can I improve?

I can understand a historical text about the Pilgrim Fathers.









10 Rewrite the sentences, using inversion to make them more emphatic. a As soon as he left, we breathed a sigh of relief. b Her interest in biology was such that she decided to study the subject. 11 Make nouns from the phrasal verbs below. a wash out b rise up c let down d bring up  

 

 

 

 

 







I can use inversion to make sentences more emphatic.

I can use nouns formed from phrasal verbs.

E A formal letter

Mark (1–3) How can I improve?





12 Name two reasons for using nominalization in formal writing.

I can use nominalization in formal writing.



13 Complete the sentence with suitable emphasizing adjectives. To my 1 astonishment, Lawrence had eaten the 2 box of chocolates!

Progress check Unit 5

 

I can use restrictive and intensifying adjectives.

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v

4 I can safely say that Max was only joking – please don’t be upset by what he said.

insight Compound modifiers



Complete the sentences using one word from each column: A, B and C.

5 My neighbour’s son is very mature for his age. He thinks like an older, more experienced person.



1

Vocabulary Love is …  

6

Love thy neighbour

C itch glasses relationship claim passion person



B consuming tinted year respected lasting disputed

4



A sevenhotly muchalllongrose-

Choose the correct answers.

Theo

 

 





 



 





 



1 Although it started as a simple hobby, my love of painting soon became an . 2 There is only so long that we can look through before we have to face reality. 3 The assertion that love can be measured in an empirical way remains a . 4 A life dedicated to public service and charity work made the mayor a . 5 The expression ‘ ’ is said to be linked to the average duration of marriage before a divorce. 6 After fifty years of marriage, my grandparents are an inspirational example of a .

ries of love

The novelist: There can be no single definition of love. At the start of a relationship, it can be an intense, 2 passion; with the passage of time, it loses heat but gains depth to form a 3 commitment. I see love as the engine of all classic stories – not only ‘boy meets girl’ love, but the love expressed through patriotism, 4 to family, and 5 .  

infatuation / devotion amity / narcissism loyalty / compromise euphoria / mania

































c hotly disputed c long-lasting c long-term c infatuation c mania c euphoria c wear c apply

CHALLENGE! Write answers to the questions below. Give reasons and examples.  

5

b much-respected b feel-good b much-respected b loyalty b amity b compromise b show b work

1 What’s the secret to: a long-term friendship? a long-lasting relationship? a feel-good factor in class or at work? 2 What qualities are needed by the people involved in each example? How does time affect the development of each relationship?





3 They begged me to come to their wedding, so I didn’t feel I could upset them and say no.











2 Try not to show your feelings so openly all the time. Sometimes you need to keep people guessing.









1 Jenny is the one to go to in a crisis. I’ve never come across such a calm and unflappable person.



Replace the underlined phrases with metaphors containing the words head or heart.



3

head and heart metaphors

 

v

a rose-tinted a all-consuming a seven-year a compromise a narcissism a devotion a display a use



 









 



1 2 3 4 5 6 7 8





 



 



1 Love takes many forms, from simple between friends to self-obsessed . 2 The of falling in love is compared to flying or floating. It is also likened to madness, seen even as a form of . 3 In most long-term relationships, the initial with a new partner gives way to greater commitment and feelings of . 4 There is no formula for good relationships. All that is needed is the quality of and the willingness to .

The scientist: Throughout history, love has been associated with the heart but it has as much to do with the brain. Love is a neurological drive like hunger or thirst. Initial physical attraction is fired by testosterone and oestrogen. During the bonding process that develops into mutual 6 , the brain releases a whole range of chemicals, including pheromones, oxytocin, and vasopressin. So, whether you 7 your heart on your sleeve or tend to 8 your head in relationships, love, in its most basic definition, is chemistry.  

Complete the sentences with the pairs of words.



2

Defining love

 

v

‘What is love?’ is a question that’s been posed countless times across the centuries. We ask two experts for their take on this 1 subject.

 

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Grammar Happily ever after 1

Choose the correct answers.



4

Conditionals

Ageless love

In today’s world, if you want to find a partner, you 1 know / will know more or less how to go about it. But if you had been born centuries ago, courtship 2 would have been / would be very different. In ancient times, 3 had / were a warrior wanted a wife, he would have captured a woman from another tribe. Arranged marriages were the norm in many societies, 4 whether or not / no matter what status you had.





3 My friend is so emotional. If she watches a sad film, she always got through a box of tissues.

 

A greater emphasis on romance developed in the medieval period. 5 Should / Supposing you had been a man in love at this time, you would have expressed your feelings through serenades and flowery poetry. 6 Were / Had it not for the courting rituals of this period, some of today’s traditions 7 didn’t / wouldn’t exist. The Victorian era had an extremely strict courtship code. It was inappropriate for a man to address a lady 8 unless / provided that they had been formally introduced. Unmarried couples could only be seen out together 9 provided that / but for they were chaperoned. During this time, a ‘language of flowers’ developed. If a man 10 offered / would have offered a red rose in a bouquet, it 11 had symbolized / symbolized the woman’s beauty; a red tulip, however, was an actual declaration of love.



3



4

6





5

 

Grammar reference and practice 6.1 & 6.2

page 119

Love thy neighbour

 



2

a bell a harp a shell a maple leaf an eagle an apple a lion

 

 



, she won’t know how much you like her. (you / ask / out / unless / don’t / her) my good friends, I would never have got through the break-up. (for / were / but) , please tell her I’ve been trying to get hold of her. (you / Amy / which / should / see) , I’ll never understand why they got married in the first place. (matter / should / no / I / how / try / hard) on that course, you two would never have met. (you / wouldn’t / gone / supposing / hadn’t) There’s nothing wrong with speed-dating, take it too seriously. (that / whether / don’t / provided / you)

CHALLENGE! The heart is the internationally recognized symbol of love. Which five of these objects also symbolize love? Research and write about three of them. Include examples of symbols of love and rituals of gift-giving in your culture.

 



Complete the sentences with the words in brackets in the correct order. There is one word you do not need in each set. 1

 

5

Inversion with conditionals

3

Today, flowers and music still feature in romance. But what contemporary song would you choose if you 12 wanted / had wanted to say ‘I love you’? It turns out music analysts have found a formula: sentimental lyrics, acoustic instruments, a slow tempo and a major key make the most memorable love songs. So which song 13 is / will be number one if you 14 will want / want to melt your partner’s heart, according to the analysts? Make You Feel My Love by the English singer‑songwriter Adele.

 











1 If you (be) a famous figure from a bygone age, who would you have liked to be? 2 If you played Romeo / Juliet in a film, which actor / actress (be) your Juliet / Romeo? Why? 3 If your friend (suggest) you go on a blind date, would you agree? 4 If the only film on TV last night had been a rom-com, you (watch) it? 5 If you (write) the screenplay for Titanic, how would the film have ended?

 

Complete the questions with the correct form of the verbs in brackets.





2

 

 





6 If you will see love through rose-tinted glasses, sooner or later you will be disappointed.

 



 



5 If Shakespeare didn’t write Romeo and Juliet, modern authors wouldn’t have such a powerful example of the tragedy of love.

 



 



4 Publishers didn’t produce so much romantic fiction if there wasn’t an audience for it.

 





2 I would never downloaded Cuban Fury if I’d known it was a rom-com.

 



 



1 If children never get exposure to sad endings in films and stories, they don’t be able to withstand challenges in real life.

 



Correct one mistake in each sentence.

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Listening, speaking and vocabulary The boomerangs v



Correct one mistake in each of the underlined idioms.



1

Talking about hypothetical situations 5 Complete the sentences with the words and phrases

insight Relationships

below. Use the correct form of the verbs. Add any necessary words.



1 I’ve struck lucky with my new housemates. We all get on like a home on fire. 2 It’s no wonder there are rows in that tiny flat, with so many people living in other’s pockets.  



 

rather than / share be better / get wish / realize if only / not have to as if / own sooner / be imagine / not work high time / get if I / be

3 Remember that you have me to lean to so you can talk to me any time. 4 My flatmate is pretty gregarious and I’m the exact opposite. It’s hardly surprising we get onto each other’s nerves. 5 My twin sister always gets her own way at home. She can turn my parents round her little finger.  



Subject: Finding somewhere to live!



view previous comments

 



 

DC21: Cheers! Your advice came at just the right moment. It’s 1 the ball rolling for next term. I saw an ad for ‘speedflatmating’ – like speed dating but for housemates. Sounds fun but I 2 if you were unsociable. KJ: Sounds pretty dangerous to me! Wouldn’t it to know them a bit first? If I moved in with people I barely knew, I wouldn’t be able to trust them. I’d 4 with people I like in an ordinary house 5 with a bunch of strangers in a posh place.



6 I know my little cousin can be a bit naughty but I do have a kind spot for her. She’s adorable.

 

Complete the sentences with the pairs of words.



2

The property market

 

v

3

ChicGeek: Yes, KJ, in principle, but people change! I signed up with a group of mates but then one of them started acting 6 the place. He wanted the rest of us at his beck and call. In the end, we fell out, and then I moved out! I just 7 what he was like earlier on.

letting agent / landlord tenants / notice lease / rent estate agent / contract mortgage / deposit

EmLee: I’d never heard of ‘speedflatmating’, DC21 – you, I’d give it a go. Mind you, it would be important to ask the right questions. Believe me, I’m learning the hard way in the houseshare from hell! 9 listen to heavy metal at 4 a.m! Sorry, don’t mean to put you off! Good luck with the househunting!

 

8



 





1 I’ve no idea when we’ll actually get a to buy our own place. We’ve been saving up for a for years. 2 We signed for the flat through a , so I shouldn’t think we’ll meet the . 3 I thought the sale of the house was going to fall through because the took so long to draw up the . 4 We were in such a rush to find a flat that we didn’t read the carefully. It turns out the owner can put the up at any time. 5 The people next door are the worst ever. I wish the agency would give them to leave.

Report







 

Write a comment…

Choosing a housemate

3

 



CHALLENGE! According to a magazine survey, these are the top five houseshare gripes for students in the UK. Imagine you are in a houseshare experiencing three or four of these problems. Write a dialogue between you and your housemates. Try to resolve each problem. Use the phrases in exercise 5 and other conditional forms.

4



leaving washing-up in the sink not doing their share of the cleaning making too much noise eating someone else’s food not paying their share of the bills on time

46

 















1 Nicky’s choice of housemates wasn’t based on how well she knew them. 2 The only thing she and her housemates had in common was their choice of course. 3 One of Nicky’s housemates wanted to take control of the running of the house. 4 Leo suggests that he was very keen to be accepted when he first started his studies. 5 He thinks it’s best if one person takes responsibility for checking the details of the lease and paying the rent. 6 His final tip is to limit the number of houseguests to one per person.



 



3.09 Listen to the rest of the radio programme. Are the statements true (T), false (F), or not given (NG)?





 



3.09 Listen to the first part of a radio programme. What is the main aim of the programme?

6

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Vocabulary and grammar The ties that bind 1

Uses of if

insight The language of war

3

Complete the sentences with a phrase containing if. 1 Don’t worry, these plans can be changed the need arises. 2 What were you thinking, going through a red light like that? another car had been coming round the corner? 3 Maybe we can have a chat on the phone later. , I’ll email you with the details tomorrow. 4 They’re determined to have the best of everything, it means getting into debt. 5 What’s the matter? You look you’ve seen a ghost! 6 I simply have to meet this deadline. I’ll join you at the restaurant but I get everything done.



Replace the underlined phrases in the sentences with the collocations below.



v



sacked the monastery drum up support for waged war pledge allegiance betray the cause rallied the troops routed the enemy triggered a revolt

 



‑

4

Correct the mistakes in the underlined phrases.

Want to Chat?

 

Self Help Guides

I’ve heard the expression ‘a thin line between love and hate’, but it didn’t really resonate with me until I found myself in the middle of a friendship feud! Best to call these friends X and Y, I think. 1 If only, I could be in trouble … So, X and Y were the closest of friends for years and then X started to broaden her circle a little and Y took it as a huge act of disloyalty, like X had 2 betrayed the allegiance in some way. X said she couldn’t cope with Y’s all‑consuming type of friendship and since then it’s 3 even if they have 4 been fighting war! We are quite an extended group of friends. X tries to 5 beat up support for her side and then Y 6 tallies the troops to her camp, and so it goes on. It’s exhausting! Some days, I think I might just 7 fire a revolt and leave them to it! (Sorry to push the war analogy, but that’s what it feels like!) But 8 only if I did that, it wouldn’t help. I know they value my long term friendship. 9 If and when I could get them to just LISTEN to each other! 10 What about I try and get them together socially in a big group? Do you think that would work?  

 

 

 

 

Talk for free, to a trained volunteer listener

d sport e technology

 

CHALLENGE! Write a reply to the post in exercise 4. Choose the ideas below that you agree with and add any other suggestions of your own.









a education b politics c war

at pre-election conference

5

Connect to a listener now

don’t take sides keep calm and be honest about your feelings remind them of the fun they’ve had together give them time to come to a solution

Love thy neighbour

 

Prime Minister

for cup glory



6–0: Barcelona



5

on hackers and fraudsters



4

Developers

and destroy ancient artworks



3

Rebels

on campus



2

Increased tuition fees



1

Complete the headlines with collocations in exercise 1 in the correct form. Then match the headlines to the categories a–e.

-

 





2

Account

 



8 In the Siege of Orléans in 1429, Joan of Arc reassembled and reordered the soldiers to continue fighting against the English and led the French to victory.

Forum

How do I survive this?

 



7 In England in 1381, increases in taxation and the continuation of a system of free labour known as ‘serfdom’ caused a rebellion in the peasant classes.

Group Support

 





6 According to Greek mythology, there were two important gods of conflict: Ares, who represented the brutality of battle, and Athena, who took part in combat only to protect the home against enemies.

Advice

 





Home

Go

Search…

 



4 The word ‘turncoat’ was used during the English Civil War to refer to those who first supported one side but then chose to break their promise and offer loyalty to the other. 5 The first recorded Viking raid on Britain was in 793 ad, when the Norsemen robbed and destroyed the monks’ building on the Holy Island of Lindisfarne.



 





 







 



1 In 1930, Mahatma Gandhi embarked on a 240 mile march across India to get people to back the abolition of the salt tax. 2 The Battle of Cannae took place between Rome and Carthage in 216 bc. It was a tactical triumph for the Carthaginian leader Hannibal who decisively defeated the other side. 3 During the French Revolution, the clergy were forced to declare loyalty to the state.

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Reading How deep is your love? Look at the photos and answer the questions.



1

world-insight.org/romance/howdeepisyourlove-1936arc





1 Who are the people and what is the relationship between them?

How deep is your love?

2 What do you think is the significance of the brooch?

Like

150

Subscribe

Search…

Go

2







(56) View comments



3

Read the text quickly and compare your ideas in exercise 1.

… you must believe me when I tell you that I have found “it impossible to carry the heavy burden of responsibility and

Read the text again and choose the correct answers.

to discharge my duties as King as I would wish to do without the help and support of the woman I love … .

”

5

These much-quoted words come from the abdication speech of King Edward VIII, broadcast to the world on 11 December 1936 by Edward himself. It is no coincidence that the final word of the quotation is ‘love’. For the story of Edward and Mrs Wallis Simpson has been deemed one of the greatest romances of the 20th century.

10

It is a romance that could also be considered surprisingly modern. Long before Brad Pitt and Angelina Jolie were crowned the celebrity supercouple ‘Brangelina’, Wallis and Edward had already forged a joint identity. Uniting their initials to form the word WE, they created an intimate but playful motif that was to appear on pieces of jewellery given to Wallis by Edward.

15

























1 The writer thinks that the story of Edward and Mrs Simpson a attracts people because they were very wealthy. b has been imitated by celebrity couples. c is more than an old-fashioned love story. d is special because it is about royalty. 2 The relationship between Edward and Wallis a was instigated by her at a party because her marriage had collapsed. b grew stronger the more time they spent together. c was slow to develop because Edward was still the Prince of Wales. d caused Ernest Simpson to divorce his wife. 3 The Prime Minister suggested that Edward a become head of the Church of England to make it easier to marry Wallis. b had caused a scandal because of his behaviour in private. c could marry Wallis, but the people wouldn’t tolerate a public wedding. d would never convince his subjects of the legitimacy of the marriage. 4 If Edward hadn’t abdicated, the writer suggests the possibility of a Edward asking the public to look on him favourably. b Baldwin setting up a new administration. c a change of government and a public vote on Edward’s future. d Wallis rejecting Edward. 5 If Wallis had become queen, the writer suggests a the establishment would have started to treat her badly. b Edward might have become a more diligent person. c she would have needed to deal with some difficult situations. d she would have taken an interest in his royal duties. 6 Had Edward ended his relationship with Wallis, the writer suggests a Edward would have remained unmarried for the rest of his life. b the church and state would have chosen his queen. c the establishment would have approved of his choice. d it would have been the most suitable decision.





20

However, nothing could have primed the country for the crisis that was to follow his meeting Mrs Wallis Warfield Simpson, a divorcee from Baltimore, Maryland, then on her second marriage.

30















25

Born in 1894, Edward VIII acceded to the throne upon the death of his father, George V, in 1936. Although popular with the British people, Edward could never have been considered a model royal. He acquired a reputation as something of a hedonist, throwing lavish private parties frequented by the high society of the day. This, along with his popularity with women and his increasing lack of interest in official duties, made his behaviour of concern to crown and state alike.

40













35





45

48

 

50

The American socialite, who had moved to Europe after the collapse of her first marriage, first met Edward, Prince of Wales, at a fashionable house party. He was charming and, according to many, the most eligible bachelor in England. She was a married woman in her mid-thirties. Although stylish in her dress and witty in conversation, her unconventional looks, average background and lack of formal education made people wonder how Wallis could have stolen the heart of a prince. But throughout the early 1930s, they were constant companions and their friendship developed into a deep mutual devotion. In 1936, Wallis divorced her second husband, Ernest. Now king, Edward made it clear that he and Wallis were determined to marry. This sparked a political and constitutional storm. It fell to Prime Minister Stanley Baldwin to impress on Edward the perilousness of the situation. As King and Supreme Governor of the Church of England, marriage to a divorcee was out of the question. Baldwin said of the British people, ‘They will tolerate a lot in private life, but they will not stand for this sort of thing in a public personage.’ Forced to either give up Wallis or renounce the throne, Edward chose the woman he loved. The role of king passed to his brother Albert, who was later crowned George VI. After a reign of just 325 days, Edward was now free to marry Wallis. The ceremony, which took place in France in June 1937, had none of the pomp and pageantry of a royal wedding.

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4

Match a verb from A and a phrase from B to form collocations. Then check your answers in the article. decide acquire hold spark be regain forge immerse yourself in something an identity a storm the making of you an appeal your status a reputation your fate

5











B





A

Complete the sentences with the collocations in exercise 4. Use the correct form of the verb and pronouns.

60

65

70

CHALLENGE! Edward’s abdication was seen as a huge act of self-sacrifice. Research and write about another person who made sacrifices for love. Why did they do it? What would have happened if they hadn’t been so selfless?  

6

And supposing Wallis had become queen? Many outside the establishment saw her as a tough and resourceful woman. Perhaps she might have been the making of Edward as king, helping him to shed his pleasure-seeker image and immerse himself in his royal duties. The alternative would have seen Edward abandoning Wallis in favour of the throne. Had this happened, he would have regained his status as the most eligible bachelor in the country, free to make a more suitable choice of life partner, at least in the eyes of the church and state. Whether or not he would have done so remains an open question. But no matter how many new endings are put forward, the story of Edward and Mrs Simpson will continue to hold an irresistible appeal for all romantics.

Love thy neighbour

 

55

However, interest in Edward and Mrs Simpson didn’t end there. Many have pondered an alternative outcome to their story. If Edward had chosen to remain and not reject Wallis, this might have forced Baldwin’s resignation and the setting up of an interim government. Edward might have been able to secure a more favourable outlook from the new administration, with the possibility of letting the British public decide his fate in a referendum.











 



 







1 I’ve decided to give up blogging. It just doesn’t much for me any more. 2 After a series of lacklustre performances, it is good to see that he now as the star player. 3 I’ll never understand why employers use handwriting tests. Why should the way you hold your pen ? 4 Your stories are brilliant, so why not publish them? It could . 5 His comments on Twitter when he made offensive jokes about his female colleagues. 6 She spent time experimenting with different musical styles before she as a jazz singer. 7 Sorry I haven’t been in touch. I in my research for weeks now. 8 Unless you stop spreading rumours, you could as a trouble-maker.

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3

Types of subordinate clauses Match the clauses a–h to sentences 1–8. Then identify each type of clause.

4





1



 

Writing An opinion essay

1 2 3 4 5 6

 

 

 

 

 

 

 





a b c d e f g h







There are countless examples of people 4 have declared 5 they felt love the moment they first set eyes on each other. This makes for a romantic story; 6 , it is hard to take it seriously 7 true love can only come from knowledge of a person’s character. Physical attraction is often the starting point, but 8 the couple spends time together 9 discover each other’s talents and flaws, the relationship cannot deepen into love.  









that he’d fallen out of love as soon as you have to find a like-minded partner if they had never met and so always ends up getting hurt as they have so much in common which meant neither family could be there despite giving an unrealistic image of love



2



Choose the correct meaning for each of these quotes. 1

2

3

Complete the essay with one word in each gap. Sometimes more than one answer is possible.

The quotation is from Shakespeare’s The Tempest, 1 was first performed in 1611. It expresses the all-consuming passion Fernando felt for Miranda 2 he saw her. 3 no-one can question the beauty of these lines, how far a modern audience can believe in love at first sight is debatable. To me, it belongs firmly in the realm of fiction.











 



I just knew they would hit it off . You can’t plan to fall in love. But you’ll know . Perhaps it would have been better . Romantic comedies are still popular, . After many denials, he finally admitted . They got married in Las Vegas on the spur of the moment, . 7 I’d really like to try speed-dating . 8 He wears his heart on his sleeve .

Read the introduction to the essay. Does the writer believe in love at first sight?

The fascination with love at first sight is the result of a celebrity-obsessed media. Society is bombarded with romantic images of famous couples and 10 people’s expectations of love are unrealistically high. This could explain 11 a romance based on love at first sight tends not to develop into a long-term commitment.

‘Hear my soul speak: The very instant that I saw you, did My heart fly to your service.’ William Shakespeare

‘It is with true love as it is with ghosts; everyone talks about it, but few have seen it.’ François de La Rochefoucauld

Still, it must be recognized that the phenomenon of love at first sight has been part of human existence for centuries. Perhaps 12 more research were done into its cause and effect, it would be easier to take seriously.

‘What good is the war mth of sum mer, without the cold of winter to give it swe etness?’

To sum up, I find it difficult to see love at first sight as much more than a fairy tale or wishful thinking on the part of those 13 say they have experienced it. Put simply, you have to know the person 14 you can love them.

John Steinbeck







a opposites attract b love at first sight c true love is hard to find



Paragraph 3: Introduce another argument which supports your opinion. Paragraph 4: Sum up any arguments against your opinion. Paragraph 5: Summarize and restate your opinion.

 



Ideas Ask yourself these questions:

 

Write Write your opinion essay. Use the paragraph plan to help you. Check Check the following points:



Plan Follow the plan:  

















1 What do you think the quotation means? What examples can you think of to support or refute it? 2 Does the quotation apply only to romantic love? What about other relationships? 3 How do relationships develop over time? How might this affect the validity of the quotation?

 



Task Write an opinion essay agreeing or disagreeing with quotation 2 in exercise 2.  





writing guide

50

 







Paragraph 1: Explain what the quotation means. State your point of view. Paragraph 2: Introduce the first argument which supports your opinion.

Have you clearly stated your opinion? Have you organized your arguments into clear paragraphs? Have you checked grammar, vocabulary, spelling and punctuation?

Love thy neighbour

Grammar reference and practice 6.3

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A Love is …

Mark (1–3) How can I improve?

1 Describe two types of love as defined by the Ancient Greeks.



 

 

 

 

Read 1–12 and evaluate your learning in Unit 6. Give yourself a mark from 1 to 3. How can you improve? 1 I can’t do this. 2 I have some problems with this. 3 I can do this well.

Progress check Unit 6

2 Give two nouns that collocate with these adjectives. a feel-good / b hotly disputed /   

 









I can understand an article about different types of love.

3 Give the word for these definitions. a an intense passion for someone that does not last long b seeing the other’s point of view and reaching agreement







I can use compound modifiers.

I can use words that define love.

B Happily ever after 4 Complete the sentences with the correct form of the verbs. a If you hadn’t said sorry, I (not be) here now. b They would (never meet) if they hadn’t gone to that party.









Mark (1–3) How can I improve?

5 Write the missing words in these sentences. a not for my family, I would have gone crazy. b need any help, don’t hesitate to ask.







I can use conditional forms.

I can use inversion with conditionals.

C The boomerangs 6 Complete the idioms. a have a soft for someone b at someone’s beck and call









Mark (1–3) How can I improve?

7 Name three golden rules about sharing a house.



I can use idioms to describe relationships.

8 Correct the mistakes in these sentences. a It’s big time you found your own place. b She talks as if only she knew everything.







I can understand a programme about houseshares.

I can talk about hypothetical situations.

D The ties that bind 9 In what ways did William Wallace show love for his country?





Mark (1–3) How can I improve?

I can understand an article about a freedom fighter.

 

  







10 Choose the correct verbs. b to betray / drum up support a to rout / wage war 11 Complete the sentences with an expression with if. a I can’t ask her out. she says no? b Please say hi to Joe, you see him.







I can use the language of war.

I can use phrases with if.

E An opinion essay

Mark (1–3) How can I improve?









12 Combine these sentences using the word in brackets. a I signed the contract. I didn’t have enough money for the deposit. (despite) b I joined a book club. I need to finish this novel by Friday. (mean)

Progress check Unit 6

 

I can use complex sentences.

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3

Complete the sentences with the adjectives below.



1

whimsical provocative unobtrusive impenetrable primitive highbrow intriguing repellent

Complete the sentences with the pairs of words. There is one pair that you do not need. silhouettes / themes palette / tones medium / motifs genres / perspective canvas / brush strokes



1 The world of art is notoriously fickle; what is one day can be called considered dreary the very next. 2 Critics have accused her of being too playful, but it’s precisely this unconventional, approach that the public appreciates. 3 The sculpture was in the corner of the gallery, and virtually ignored. 4 Despite the gallery’s promises of accessibility, I found the descriptions of the artwork unnecessarily . 5 To call the play complex would be an understatement; both the structure and language are completely . 6 Condemned as by audiences across the world for its violent imagery, the film has been banned. 7 The later, more elaborate works have made her name, but it’s the earlier, more pieces that for me have real individuality. 8 The anti-government statements made in the works were considered too , and the images were withdrawn.

Describing art

 

v

insight Synonyms and antonyms: describing art



v

Vocabulary The treachery of images  

7

Is it art?



 



 





 





 







and the style 1 Analysis of the age of the of the confirmed the landscape was an original Van Gogh. 2 Picasso worked in an unprecedented range of , and his rejection of traditional through Cubism revolutionized the art world. 3 Street artist Banksy is synonymous with black stencilled onto urban walls and the of greed, hypocrisy and absurdity. 4 Whatever the – sculpture, ceramics, textiles – Islamic art is characterized by the intricate repetition of plant . Choose the correct answers.





4

 



 

 

Can a body of work be called art if no one sees it? It seems in the 1 motif / medium of photography, it can. Interest in the 2 intriguing / uninspiring life and work of Vivian Maier continues to grow. An eccentric nanny who looked after other people’s children in Chicago, Maier was in fact an accomplished photographer, but chose to keep her work a secret. To say that she didn’t show her work would be an under-statement – she didn’t even produce actual photos. She left more than 100,000 images as negatives and undeveloped rolls of film. By chance, the images fell into the hands of estate agent John Maloof. By printing them, he created one of the most 3 captivating / conventional archives of American street photography ever. Far from 4 lowbrow / intellectual in their 5 tones / themes, Maier’s images captured real life, from slums to suburbia. Maier has been dubbed ‘Mary Poppins with a camera’. To me, this 6 is spot on / falls wide of the mark and sounds even a little dismissive. She is one of the most significant street photographers of the 20th century.

Complete the sentences with the correct phrases.



2

Phrases for doing the right or the wrong thing

 

v

52

 



 

 

 



 





















1 A It’s a shame you got with Jack. He’s really very nice. B Well, you’re up if you think I’m going to waste any more time on him. 2 A That review the nail when it said the new album was dull. B Yes, it was on. There isn’t one good track on there. 3 A He’s bought some street art as an investment, but he’s horse there, I think. B You never know – you might have to words if he makes a fortune. 4 A For me, the play failed to strike with its slow pace and odd mix of styles. B I think it was a sincere attempt to deal with difficult themes, but mark in its characterization.

CHALLENGE! Make a list of famous images that have been reproduced on everyday objects, such as T-shirts, tea towels and birthday cards. Why do people wish to own items like this? What are the benefits and drawbacks for the artist, the gallery / museum and the buyer? Prepare your answers to these questions.  



5

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4

Speculation about the past, present and future

1



 

Grammar Undercover art

might / think couldn’t / know must / come might / change should / be must / fear

Rewrite the sentences using the modal verbs in brackets and as few words as possible.



Complete the text with the correct past forms of the pairs of verbs below.



1 There is strong evidence that the Munch is a fake. (must)

The Accidental Artist



2 There are times when this studio produces work that is both whimsical and captivating. (can)

3 Based on previous sales of works by this artist, the portrait is likely to reach its asking price at auction. (should)

4 It’s safe to assume that Banksy isn’t working alone. (can’t) 5 Some say that this is their best album to date. (may)

On 20 October 1988, Jon Sarkin, a chiropractor from Massachusetts, cut short a round of golf due to a sudden pain then was what happened in his head. What he 1 next – a massive stroke followed by surgery for damage to his brain. He spent weeks in a semicoma, and his loved ones 2 for his life.



6 Sale of the sculptures to a private buyer is possible. (could)



2

Choose the correct answers.

November 1989 saw the start of a period of rehabilitation. His wife, Kim, knew that this would be slow and challenging, but by his no one warned her that her husband 3 experience – almost into a different man.



 



A So, when can I see it? I’ve been sitting here on and off for days. You 1 have to / must be nearly finished. B It takes time to capture a person on canvas. And I 2 would / might make some adjustments to the face … .  

After a long period of depression, Jon began to jot down thoughts and pictures. Over time, this developed into a constant as a surprise to urge to create images. This 4 his wife, as Jon had previously shown no flair for drawing or of art just as therapy painting. And anyone who 5 would have been mistaken in Jon’s case. Since his early doodles and cartoons, he has developed into a high-profile and successful international artist.

A month later

 





 

A So, today’s the day, right? You 3 mustn’t / can’t need to do any more to it. B Yes, I think we’re ready. From the reactions of past clients, I think you 4 should / could be pleased. Here it is! A That 5 mustn’t / can’t be me – it doesn’t even look like me! B I think you 6 may look / may be looking at it in the wrong way. A portrait isn’t a photograph. A But I’m staring at it and I 7 must / could be looking at anyone! B But a person 8 can be portrayed / can portray in many different ways. This has a dreamlike quality … . A Enough of the highbrow words! You 9 can’t / must be living in a dream world if you think I’m paying for this!

CHALLENGE! Speculate about the photo. Use present and past forms.  



5



 



 



 



 



 

His rare condition is known as ‘sudden artistic output’, but how a life-limiting experience? does Jon see what 6 Is he resigned to having had a stroke? Or even grateful for it? ‘That’s the wrong question to ask,’ he says. ‘… It’s not something to like or dislike. It’s the way things are.’



3

Correct one mistake in each sentence.

Grammar reference and practice 7.1

page 121

Is it art?

 











1 It won’t had been easy to transport such huge sculptures from city to city. 2 You call that art? It can have been done by a fiveyear-old. 3 The young artist mustn’t have been expecting such a huge response to her first exhibition. 4 But for the sale of the house, the priceless painting must not have been found. 5 It will have been taking years to build up such a wideranging art collection.

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Listening, speaking and vocabulary Don’t stop the music!  



Complete the sentences with the pairs of adjectives in the correct order.





1

A It doesn’t sound like rain to me. I 2 w h t that’s someone taking a shower. B OK, yes. That’s for the scene in the hotel room. So next one … that sounds like a mobile ring tone. A Yes, 3 t n w it’s anything else. B Good. Next … what’s that? Someone tapping on a door? A No, I’m 4 p f a street sound – in 5 a p it’s for the last scene when we hear the footsteps on the pavement. B Right. … And this one sounds like an aeroplane engine. A I hope not – there isn’t a flight scene! I’m 6 h ag that it’s a fan. Isn’t there meant to be a ceiling fan in the hotel reception? B Yes, it’s 7 m t l to be that. There are a lot more of these, and we still haven’t found the sound for rain!

Describing music

 

v

 

 



 



 

3.10 Listen again and match apps a–f to categories 1–3.



3







to select a top-100 list of apps for their website to recommend their favourite apps to each other to assess the latest releases and their target users to select the best reviews of apps on their website

1 fake blood, a stage knife, a set of handcuffs, fingerprint dust 2 a woodland backdrop, paper flowers, plastic animals, puppets 3 a black backdrop, a skeleton, fake cobwebs, a set of monster masks 4 a castle backdrop, a crown, a throne, a parchment and quill pen 5 a replica newspaper from 1940s, a ration book, a vintage radio, American and British flags 6 a backdrop of the New York skyline, hats and canes, tap shoes, glasses







1 2 3 4



Look at the sets of props from different stage performances. Speculate about the genre and the possible content of each one.



 

3.10 Listen to Zoe, Tim and Donna talking about art and music apps. What is the main purpose of their conversation?



2

5







 











 



 



1 The music fitted the scene beautifully – the sound during the storm, followed by a more melody when everything was calm. 2 The new album is full of surprises. Track 1 starts with loud guitars, but ends with a high female vocal. 3 I couldn’t keep up. The pace of the music was at the start, but completely by the end of the dance. 4 The music in horror films is always so . Give me a romcom any day with something more . 5 Most pop songs work to a formula – a tune set to a rhythm. 6 We have totally different tastes in music – you with your love songs and me with my punk.





 

brisk / frenetic soothing / menacing ethereal / thundering soppy / raucous lilting / surging catchy / jaunty







1 a general audience of music- / art-lovers 2 professional musicians / artists 3 people with few artistic / musical skills













a b c d e f

AllyourScores MyMusic SoundandVision HandandEye WorkofArt GetArtSmart



Phrases for speculating 4 Complete the phrases for speculating.



 







A OK, so all the sound effects are ready, but the engineer said there was a glitch and he couldn’t send the files over the web. He’s put them on a CD, but they aren’t labelled. B OK, let’s have a listen. I’m sure we can work it out. How hard can it be? A Right, here goes. So, the first one is water. B That’s 1 b to be rain – the first scene is on a wet afternoon.

 

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Vocabulary and grammar Art and fame



























4

Complete the article with the correct form of the verbs in brackets.





economy, major cities rely 1 In a increasingly on services and tourism. 2 The developers seriously the cost of the building, resulting in a £10 million shortfall. 3 So strong was her desire to create buildings that her future as an architect was almost . 4 His later work abandoned bright colours in favour of a palette. 5 Although now mainstream, street art was once considered an undesirable product of an urban . 6 Dadaism wasn’t so much a style of art as a protest movement with views. 7 This graphic shows the new footprint for the arts centre on the original layout. 8 A lack of on the part of the planners led to the sculpture park being abandoned.





B





anti- post- mono- pro- under- sub- foreover- super- presight destined imposed culture estimated chrome establishment industrial



A





Complete the sentences with a prefix from A and a word from B. There are two prefixes that you do not need.



1

4 According to a recent survey, Melbourne to be the world’s most liveable city. a should b had better c is supposed 5 The planning meeting is open to all, so members of the public apply to attend. a mustn’t b needn’t c needn’t have 6 Domestic architecture to be as bold as iconic structures like The Shard in London. a should b ought c had better

insight Prefix pairs



v







 





 



Realia to be styled up more, once photos are selected and supplied. KVGD



2

When Tilted Arc, by minimalist sculptor Richard Serra, was installed outside government buildings in New York in 1981, no one 1 (can / predict) its troubled future. The work 2 (suppose to / be) a permanent feature in the busy Federal Plaza, but by 1989 it had gone.

Building metaphors

 

v

Choose the correct answers.

1 I’ve sent my CV to hundreds of companies, but I keep coming / hitting up against a brick wall when it comes to getting an interview. 2 A sound financial plan is an essential building stone / block for the success of any business. 3 Please stop playing that silly song – it’s driving me through the roof / up the wall! 4 The minister has pledged to bring in legislation to break the glass roof / ceiling and ensure gender equality in the workplace. 5 It is hoped that the talks will lay / open the foundations for a peaceful and democratic future. 6 Networking is an essential skill. Whoever you meet might be able to open doors / paths for you. 7 I nearly hit the ceiling / roof when they told me the flight had been delayed by another two hours.



Believing that the commissioners didn’t need to consult local people about the huge structure, no warning was given for its arrival. Office workers and residents 3 (can not / believe) their eyes when they saw the wall of steel which dissected the plaza.







The authorities 4 (have to / respond) to a number of negative opinions about the work, which was seen as oppressive and little more than a ‘graffiti catcher’. They 5 (no need to / wait) long before a petition was put forward for the removal of the sculpture.



At a public hearing, Serra himself said that the work 6 (can not / relocate) because it was site‑specific and 7 (will not / function) in any other space. Despite the support of many eminent figures from the art world, it was decided that the piece 8 (should / remove). Serra sued, but the courts ruled that, as owners of the sculpture, the authorities could do what they wanted with it.

Modal verbs: other uses

3

Choose the correct answers. 1









On 15 March 1989, Tilted Arc was cut into three pieces and removed to be stored in a warehouse.

 

CHALLENGE! Research an artwork, building or monument that became famous for all the wrong reasons. Write a description of the work, people’s reaction to it and what became of it. Give your own opinion of the piece.

Grammar reference and practice 7.2

page 121

Is it art?

 







5

























cities focus on providing affordable housing rather than racing to produce the tallest skyscraper? a Mustn’t b Shouldn’t c Shouldn’t have 2 The public worried about the new airport. The contentious design turned out wonderfully. a needn’t have b can’t have c mustn’t have 3 The owners extended the farmhouse without planning permission. a shouldn’t have b needn’t have c mustn’t have

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Reading Just can’t get it out of my head Read the text and answer the questions.



1

radio_insight.org/earworm/musicinformation/article_archive



1 Who is the likely audience for the text? a researchers into human memory b people who are looking to improve their memory c experts in psychology d a general audience with an interest in popular science 2 What tone does the writer use? a academic and depersonalized b broadly neutral with some personal appeal c conversational and anecdotal d formal and at times didactic

home

radio

television

enterta

Earworms:

Why songs get stuck in our heads By Rhitu Chatterjee

(25)

Like

57



















articles

Music has a tendency to get stuck in our heads. You know the experience – a tune intrudes on your thoughts and plays, and replays, in a never‑ending loop. It happened to me recently.

Read the text again. Match sentences A–H to gaps 1–7 in the article. There is one sentence that you do not need.



2

5

10

15

20





1 Memory was crucial in avoiding danger and harm. 2 Hearing a song a short time before set off my earworm. 3 We are more likely to remember things if they resonate in some way with our feelings. 4 I experience earworms a lot. 5 The tune kept going around my head for about 36 hours. 6 The structure of music lends itself to being committed to memory.





25



30

Find words and phrases in the article that mean:



4

35









1 the idea of an irritant, something that makes you want to scratch (lines 20–26) 2 a cycle that repeats itself (lines 1–4) 3 followed a series of connections (lines 49–55) 4 a query that persists (lines 5–15)

 

40

56

Why do we get songs stuck in our heads in the first place? ‘I personally couldn’t believe how little there was in terms of research on this phenomenon,’ says Dr Vicky Williamson, a music psychologist and memory expert. ‘It seemed to happen to me very frequently.’



Who says these things? Match the statements to the correct people. Write R (Rhitu), V (Vicky) or D (Daniel).



3

I was at home on a Sunday morning when, for no apparent reason, three words popped into my head – ‘Funky Cold Medina’. That’s the name of a hit from the 1990s performed by rapper Tone Loˉc. I hadn’t heard it until the night before when a friend sang it at a karaoke bar. The next day, I could hear my friend singing it again and again … and again. I was stuck with it for nearly a day and a half, before it finally went away. 1















A Modern humans have been around for some 200,000 years, but the written language may have been invented only around 5,000 years ago, Levitin says. B Firstly, because it can be encoded in so many ways, it’s what we call a “multi-sensory stimulus”. C That explains why I was stuck with Funky Cold Medina. D These tests were conducted on volunteers to provide strategies for forcing out the intrusive melodies. E In this case, something in our current environment may trigger the memory. F It’s a very individual phenomenon, she says. G Other experts suggest music may get lodged in our heads because of the way humans evolved. H But it left behind a nagging question.

Scientists use a range of terms to describe the subject – stuck-song syndrome, sticky music and cognitive itch, or most commonly ‘earworm’. Williamson collaborated with a radio breakfast show, which asked listeners what earworms they were waking up with. She also collected more experiences through an online survey. The data revealed some surprising findings. ‘When I had 1,000 earworm songs in my database, there were only about half a dozen or so that had been named more than once … . 2 She now has more than 2,500 earworm experiences on record, and that individuality remains a feature, though it occasionally changes when a film or TV show becomes popular. ‘When we first started, a tune from the hit American TV show Glee – a song called Don’t Stop Believing – raced to the top.’

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Go

Search this website…

5

Sign in

| Sign up  

contact

 

forum



entertainment

Study the highlighted words in the article and in exercise 2 and explain their meaning. Then replace the words in italics below with the words from the article. There are two words that you do not need.

60

65

70

Williamson says earworms may be part of a larger phenomenon called ‘involuntary memory’, a category which also includes suddenly thinking of a friend you haven’t seen for ages. There are a couple of reasons why this might happen This is especially with music, Williamson says. ‘5 true if you are a musician because you encode how to play it, what it looks like on a score, as well as what it sounds like. Secondly, music is often encoded in a very personal and emotional way, and we know that when we encode anything with emotional or personal connotations, it’s recalled better in memory.’ 6

75

‘For a very long period of time, we needed to remember information,’ says Daniel Levitin, a neuroscientist specializing in music. ‘Information like where the well is, or which foods are poisonous …, and how to care for wounds … .’ 7

80

So through much of human history people memorized important information through songs. Levitin says the combination of rhythm, rhyme and melody provides reinforcing cues that make songs easier to remember than words alone.

Comments AlyT As someone who meditates, I can create inner stillness which usually helps me to wipe out an earworm. A friend told me he just sings the song out loud, again and again, until he eventually gets bored with it – but for me, the repetition has a 4 strengthening effect!  

Another trigger she identified was stress. One woman in the survey said a song – Nathan Jones, by the ’80s girl band Bananarama – first got stuck in her head when she was sixteen and taking a big exam. ‘She now gets that song at every single moment of stress,’ says Williamson. ‘Wedding, childbirth, everything.’

Here are a few suggestions from our readers.

DantheMan The song that triggers an earworm is usually the last one I hear before heading to work, so I try to limit my 5 contact with music in the morning. But if it happens, a sure-fire way to get it out of my head is to sing another song, for example Simply the Best by Tina Turner.  

55

Williamson experienced this herself, when she noticed an old shoebox in her office. ‘It’s from a shop called Faith,’ she says. ‘And just by reading the word ‘Faith’, my memory went down a line of dominoes and eventually reached the song Faith by George Michael. And then he was in my head for the rest of the afternoon.’

DottyD My technique is to visualize the 6 unwanted song playing on an old-fashioned record player. Then I simply stop the player and remove the record. Works every time!  

50

Another unsurprising finding was that if you hear a song repeatedly, you’re more likely to get stuck with it. But sometimes songs pop into our heads even when we haven’t heard them for a long time. 4

6

CHALLENGE! Have you experienced earworms? Which songs got stuck in your head? Ask five people you know for their experiences of earworms and what they do to get rid of them. Present your results in the form of a graph or chart.  

45



She identified a set of earworm triggers. The first is recent exposure to the music. No surprise there. 3

 

 

 

So, we know that music is 1 converted by the brain in a range of ways, and some research has been done processes on the 2 mental involved, but how do we actually get rid of earworms? Dr Williamson says the structure of one tune may affect whether it’s useful in removing another. She’s also looking at whether everyday techniques help, like going for a run or doing a crossword. Levitin suggests just thinking of another song in order to force out the first one. But that might just end up being the next in one that gets 3 trapped your head.

 

Is it art?

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Writing A review insight Adverb collocations

1



Choose two words and form adverb collocations to complete the sentences. Use a dictionary to help you.





 







 



 





1 After years of keeping to a monochrome palette, her new works are joyously colourful. (joyous / immediate / colourful) 2 So dark are the themes in this play, it leaves the audience feeling . (vital / miserable / utter) 3 From the exterior, the gallery space looks cramped, but once inside it is . (spacious / surprise / utter) 4 Creating interest in the arts in childhood is for a rounded education. (important / vital / bitter) 5 The arts can continue to flourish only if they are by the government. (subsidize / simple / heavy) 6 After all the media hype, I found the work dull and derivative, in fact . (overrate / brilliant / complete) 7 He is to be the finest playwright of his generation. (believe / total / wide) 8 The sculptor’s biography revealed that she had been by criticism of her work. (hurt / high / deep)

Read the review. What did the writer see and how did she feel about it?

3

Read the review again. Complete the text with the adverb collocations below.



2

Underline examples of metaphors and similes in the review. How do they help the writer to get her point across?



4

rs Sc sors isso Scis

1

as works worthy of children, Matisse’s exuberant cut-outs now confirm him as a giant of modern art. The 2 exhibition at Tate Modern, Henri Matisse: The Cut-Outs has opened to rave reviews. With words like ‘joyous’, ‘mouth-watering’ and ‘luscious’ uniting the critics, I couldn’t wait to dive into the galleries and see for myself.

From 1941, Matisse was often confined to a wheelchair and could no longer work at an easel. His switch to scissors, paper and pins led to a 3 way of making art. The exhibition showcases 120 works across fourteen galleries – from diving birds to dancers, to seascapes and the famous snail. Each is brimming with life as if it could dance, swim or fly away at any moment. Video footage of the artist and his assistants at work is completely mesmerizing. Personally, I was struck by the contrast between the 4 technique and the striking effect of each composition. Size, number, scale and colour are all 5 to make flowers that bloom, stars that twinkle and bees that buzz. Walking through the galleries, I could almost hear Matisse’s big scissors slicing through coloured paper. To single out particular works is 6 , but I found myself drawn to The Parakeet and the Mermaid in all its dazzling colour, 7 alone on a single wall. To sum up, Matisse may not, of course, be to everyone’s taste, but it’s generally agreed that this exhibition has been 8 . For me, it comes highly recommended. Like a garden in full bloom, it is a feast for the eyes and food for the soul.  

brilliantly judged eagerly anticipated daringly different virtually impossible originally dismissed beautifully curated deceptively simple effectively displayed

Painting with

 

v



Paragraph 2: Describe the exhibition. Paragraph 3: Your opinion. Say what you like or dislike about the exhibits. Paragraph 4: Conclusion. Summarize your opinion and / or give a recommendation.

 

 



Write Write your review. Use the paragraph plan to help you. Check Check the following points:



Plan Follow the plan:  









the name of the exhibition and what kind of exhibits were on show. where and when you saw it. a description of the exhibits. what you liked and disliked about it. who you would recommend it to.



 

Ideas Make notes about:

 



Task Write a review of a real or online exhibition that you have seen recently.







writing guide

58

 





Paragraph 1: Introduction to the exhibition. Give its name, form and setting in an interesting way.

Have you used a clear paragraph structure? Have you used similes and a variety of adverb collocations? Have you checked grammar, vocabulary, spelling and punctuation?

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A The treachery of images

Mark (1–3) How can I improve?

1 Give one example of a metaphor and one of a simile related to art.



 

 

 

 

Read 1–12 and evaluate your learning in Unit 7. Give yourself a mark from 1 to 3. How can you improve? 1 I can’t do this. 2 I have some problems with this. 3 I can do this well.

Progress check Unit 7

2 Write one synonym and one antonym for the adjectives below. a dull – / b intellectual – /







I can understand analogies.

3 Complete the phrase. You’re wide of the

 





I can use synonyms and antonyms to describe art. .

I can use phrases for doing the right or the wrong thing.

B Undercover art 4 Give five examples of modal verbs that you can use to speculate about the present and the future.





Mark (1–3) How can I improve?

5 Explain the difference between these two sentences. a It must have taken a long time to finish the sculpture. b It can’t have taken a long time to finish the sculpture.







I can speculate about the present and future.

I can speculate about the past.

C Don’t stop the music! 6 How would you describe music with a fast beat and music that might relax you?





Mark (1–3) How can I improve?

7 Give two phrases for speculating, one very certain and one uncertain.



I can use words to describe music.

I can use phrases for speculating.

D Art and fame 8 What characterizes Frank Gehry’s style of architecture?





Mark (1–3) How can I improve?

9 Which prefixes express these ideas? a before b in favour of c many

d below  

  

 

  

 

  







I can understand a personal / professional profile.

I can use prefixes.









10 Explain the difference in meaning in the sentences in each pair. a We could build an extension. / We were able to build an extension. b We didn’t need to rework the design. / We needn’t have reworked the design. I can use modal verbs.

E A review 11 Complete the sentences with like, as … as or as if. a Her eyes looked empty a winter sky. b The colour glowed bright red coals on a fire.









Mark (1–3) How can I improve?

I can use similes.









12 Choose the correct adverbs. a brilliantly / utterly conceived b bitterly / highly controversial

I can use adverb collocations.

 

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Write a phrase, using a word from A and a word from B, next to the aspect of New York they describe.

B





A



5

congested sewage slum urban standalone city dwellers thoroughfare system tenements building infrastructure

4





1

4

Cities

 

v

Vocabulary Rise of the megacities  

8

Problems and solutions

1 42nd Street, in the heart of the theatre district, is full of slow-moving traffic day and night.

Prime Minister vows to of the media

the power

President’s speech does little to fears of further unrest

Complete the text with words and phrases in exercises 1, 2 and 3.



 



Dar es Salaam

 





2 In the 1860s, New York’s Lower East Side was made up of old apartment blocks with windowless internal rooms and no sanitation.

 





3 The 319-metre high Chrysler Building on the east side of Manhattan is not joined to any other structures.

 





4 Eight million people live in New York, the most populous urban area in the United States.

The population of Tanzania’s largest city, Dar es Salaam, has doubled in the last twenty years, and this rapid growth has put a lot of . It has pressure on the whole of the city’s 1 resulted in disordered, chaotic traffic jams, as cars clog up the 2 that go through the city centre. It has also shortages of electricity, led to seriously 3 which has to be rationed, as well as increased levels of rubbish and waste in the streets that are unprecedented in the city’s history. The has struggled to cope with city’s outdated 4 what people throw down toilets and into gutters. Dar es Salaam’s wealthier inhabitants live in beachside mansions in the city’s contrast, many of northern districts. In 5 live in crowded informal its four million 6 settlements. Indeed, 70% of the population lives in slums or other forms of informal housing, and the most 7 of these people live in conditions that are often insanitary and 8 . A melting pot of Africans, Arabs, Indians and Europeans, Dar es Salaam is an exciting and culturally rich city, with a beautiful coastline and a great artistic and musical heritage, but it is also a city with significant challenges and 9 ahead.

 





5 Over 12,000 kilometres of pipes are used to remove all the sanitary waste in the city of New York.

v

insight Emphatic adjectives Match adjectives 1–6 to synonyms a–f.











a b c d e f

severe serious intense numerous ample many dirty seedy wretched destitute insolvent bankrupt limited rare scanty bald bare blunt

Problems and solutions

 

 

v

squalid impoverished abundant scarce acute stark













1 2 3 4 5 6





2

 

 





6 New York’s roads, subway system, water supply, telecommunications and electrical grids all require regular maintenance.

plight crisis panacea pitfall tackle alleviate



for social ills,

CHALLENGE! Describe the problems likely to be faced by the cities below, or describe the problems faced by a city you know. 1 Manila, Philippines (one of the world’s most densely populated cities) 2 Dubai, United Arab Emirates (the city with the most immigrants – 70% of the population) 3 Monrovia, Liberia (one of the world’s poorest cities)

Money no universal says minister

5

The of children caught up in the bombing concerns aid charities

60

 



3



2





Three ministers resign as political deepens



1

 

Complete the headlines with the words below. There is one word that you do not need.



3

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Grammar From global to local



Choose the correct answers to complete the sentences.

1

Rush hour traffic through the town is a real nuisance. It’s affecting the health of our children as well as our quality of life. We should start car clubs in and around the town. This will involve drivers taking it in turns to drive a car full of passengers to work. I’ve no idea why this hasn’t been tried before. Harry Slade















2 We’re using up far too many fossil fuels. We should take action in our town to change things. If we put solar panels on the roof of every building, our town will be self-sufficient in energy. Major energy companies have discouraged us from taking this sort of action in the past. It’s time we took the matter into our own hands. Maureen Pottle













3 Why aren’t there any green spaces in our town? Living among glass and concrete causes depression. Why don’t we develop a community garden in the town centre? It will provide a place for people to relax and play. It will also improve the well-being of people in the town. Dan Worth



2











































1 The minister warned us that our proposal by the government. a would be opposed b be opposed 2 One of the protestors recommended a letter to the president. a writing b to write 3 The committee promised into how conditions had become so unsanitary. a looking b to look 4 Rioting prisoners are demanding that the governor them. a will release b release 5 Activists accused the fishing industry to stick to quotas. a that they failed b of failing 6 The researcher mentioned a paper on how to kick-start the economy. a having read b to have read 7 We insist that the local council to help. b to act now a act now 8 The committee wondered he had managed to convince so many people to accept his plans. a how b that Read the poster. Then complete the sentences to report what the villagers said at the meeting.

LOCAL PEOPLE TACKLE GLOBAL PROBLEMS At last week’s open meeting, townspeople offered local solutions to global problems.

SAVE OUR VILLAGE! The council plan to build a new bypass close to our village! Come and make your views known. Meeting Village Hall 6 p.m. Tuesday

1



wonder explain suggest point out warn

Harry Slade pointed out

recommend insist urge blame

 

Maureen Pottle insisted

 



2

 

predict inform ask wonder state

 

Dan Worth wondered

 



3

 

CHALLENGE! You are going to attend a town meeting to discuss local solutions to global problems. Choose one problem that your town faces and offer a solution.

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Problems and solutions

 

Grammar reference and practice 8.1

 

4



   

























1 ‘I don’t accept that there is nothing we can do about the situation.’ Martin refused . 2 ‘Do the council have plans in place to compensate residents?’ Harriet wondered . 3 ‘Our quality of life will be undermined if the plan goes ahead.’ Sara predicted . 4 ‘Previous councils have consistently failed to build proper access roads.’ Simon blamed . 5 ‘Could you please take measures to limit noise pollution?’ Liam requested that the council . 6 ‘Let’s take our protest to Parliament.’ Judith suggested .

 

1

Read the speeches made at a town meeting. Then report what was said using the reporting verbs provided.



3

Reported speech

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3.11 Listen again and answer the questions. 1 Melanie blames the organizers. Which of the following arguments does she not make? a Organizers were given plenty of time to implement safety guidelines. b The council provided advice on safety throughout the planning of the festival. c The council listened to what the police had to say before cancelling the event. d When they began planning, organizers were informed of necessary safety procedures. 2 Danny rejects Melanie’s accusations. Which of the following points does he not make? a This was the first time that his group has been accused of failing to meet guidelines. b The organizers didn't know the requirements in the initial stages of the planning process. c The council did not give them enough time to plan the event properly. d The council’s decision to cancel the event came suddenly and very late. 3 Karen is disappointed. Which of the following does she not ask for? a a refund of the price of her ticket b a ticket for the rearranged festival c money to cover her travel costs d better communication from the organizers

Complete the text. Use one word in each gap.



1

3

insight Idioms: problems and solutions

 

v



 

Listening, speaking and vocabulary The dark side of light





talkingaboutwhatmatters.org/cycle_safe_init























 

London’s cycling community is up in 1 about the government’s apparent inactivity following the death of fourteen cyclists on the capital’s roads in the past year. Campaigners have urged the mayor to take the bull by the 2 and introduce drastic measures to tackle the problem once and for all. These measures include a ban on HGV vehicles, new signs, and wider bike lanes. Campaigners point out that five cyclists have been killed on London’s roads by lorries, whereas none have died in Paris, where lorries are banned. Therefore, they argue, introducing an HGV ban is a no- 3 – the result would be instant. In contrast, motor organizations have thrown cold 4 over the cyclists’ proposals by suggesting they are unworkable and prohibitively expensive, and that the current furore is a storm in a 5 , created by cycling enthusiasts despite the fact that London has many kilometres of cycle routes. At the time of writing, London’s mayor has opposed a ban on HGVs, and London’s roads continue to be dangerous for cyclists. Clearly, cyclists must fight an 6 battle to persuade the authorities to make significant changes.



Road wars



Reporting using nouns 4 Complete the sentences about the radio debate using a noun formed from the underlined verb.

1 ‘We gave the organizers as much time as we could,’ observed the spokesperson. Her was not accepted by everybody. 2 ‘The organizers are at fault for failing to meet safety targets,’ commented Melanie. Melanie’s . 3 ‘They should have communicated with the fans better,’ said Karen, accusing the organizers. Her . 4 ‘I’m afraid it really is impossible for us to refund all the tickets,’ said Danny, excusing his group. Danny’s . 5 ‘They should give everyone a refund,’ demanded Karen. Her .

Deciding on the best course of action

 

Decide what your responses would be in the following situations. Choose a situation and write an email to the organizers accepting or rejecting the offer. 1 You had front row seats for a rock concert, but the promoter double booked. They offer you seats with a restricted view, and the opportunity to meet the band for a photo after the show. 2 The concert you are at is cancelled halfway through due to a storm. The organizers offer you either a refund of half the price of the ticket or 70% off a ticket for the band’s next concert.

The music festival Our Time was cancelled a day before opening on financial grounds. A thousand people had bought tickets to see top bands at Mansion Park in Welfleet. Although organisers have promised to refund tickets, fans like Karen Hardy feel let down.

 

62 Problems and solutions







5

 











Festival cancelled – fans let down

 







 



3.11 Read the newspaper report about a cancelled music festival. Then listen to a radio debate and underline the six factual errors in the report.

 

2

Grammar reference and practice 8.2

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Vocabulary and grammar 12 Years a Slave 1

4 The government has banned the culling of seals, branding it as inhum . 5 The smuggling of licit tobacco products into the country has been reduced. 6 Poverty is the princip reason why so many turn to crime.

insight Word analysis

If you must break the law, do it to ‘power: in all other cases observe it.’ Julius Caesar (Roman general and statesman) 4 ‘Painting is a nail to which I my ideas.’ Georges Braque (artist) 5 ‘Man’s nature is not essentially evil. Brute nature has been known to to the influence of love. You must never despair of human nature.’ Mahatma Gandhi (nationalist leader) 6 ‘Solitary confinement is too terrible a punishment to on any human being, no matter what his crime.’ Emmeline Pankhurst (suffragette) 7 ‘The way to gain a good reputation is to to be what you desire to appear.’ Socrates (philosopher) 8 ‘It is necessary to help others, not only in our prayers, but in our daily lives. If we find we cannot











3

help others, the least we can do is to from harming them.

’

Dalai Lama (Tibetan Buddhist leader)



3

Big issues

 

v

Complete the words.

 





‑

 

• Although this system of trial by torture reflected an attitude to 4 human / humane suffering which is unacceptable to us today, it was considered to be the 5 principal / principle way of imposing order on a divided society. The impoverished majority could only be forced to obey the law by the threat of punishment. In towns across Europe, the wealthy worried about poor and lawless 6 immigrants / emigrants who came in from the countryside on festival days to buy and sell goods, but also to engage in 7 elicit / illicit activities such as gambling, as well as 8 unsocial / antisocial behaviour – drinking, fighting and harassing city dwellers. The only way of controlling such people was to impose a system of trials and punishments which were as rough and brutal as many of the people who lived in those times. •

5

CHALLENGE! Put the following moral or personal principles in order of importance to you, from 1 (most important) to 5 (least important). Justify your order.

nce

independe

generosity of spirit

loyalty courage

empathy Problems and solutions

 







1 Most hum beings react with outrage to the notion of slavery. 2 Measures have been taken to reduce social behaviour in our city centres late at night. 3 The failing economy has resulted in a flood of migrants, leaving their country to try their luck elsewhere.

• From our 21st-century perspective, the medieval criminal justice system seems cruel and 1inhuman / inhumane. It involved using torture to 2 elicit / illicit confessions and determine the innocence or guilt of suspected criminals. Suspects had to hold red hot metal in their hands, withstand being tied up and thrown into rivers, or dip their hands into boiling water. The procedures were all based on the 3 principal / principle that God would save the innocent, or protect him or her from injury. •  

’

Alfred Adler (psychotherapist)

ages

middle

 

striving to his superiority; and you must deal with him from that point of view.

Trial by torture in the

 



2

growth should at birth ‘andIntellectual cease only at death.’ Albert Einstein (physicist) ‘A simple rule in dealing with those who are hard to get along with is to remember that this person is

Choose the correct answers.

 



commence desist endeavour fasten inflict assert seize yield

4

 

Complete the quotes with the words below.

1







your seatbelt with buttons the gate pain hardship damage proceedings the trial drilling stolen goods someone’s wrist control your rights your authority your independence a profit a solution to someone’s demands

 



2

5 seize 6 inflict















a b c d e f

3 fasten 4 yield







1 commence 2 assert





Match verbs 1–6 to the words they collocate with in a–f.

 

v

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Reading Think Like a Freak What does ‘think like a freak’ mean? Choose an answer below. Then read the text and compare your ideas.

Think

1 Think in the same way as leading scientists and thinkers do 2 Look at challenging problems in new and unorthodox ways 3 Pool creative ideas with like-minded people to find solutions

like a





freak

Read the text again and answer the questions. There are two questions that you do not need.



-



1 mention both a hose and a tube as possible solutions to global problems? 2 say that IV has ideas that are unprecedented? 3 say there is no need to have specialist knowledge to tackle complex problems? 4 suggest that Dubner and Levitt’s ideas are only suitable for tackling small problems? 5 express the thought that an innovative idea discussed may have some practical merit? 6 use statistics to dramatize why it might be a good idea to adopt one idea suggested? 7 argue that only cooperation between governments could truly solve major global problems? 8 compare IV’s approach to problem-solving to that of the men who wrote Think Like a Freak?

-

10



15



a b c d

intimidated vast clever opposite of what you would expect astonishing silly or crazy unusual but interesting possible













C Take global warming. IV’s proposal is to pump sulphur dioxide into the atmosphere at regular intervals from the end of a huge hose that would stretch from the surface of the Earth right up into the sky. In computer simulations, they have worked out that the sulphur dioxide particles would have the effect of diffusing sunlight to such an extent that the Earth’s temperature would fall, thus eradicating global warming, reversing the melting of the polar ice caps, and saving the polar bears in one fell swoop. Hard to believe? You bet. And, like many of IV’s wacky suggestions, it is necessary to take what they say with a pinch of salt. The point, though, is that by being ingenious and creative in how they approach the problem, they have come up with a possible solution that nobody thought of before.

25

30

35

D Of course, a more conventional approach to the problem of global warming is to reduce greenhouse gases. We are regularly being told to cut down on our consumption of fossil fuels and to invest in green energy. There is, however, one major source of greenhouse gases which seems to go unnoticed, and that’s cows. There are 1.3 billion cows and bulls in the world and they all produce prodigious quantities of methane, one of the worst greenhouse gases there is. Every year, the methane from one cow is equivalent to the carbon dioxide produced by using a thousand litres of petrol! Indeed, overall, two billion metric tons of CO2 equivalents are emitted annually by cattle! It’s a staggering amount. So, the question is, what would a ‘freak’ do about it? And  









e f g h

20

 

counter-intuitive (lines 4–5) cowed (line 5) offbeat (line 21) wacky (line 32) prodigious (line 43) staggering (line 48) viable (line 78) savvy (line 83)



1 2 3 4 5 6 7 8

B The great problems that face the world today, such as global warming, disease and destructive weather patterns, often appear to be complicated and unsolvable, or, at least, so difficult to resolve that only massive and incredibly expensive government efforts could ever hope to alleviate their impact. Not so if you think like a freak. Like Dubner and Levitt, Intellectual Ventures (IV), a company based on the west coast of the US, has spent the last decade or so thinking up solutions that are offbeat and unexpected – but which, they argue, might just work.  









5

Match adjectives 1–8 from the text to meanings a–h.



3

A In their best selling book Think Like A Freak, New York Times journalist Stephen J. Dubner and university economist Steven D. Levitt explain how to approach problems from unusual angles in order to reach original and often counter intuitive solutions. The book urges readers not to feel cowed by the fact that they might not be experts in any particular field. It also advises them to tackle small problems, not big ones, and to identify root causes, not symptoms. Above all, however, what the book tries to do is tell its readers that the solution to any problem is out there – and it’s often a simple, cheap and quick fix. People just have to be open minded enough to think outside the box.  

In which paragraph A–F does the writer:

-



2

-



1

40

64

 

-

45

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4

Complete the sentences with adjectives 1–8 in exercise 3.

 

CHALLENGE! Can you ‘think like a freak’? Write some wacky, offbeat solutions to the following global problems.







1 Human activity is leading to the extinction of species and loss of bio-diversity. The number of fish in the oceans is declining rapidly. 2 There is a severe housing shortage in the world’s largest cities. 3 The spread of infectious diseases, like Ebola, poses a serious threat to human health. 4 Ski resorts are under threat as there is less and less snow on the mountains each winter.

-

65

E Giant hoses and kangaroo ranches are just two of the many bizarre ideas out there. Indeed, not content with being the think tank that suggested the idea of stopping global warming with a giant hose, IV has also come up with a way of wiping out malaria by zapping mosquitoes with lasers, and of stopping hurricanes in their tracks with a hundred metre wide floating inner tube connected to a cylinder at the bottom of the sea. This latter idea involves reducing the power of hurricanes by pushing warm water from the surface of the ocean down through the cylinder until it reaches the cold water beneath. By cooling the surface of the ocean in this way, any hurricane is drained of its energy, as it is the warm water on the surface that fuels the storm. Naturally, one big inner tube and cylinder wouldn’t be enough to stop a hurricane – it would take a few thousand of these devices spread out across the warm oceans of the world. The logistics involved seem prohibitive. Nevertheless, the idea is out there, and the science suggests that it is theoretically, at least, a viable solution to a problem that devastates communities and takes thousands of lives every year.

5



60

-

55

the answer? Eat more kangaroos. If we got rid of all the beef cattle in the world, and replaced them with enormous kangaroo ranches, we would not only have meat to eat which was just as tasty and protein rich as beef, but we would significantly reduce our carbon footprint. Kangaroos, you see, produce no methane. At least, that was the belief until science proved once and for all that kangaroos do, unfortunately, produce methane. But you get the idea.  

50















1 The young mediacrowd at the event knew how to improve the company’s poor image. 2 There is a number of 4×4s on the road, and they use a amount of fuel! It’s time we banned them. 3 Intellectuals with unorthodox views were into silence by the force of public opinion. 4 We use precious materials in the manufacture of mobile phones because, frankly, there are no alternatives. 5 The analysis of the data produced results – it found that the poorer the area, the lower the crime figures. 6 The Carnival for New Technologies was a really carnival, full of innovative new ideas, some of which were so that they made me laugh.

70

75

F In the end, many of IV’s suggested solutions are unlikely ever to be realized, and we may not be able to solve all the problems we face with simple, savvy ideas that appear to cost next to nothing. The message, however, is that we shouldn’t feel helpless in the face of global challenges, and that being ingenious, optimistic and creative in thought might just result in some amazing breakthroughs.  

80

85

 

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2

Match sentences 1–5 to strategies a–c. Some sentences may match more than one strategy.  













  

Complete the gaps in the essay with sentences 1–5 in exercise 2.

 

Task Write a problems and solutions essay on one of the topics below. 



writing guide

Ideas Ask yourself these questions:  









1 Online shopping and out-of-town shopping malls have resulted in the decline of high street shops. What can be done about this? 2 Historic town centres are ruined by traffic jams clogging up the streets. What’s the solution? 3 In an era of illegal downloads, musicians find it hard to make a living from sales of their music. What’s the solution?

Plan Follow the plan:  









1 What are the main challenges we face in this area? 2 What are the solutions? Use facts and figures to support your main ideas. 3 Evaluate the solutions. Is one more viable than the others?



 





Paragraph 1: Introduce the topic. Paragraph 2: Explain the problem. Paragraph 3–4: One or more solutions and evaluation. Paragraph 5: Restate the problem and possible solutions.  

Write Write your problems and solutions essay. Use the paragraph plan to help you.





 

Check Check the following points:





3









a introducing a source b using facts and figures to give credibility c using tentative language to introduce or evaluate ideas



Influential cancer experts have warned that the high prices charged by pharmaceutical companies for cancer drugs are effectively condemning patients to death. Pharmaceutical companies, on the other hand, say they need to charge high prices to cover their huge development costs. How can we make new drugs available to all whilst fairly compensating those that develop them? In this essay, I will analyse the problem and examine possible solutions. We live in an era of rapid and exciting breakthroughs in cancer research. However, the price of new treatments is escalating. In the UK, for example, the price of Imatinib, a drug for myeloid leukaemia, has risen by about 15% in the last year or so. 1 ‘It is very exciting that a number of cancers are now becoming susceptible to these new drugs,’ says Professor Jane Apperley, chair of the Department of Haematology at Imperial College, London, ‘but the rising cost is unsustainable.’ One solution would be to cap all drug prices, thus making them affordable to all. Unfortunately such a move would be resisted by the world’s most powerful pharmaceutical companies, and with good cause. 2 This means that drug firms risk bankruptcy if they can’t charge high prices to recoup their costs. 3 ‘Increasingly,’ she said, ‘while no one knows quite what to do instead, any businessperson would look [at the business model of pharmaceutical companies] and say, “You can’t make a business off this. This is not a good investment”.’ 4 Another solution would be to introduce more compulsory licensing of new drugs. Under licences, patent owners are obliged to permit manufacturers in other countries to make and sell their drugs at low prices. The result is that an American company, for example, can still sell its new product at very high prices in the US or Western Europe, but agrees to allow others to sell at reduced prices in poorer countries. 5 This would permit companies to retain sole rights to manufacture a drug, but would oblige them to sell it at different prices in different markets. Finding a solution that rewards companies for researching new drugs while making them affordable where they are most needed is a dilemma that affects us all. There is a real struggle going on between organisations like WHO, who demand inexpensive treatments, and pharmaceutical giants, who are keen to defend their patents and their profits. The solution would appear to lie in a compromise in which companies are permitted to make high profits in wealthy markets while providing the drugs at lower prices in developing countries.





1 According to an analysis conducted by Forbes, it can cost $5 billion to develop a new drug. 2 It seems that a cap across the board would threaten the viability of pharmaceutical companies. 3 It now costs over £20,000 ($33,000) a year per patient. 4 It might also be possible to introduce a tiered pricing system. 5 Indeed, a telling observation was made by industry insider Susan Desmond-Hellman recently.

The affordability of cancer drugs is a growing problem. Identify the causes of the problem and evaluate solutions.



Read the problems and solutions essay. What are the two solutions discussed by the essay writer?



1



 

Writing A problems and solutions essay

Have you explained the problem clearly? Have you researched the solutions thoroughly? Have you cited ideas you have used? Have you checked grammar, vocabulary, spelling and punctuation?

 

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A Rise of the megacities

Mark (1–3) How can I improve?

1 What are the main problems that megacities face?



 

 

 

 

Read 1–12 and evaluate your learning in Unit 8. Give yourself a mark from 1 to 3. How can you improve? 1 I can’t do this. 2 I have some problems with this. 3 I can do this well.

Progress check Unit 8

2 Match the words to make phrases. slum system sewage thoroughfare congested tenement









I can understand a text about megacities.

3 Write a synonym for each adjective. a squalid b acute c scarce  

 

 

 







I can describe cities.

I can use emphatic adjectives.

B From global to local 4 Add two words to complete each sentence. a I warned him go near the river. b Many wondered had managed to save themselves.









Mark (1–3) How can I improve?

I can use reported speech.

C The dark side of light 5 Name the health risks of too little light at certain times of year.





Mark (1–3) How can I improve?

6 Name three techniques used when summarizing.



I can understand a discussion about problems and solutions.

7 Complete the idioms with the missing words. a Everybody was up in when they discovered that taxes had been doubled. b This situation is a in a teacup. It really isn’t all that important.







I can summarize a text.

8 Circle the correct reporting nouns in each sentence. a His excuse / denial for being late was that his watch had stopped. b His suggestion / remark about lazy students was in bad taste. c The accusation / answer of corruption did not go down well among politicians.









I can use idioms to talk about problems and solutions.

I can use nouns to report.

D 12 Years a Slave 9 Where did Solomon Northup spend his twelve years as a slave?





Mark (1–3) How can I improve?

I can understand a text about slavery in America.

 

 

 

 

 

 







10 Write a synonym for each verb. a desist b commence c seize d endeavour I can analyze words in a text. Mark (1–3) How can I improve?

11 Punctuate the sentence. Access to education is vital said the researcher This is particularly true in the developing world





E A problems and solutions essay

I can punctuate direct speech.



12 Name three strategies for researching, referencing and evaluating ideas.

Progress check Unit 8

 

I can research, reference and evaluate ideas in an essay.

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3

Rewrite each sentence, replacing the phrases in italics with phrases that contain one of the words below.

 

Obsessions

Complete the sentences with the correct form of the words below. Use each word once. fancy fix junkie habit weakness

tenacity preoccupation serenity aficionado depletion fatigue anguish hurdle



1 Gossip-lovers who want to get their next of celebrity gossip should buy Hollywood magazine. 2 I think my cat’s taken a to your armchair. He’s been lying on it all morning. 3 Health charities have warned coffee-drinkers to kick the now or risk high blood pressure. 4 I have a real for designer trainers. I spend far too much on them! 5 Amy is such an adrenaline ! She’s going paragliding again next weekend.

 







1 As anyone who really knows about mountaineering will tell you, climbing the north face of the Eiger in the Alps is something many climbers want to do above anything else.







2 In 1935, after three days on the mountain, feeling extremely tired, and possibly suffering from the effects of not having enough oxygen to breathe, two young Germans became the first to die while trying to climb the north face.  



4



3 In 1992, French climber Catherine Destivelle was remarkably strong-willed and determined, overcoming many difficult problems in her way, such as rockfalls and windy conditions, to become the first woman to complete a solo ascent.

 



1

v

insight Synonyms: endurance sports



v

Vocabulary In the name of sport  

9

Obsessions

Complete the article with the words below. There are two words that you do not need. strip slave devotees tranquility fortitude handicap torment exhaustion ray

Born to run

 

 

As all sports 1 already know, Haile Gebrselassie is one of the greatest long-distance runners of all time. Born in 1973 in rural Ethiopia, young Haile showed remarkable 2 to develop his abilities as an athlete in an environment in which, at first, there was little professional support. Haile himself, however, never considered his comparatively poor background to be a3 . Far from it. Each day, he would race the ten kilometres to school, carrying his school books under his arm, and at the end of the day he would run home. Then, before collapsing into bed, overcome with 4 , he would help his father on the family’s farm – a 5 of land in the Oromia region, over 2,000 metres above sea level. At the age of twenty, he won the 10,000 metres at the World Championships, and in Atlanta in 1996, he won the first of his two Olympic gold medals. Stepping up to the marathon, the long-distance race that often proves a great for many athletes, Haile physical and mental 6 was to achieve even more success. In 2008, aged thirty-five, he won the Berlin Marathon in world record time. Nowadays, although he still competes in endurance races, he is no longer a7 to the sport he loves, preferring to devote more of his time to campaigning against poverty, and less of it to the rigours of training and competing.

 



4 Since the 1930s, over sixty climbers have died on the north face, bringing terrible emotional pain to many families. But still climbers come, seeking a moment of peace and calm as they look out on the view from the summit. insight Quantity phrases with of Choose the correct answers.

 



2

 

v

CHALLENGE! Imagine that you experienced the events below. Describe your feelings to a journalist.  



5

1 As the clouds disperse, you climb the last few metres to finally reach the top of the mountain. 2 Racing round the final bend in the Olympics 10,000 m, three athletes pass you, leaving you to finish fourth.

68

 

 

















1 After a lapse / strip / pinch of twenty years, the competition was revived once more last season. 2 The athlete said there wasn’t a strip / grain / wall of truth in the allegations, and vowed to fight to clear his name. 3 You should take what the club manager said with a pinch / torrent / lapse of salt. He tends to exaggerate. 4 There was a grain / strip / crumb of comfort for sports fans in that they were promised a refund after the game was cancelled. 5 The coach faced a wall / torrent / ray of criticism from the press after his team was beaten for the sixth successive match. 6 The use of illegal supplements in cycling once went unchecked because of a grain / strip / wall of silence. Nobody wanted to denounce fellow competitors.

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Grammar Practice makes perfect 5 Prize money wasn’t handed out at the Wimbledon tennis championships until 1968. At the Wimbledon tennis championships, it wasn’t until 1968

3



1 Tiger Woods won fourteen Grand Slam tournaments between 1997 and 2008. He started playing golf at the age of two. American prodigy Tiger Woods . 2 Freddy Adu was playing Major League soccer in the US at fourteen. Many journalists compared him to Pele. Freddy Adu . 3 Romanian gymnast Nadia Comăneci won three Olympic gold medals at the age of fourteen. Her talent was first noticed when she was six. Romanian gymnast Nadia Comăneci . 4 A lot of footballers don’t make it because they get paid too much at a young age. This seems an awful waste of talent. A lot of footballers . 5 Venus and Serena Williams are tennis players. Their careers have inspired other African-American women. Venus and Serena Williams are . 6 Cricketer Sachin Tendulkar first played for India in 1989. He was only sixteen years old then. Cricketer Sachin Tendulkar .

 



Rewrite the sentences about child sports prodigies. Use defining or non-defining relative clauses.



1



Defining and non-defining relative clauses

.

Rewrite the text by turning the phrases in brackets into defining or non-defining relative clauses. Make changes where necessary, including adding commas.



 

The remarkable Kobe Bryant

 

 

 



 

 

 

 



 

 



 



 

 

 

Kobe Bryant, the great American basketball player 1 (he played for the LA Lakers) , was selected to represent the USA at the London Olympics in 2012. A trainer 2(the US basketball team had employed him to work with the top players) tells a fascinating story about Kobe. At just after 3.30 a.m., 3 (any sensible person would be asleep at this time) , the trainer was woken up by a phone call. It was Kobe on the line 4 (this . came as a big surprise), He needed help with his conditioning in the gym. The trainer spent the next hour and fifteen minutes with Kobe, 5 (he did a lot of conditioning work during . After that, this time) the athlete started to practise his shooting, and the trainer went back to bed. At eleven o’clock, when the exhausted trainer, 6 (his eyes were bloodshot from , returned sleeping badly) to the gym, Kobe was still there. He was still shooting on the court 7 (the trainer had left him there . It just goes to hours ago) show that one of the most talented star athletes was also one of the hardest working.

Pronouns and prepositions in relative clauses

 

 

Rewrite the sentences about amateurism in sport. Use a relative clause that contains a preposition and a relative pronoun. Decide where to put the preposition.

 



2

 





CHALLENGE! Think of something that you have learned to do well. Which of the following has been most important to you in achieving your current level of competence? In what way?



4

The hard work I’ve put in. My personal motivation. The encouragement of others. The training and advice I’ve been given. My natural talent.

Grammar reference and practice 9.1 & 9.2

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Obsessions

 

 









 



 



 

 



1 During much of the 20th century, rugby union was an exclusively amateur game. Rugby union was played throughout the 20th century, . 2 Bobby Jones is the best-known of the five amateur golfers to have won the US Open. Five amateur golfers have won the US Open, . 3 For the first time, most of the athletes at the 1988 Olympics were professionals. In 1988, they staged the first Olympics . 4 Jim Thorpe walked away with two gold medals at the 1912 Olympics, but had to give them back when it became known he was a professional sportsman. Once his professional status was known, Jim Thorpe returned the two Olympic gold medals .

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Listening, speaking and vocabulary Addicted to junk 3.12 Listen again. Are the sentences true (T), false (F) or not given (NG)?  

4

Complete the text with the missing prepositions.

1 Professor Swift has recently published a book about attitudes to weight issues. 2 He believes there is a lack of understanding towards overweight people from the general public. 3 He is critical of the way young people can be judgmental when it comes to body image. 4 He decided to open the weight loss camp after witnessing comparable camps in the US. 5 Neither the professor nor the presenter has been impressed by US weight loss camps. 6 The professor argues that getting the balance right between what we eat and how we exercise is the most essential aspect of maintaining weight loss among young adults. 7 A majority of the young people who come to the professor’s weight loss camp have had social problems. 8 The presenter admits to not having read any of Professor Swift’s books.



1

insight Nouns + prepositions: addictions



v













‑



Question tags and echo tags 5 Complete the question tags and echo tags from the recording.



 

‑



 



1 Let’s start with the book, ? 2 It draws some alarming conclusions about how most people behave towards overweight people, ? 3 Such an attitude can’t be helpful, ? 4 ‘And feeling good about yourself is more important than having the perfect figure.’ ‘Yes, ?’ 5 Nobody deserves to be bullied just because of their body shape, ? 6 They inspired you, ? 7 ‘They were a nightmare.’ ‘ ? I’m surprised.’ 8 ‘There’s much more to it than that.’ ‘Really? ?’ 9 You see that as vital, ? 10 Come and visit us at the centre, too, ?

 

 

 





6

Read and comment on the first half of a typical day at Goodness Weight Loss Camp. What other activities would you include for the second half of the day?











 



 







 



1 Our ailing / agonizing / terminal health system, under-funded and under-resourced, cannot hope to deal with the approaching obesity crisis. 2 Common long-term or chronic / endemic / terminal illnesses include heart disease, depression and arthritis, each of which need to be managed over a period of time. 3 The recovery / ailing / terminal process for traumatic brain injury is long and arduous, but it is often successful. 4 Although cancer is still a big killer, the long-term diagnosis / endemic / prognosis for many patients is improving. 5 Diseases like tuberculosis, which were once prognosis / terminal / ailing, can now be cured with antibiotics. 6 Unlike malaria, chicken pox is in an endemic / agonizing / ailing steady state in the UK. This means that it is constantly prevalent in the population.



 

Choose the correct answers.



2

Medical metaphors

 

v

 

While physical exercise is part of a healthy lifestyle, some people become addicted and begin overtraining. Bodybuilders are particularly vulnerable and can 1 weight lifting. develop an addiction their strength ng improvi of way a as start What may 2 fixation a become and fitness can lifting heavier and heavier weights. Research has shown that although more men are likely to develop an bodybuilding than women, obsession 3 that’s only because they take up the sport in greater numbers. Both sexes, once hooked, have a comparable developing a profound susceptibility 4 5 lifting. There is weightence depend depression and from suffer who people evidence that to develop a likely more are those who are less well-off 6 is there only Not ilding. bodybu reliance 7 poor and poverty a clear association who those self-esteem, but research also shows that overtrain are prone to other addictions. The question is to what extent bodybuilding addiction health. Perhaps there is a menace 8 9 access to ons restricti should be more e guidanc and t suppor more and weight lifting gyms, . weights about how and when to use



B

odybuilding addicts

Planning a day at a camp

70

 



3.12 Listen to a radio interview with Professor Trevor Swift, the founder of the Goodness Weight Loss Camp for overweight children. What are the aims of the camp’s programme?  

3

DAY #1

Morning itinerary

7.30

Stretch and morning walk through the countryside

8.30

Breakfast: scrambled eggs, fresh fruit and yoghurt

9.00

Depart for climbing trip

12.00

Lunch ...

DAY #1

Afternoon itinerary

13.00

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Vocabulary and grammar On the run



Complete the idioms in the sentences below. Use one word in each gap.

Complete the non-finite clauses in the sentences with the correct form of the verbs in brackets. 1





1 Female footballers want a level field. They want the same media exposure as men. 2 The nation’s Olympic performance was for the course. We won the same number of medals as last time. 3 The city won the bid to host the games down. They got three times the votes of any other city. 4 The brilliant anti-racism campaign has set the for other sports and nations. 5 The athletes were and neck down the home straight, and finished in a dead heat. 6 City’s stadium is in the to host a European final. The decision will be made next month. 7 Reforms across the will transform all aspects of the sport. 8 In a race against , organizers had to repair all the barriers before the drivers could line up on the grid.

3



1

Non-finite clauses

insight Idioms: sport





2



3



v





4





5





6

Complete the text with six of the idioms in exercise 1. You may need to change the form of the verbs.





The four-minute mile 1

Cheered / Cheering / To cheer loudly, 3,000 spectators watched on as six men, 2 dressed / dressing / to dress in white sports kit, set off around the track at Oxford University’s Iffley Road Stadium. It was 6 May 1954, and the men were there 3 broken / breaking / to break the world record for the mile. For years, athletes had tried to run a mile in less than four minutes, but nobody had managed it. Could this be the day when the feat was achieved?  

4

 

 

 

Paced / Pacing / To pace his colleagues around the track, Chris Brasher led the way for two laps. Then Chris Chataway, 5 wore / wearing / to wear the number forty-two, ran to the front, 6 maintained / maintaining / to maintain the pace as Brasher began to tire. With about 200 metres to go, Roger Bannister went into the lead and raced to the line. His time was three minutes 59.4 seconds. Bannister had broken the four-minute barrier! 7

 

 

Broken / Breaking / To break by numerous athletes since, the ‘four-minute barrier’ is not as forbidding to the top athletes as it once was. However, it remains the standard for most male distance runners 8 hoped / hoping / to hope to prove their calibre as athletes.  

CHALLENGE Which of the following one-off sporting achievements is the greatest? Justify your answers. 1 Bob Beamon, who jumped 8.90 metres in the long jump in 1968, set a record that stood for twenty-three years. 2 Yelena Isinbayeva, who has set twenty world records in the pole vault, became the first woman to jump over five metres in 2005. 3 Usain Bolt of Jamaica, who set a world record time for the 100 metres of 9.58 seconds in Berlin in 2009.

Grammar reference and practice 9.3

page 126

Obsessions

 





5



 

The Ladies European Golf Tour comprises over twenty separate golf tournaments. A number of competitors 1 to win this year’s tour, including Suzann Pettersen of Norway and Shanshan Feng of China. During the early part of the year, Pettersen 2 with consistently high finishes in a number of tournaments, but others now threaten her lead. The quality of play has been really high 3 with players from the US, Australia and South Korea as well as Europeans winning titles. Prize money this year is higher than ever before, and totals approximately €12 million. This is, of course, a fraction of what the men get paid. However, although the women’s game wishes there were 4 , the truth is that the men’s game still generates a lot more in sponsorship. Two of the most exotic venues on the tour are Agadir in Morocco and New Delhi in India. In Agadir, England’s Charley Hull and France’s Gwladys Nocera were 5 until the final extra hole, which Charley won by one shot. And last year, in New Delhi, Thai superstar Thidapa Suwannapura 6 , a full three strokes ahead of the rest of the field.  

Choose the correct answers.

 

The Ladies European Golf Tour

4





2

8

 







7

(feel) exhausted, the athletes collapsed as soon as they crossed the finishing line. The hurdles, (place) at regular intervals along the track, appeared dauntingly high. (drive) to despair by a sense of injustice, the disqualified athlete screamed angrily at the officials. The victorious athlete climbed onto the podium (receive) the gold medal. (see) the winning time on the screen, the sprinter embarked on a lap of honour. Over a thousand onlookers, (lean) over the sides of the trackside barriers, cheered her on. The judges delayed the race (check) the numbers on the competitors’ vests. The athlete sprinted down the straight, (wave) to the crowd.

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Reading More than a game 1



Read the text about the psychology of sports fans. Match sentences 1–5 to paragraphs A–E in the text.

More than a game



1 How winning a game can affect a sports fan’s confidence 2 How the atmosphere on a football terrace affects those involved 3 How supporting an unsuccessful team can be good for a fan 4 The conclusions we can draw about whether it is good to be a fan or not 5 How scientists have noted changes in a sports fan’s body

 







5





Read the text again and choose the correct answers.





1 What does the writer say about the fans in Liverpool’s Kop stand? a They start singing as soon as their team comes on to the pitch. b They all hold up the same large flags and banners. c They sing loudly, their songs getting louder as the players appear. d They place a huge banner over the pitch side barriers. 2 What is remarkable about the hormonal surges experienced by fans during the course of a match? a They are very similar to those of hunted animals in the wild. b They are exclusive to those close to the action in a stadium or at pitch side. c They tend to be largely positive feelings of excitement or elation. d They are greater than those experienced by competitors on the field of play. 3 How does their team’s success in a match affect keen sports fans? a It separates true fans from fans who are just ‘fair weather’ supporters. b It has been shown to improve their ability to solve problems. c It enables the natural personality of a sports fan to emerge. d It causes them to identify even more strongly than usual with their team. 4 According to the text, in what way does being a supporter give a fan purpose in life? a They feel uplifted by the sense that their team depends on their support. b They actually find it a more positive experience to lose rather than to win. c They gain satisfaction from the fact that their team needs their involvement. d They find purpose from attending matches rather than from following their team in the media. 5 Which of the following positive effects of supporting a team does the writer not mention? a It fills up a fan’s days with things to do. b It gives fans a feeling of a shared experience. c It helps fans relate to others more positively. d It makes many fans feel good about themselves.

10





 



15





20

30











25

40



























35

 

2

A Just moments before the teams run out, the fans gathered in the Kop stand at Liverpool Football Club break into song. They belt out their anthems, and hold up their banners and flags, and one enormous banner, pulled by many hands, slowly drifts over their heads. It is reminiscent of the scene before a great battle, as thousands join in unison, their voices rising to a crescendo, welcoming their heroes, who have come to fight for them, to the field of glory. It is an intense experience for everybody involved, and one from which fans clearly derive great excitement. Is it, however, much more than that? Does devotion to a team have profound physiological and psychological effects on some sports fans? There is a growing body of scientific evidence that suggests this to be the case. B Research has shown that some fans are so bound up with the ups and downs of their team, and the individual heroes within their team, that they experience physiological changes during the course of a match, much as the athletes competing do. These changes include hormonal surges which make fans feel more aggressive or competitive, or incredibly elated, or inconsolably deflated. Effectively, fans in the stadium, or those watching on TV at home, mentally project themselves into a match, and respond to triumph and disaster as if they were experiencing them first-hand. By measuring heart rate, brain waves and perspiration, scientists have discovered that the hormonal responses of fans are not unlike those of wild mammals taking part in a hunt. C The experience of being a devoted sports fan can have psychological as well as physiological effects. The self-esteem of fervent supporters rises and falls with a game’s outcome, with victory leaving fans on top of the world and defeat plunging them into self-doubt and pessimism. Research among college students has shown that a last-gasp win by their team can cause them to feel optimistic about everything from getting a date to solving a word puzzle. Indeed, for many fans, their moods are dependent to some extent on how well their team is doing. The pride they feel in their team’s success is akin to how a parent might feel about a child’s achievement. Interestingly, many fans embrace their team’s victories, yet

 

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6 In what way does the writer compare sports fans to wild animals? a They mimic the actions of wild animals in sports stadiums. b Like wild animals, they are able to avoid the most stressful of situations. c Sometimes, their feelings are comparable to those of animals after a fight. d They feel constrained by the boundaries set by society.

80















































Complete the sentences with the correct form of words 1–8 in exercise 3.  



1 The fans at our club are really . They go to every game and cheer every goal. 2 Shelly proved a fan. As soon as her team started losing, she lost interest. 3 It doesn’t matter whether you can sing or not. Just the song! We need some noise! 4 Amy hadn’t seen Steve for a month. She her arms round him as soon as he got off the bus. 5 For many supporters, losing an important match is breaking up with someone. 6 by feelings of inadequacy, Daniel failed to make the most of his opportunities. 7 The team’s excellent performance will hopefully supporters from the pain of defeat. 8 I’m United in this match. I really hope they win. CHALLENGE! Describe your most recent experience of being in a large and fervent crowd – at a sporting event, a concert, a parade, or any other event. Think about sights, smells, the faces around you, the sense of belonging, and your emotions.  

5











85

4



75



70



65











1 belt out a sing beautifully b sing very loudly 2 fervent a passionate b disinterested 3 akin to a different from b similar to 4 fickle a keen and supportive b changeable and disloyal 5 rooting for a supporting financially b supporting as a fan 6 buffer a protect b cause 7 constrained a prevented from doing things b encouraged to do things 8 fling (arms) around a put your arms around gently b put your arms around wildly

 

60

Choose the correct definition for the words from the text.



55

3



50



 

45

distance themselves from its defeats. When asked about the result of a match, they tend to say ‘we won’ but ‘they lost’. This is not because they are fickle, ‘fair weather’ supporters, but because the pain of defeat is so great that they have to distance themselves out of sheer selfpreservation. D Simply rooting for a team, and supporting them through thick and thin, also has positive psychological effects. It gives many people a real sense of purpose in life. The fan who watches every game, reads every press release and buys all the merchandise, is so involved that it fills up his or her every waking moment, leaving little time to be bored or depressed. Their support somehow feels vitally important. It is as if the team wouldn’t be what it is without their backing. Indeed, fans of unsuccessful teams use terms like ‘keeping the faith’ or ‘hanging tough’ in the face of adversity. The fact that they live and breathe every moment of their team’s season becomes profoundly meaningful. They feel responsible for their team, and often they feel as if they have ownership of it. E So, what can be surmised from all this? It would appear, first of all, that being a sports fan is good for people. In experiencing the kind of physiological changes that mimic those of wild animals in conflict situations, supporters experience a positive emotional release. Wild animals feel extreme emotions of excitement and stress as they fight, feelings which are released as soon as the fight is over. In the same way, fans experience highs and lows, and let it all out, which usually leaves them feeling much better afterwards. Secondly, and just as importantly, being a fan gives a person a sense of belonging and identity, allowing them, in turn, a way of improving their self-esteem and overall confidence, and a way of escaping from everyday life. Indeed, the positive benefits should not be underestimated. Following a team can buffer people from depression and make them feel positive about themselves. It is an emergency safety valve. Without a team to identify with, many of us would feel constrained and isolated. How else can we feel so ecstatic that we want to scream and shout and throw our arms in the air? How else can we feel such a sense of belonging that we will happily stand in a crowded stadium for two hours then fling our arms around a stranger in jubilation?

 

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Writing A report 2

Study the diagram below, and then read the report about PE teaching in schools. Underline the phrase in the report that uses information from the diagram.



Rewrite the sentences. Replace the words in italics and use the word in brackets.



1



2 Over ninety per cent of students say they enjoy doing PE at school. (significant)

v 3

insight Vague language Complete the report with the words below.



 



1 About a third of PE lessons take place in the gym. (three)

 

take region like more thereabouts around



3 Forty per cent of sports lessons don’t involve any serious physical exertion. (five)  

Sports taught by schools



4 Barely one out of five teachers are prepared to stay behind after school to organize team sports. (per cent)  

100%

PE teaching in schools The aim of this report is to present data from a recent survey into physical education in schools and analyse whether schools are fulfilling the needs of students, and to make recommendations that will help PE teaching better meet those needs. Generally, PE teaching in our schools is at a good standard. Statistics show that a majority of schools provide 1 three hours of PE a week for pupils aged eleven to fourteen. Only one in ten schools fail to ensure that 2 or less all their pupils have swimming lessons before leaving school. There are, however, some areas that require improvement. Something 3 70% of respondents felt that there was not enough strenuous physical activity in PE lessons, and statistics show that around a quarter of lessons or 4 are taken up with theory or teacher explanations, leaving pupils with limited time to be active. A significant minority of pupils are not challenged to warm up or to participate in sustained periods of physical activity. A further area of concern is the provision of competitive team sport. While in the 5 of 80% of schools provide sports teams in football and hockey, an overwhelming majority of these schools only do so as part of the after-school curriculum. Give or 6 a percentage point, only 10% of the

80%

60%

Swi

Phys

40%

Foot b ical

mm

ing

all

Exer

cise

time provided within the school curriculum for physical education is allocated to team sports activities. To sum up, it is clear that while schools provide an adequate number of PE lessons, and are successful in teaching swimming, there is a strong case for making lessons more competitive and more physically demanding. Priority should be given to team sports in the PE programme, and efforts should be made to ensure that a significant majority of the time allocated to PE is spent doing physical activity rather than explaining theory.

 









Plan Follow the plan:



 

 





Check Check the following points:





Make a list of the information that you will need for your report. For each item on your list, decide on the best way to get that information: by doing interviews, organizing focus groups, conducting a survey or doing desk research.

Prepare your survey, focus group and / or interview questions. Conduct your research. Organize your data visually using a graph. Make notes.

Write Write your report.



 

Ideas Think about your research:





 

Task Research PE teaching in your school. Think about what is positive and negative about the provision of PE, what sports are covered and when, and what could be improved. Write a report on your findings. 



writing guide

Have you explained the purpose of the report? Have you used a variety of ways to express statistics? Have you written a conclusion and a recommendation? Have you checked grammar, vocabulary, spelling and punctuation?

 

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A In the name of sport

Mark (1–3) How can I improve?

1 What motivates endurance athletes to take part in races?



 

 

 

 

Read 1–13 and evaluate your learning in Unit 9. Give yourself a mark from 1 to 3. How can you improve? 1 I can’t do this. 2 I have some problems with this. 3 I can do this well.

Progress check Unit 9

2 Give two synonyms for each of the words below. a enthusiast b hindrance c determination  

 

 

 







I can understand a text about endurance sports.

3 Complete the sentence with the missing word. Receiving the bronze medal was no for the athlete who had trained to win.



I can use synonyms to describe endurance sports. of comfort

I can use quantity phrases with of.

B Practice makes perfect 4 Explain the difference in meaning between the two sentences. The players who had lost the match left the pitch. The players, who had lost the match, left the pitch.





Mark (1–3) How can I improve?

5 Rewrite the sentence to make it more formal using a pronoun and preposition in the relative clause. Real Madrid is just one of the teams Ronaldo has played for.



I can use defining and non-defining relative clauses.

I can use pronouns and prepositions in relative clauses.

C Addicted to junk 6 In the study on the radio news programme, why did some rats consume more food than others?





Mark (1–3) How can I improve?

7 Complete the phrases with the missing preposition. a a reliance drugs b a menace society  







I can understand a radio news programme about junk food.

8 Complete the question and echo tags. Let’s go out, 1 He played badly. Oh, 2

 

  

?

  

 





I can use nouns + prepositions to talk about addictions. OK. Why not? ? I’m surprised.

I can use question tags and echo tags.

D On the run 9 Why does the main character in The Loneliness of the Long Distance Runner agree to take part in a race?





Mark (1–3) How can I improve?

I can understand an extract from a short story.

 

 

 





10 Match the verbs in A to the phrases in B to make idioms. A set win B hands down the pace 11 Complete the non-finite clauses with the correct form of the verb break. She skied off the edge of the cliff, 1 both her legs. 2 in three places, Greg’s arm was in plaster.



I can use sports idioms.

I can use non-finite clauses.

E A report

Mark (1–3) How can I improve?





12 Name three types of diagrams that can be used to visualize statistics.

I can visualize and describe statistics.



13 Give three phrases that mean approximately.

Progress check Unit 9

 

I can use vague language with figures.

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3

Complete the sentences.



1

Complete the sentences with adjectives that are connected to the nouns in brackets.



1 The space research programme is in the . It has lost millions of dollars this year. 2 The space agency hopes to get the light from the government to send a manned mission to Mars. 3 A spokesperson announced that the mission was a opportunity to find out more about the edge of our galaxy. 4 The discovery of large mineral deposits came out of the . No one expected to find anything. 5 The intervention of the senator cut through a lot of tape. We soon had financial backing for the project. 6 Our research team is experiencing a patch. They seem to make a new discovery every day.

The universe

 

v

insight Colour idioms



v

Vocabulary Citizen science  

10

Science and technology









 











 



1 The Barcelona Moon Team has designed a (moon) roving vehicle which runs on (sun) power. 2 Both (atmosphere) pressure and the (gravity) pull of the Earth decrease as you go further from the surface of the planet. 3 A significant number of (cosmos) rays have a (star) origin. They come from the supernovae of massive stars. 4 Scientists believe that (earth, land) life originated in water. 5 The (Galaxy) (Planet) Census has counted over 300 planets currently orbiting other suns in our galaxy. 6 Aristotle described stars and planets as (sky) spheres rotating around the Earth.

4



 

Lines, shapes and solids

Complete the labels with the nouns below. There are five nouns that you do not need.



2



v

cube cylinder lozenge rings arc tangent pyramid spiral radius polygon sphere ellipse

Complete the text with words and phrases in exercises 1, 2 and 3. https://thespacewebinar.org

The Space Webinar  

‑

… so now, following our webinar, our experts will be answering questions about galaxies. How many are there? Are they all shaped like a stretched out circle – an 1 , in other words? When were they formed? This is a 2 to improve your knowledge. You’ll never get a better chance! So, send your questions to us and use #thespacewebinar.

Sam798: What are galaxies made of?

2 The planet Saturn, a with outer



1 The glass at the Louvre Museum in Paris

A galaxy consists of stars, planets and dark matter. Between the stars of a galaxy, there is also an inter3 medium of gas and dust. The 4 pull of one star or planet on another is what holds a galaxy together.

AgiAgi: What shape is our galaxy?

 

Exactly describing galaxies is always a bit tricky. Their appearance is often confused and unclear. From space, however, the Milky Way looks like a set of concentric rings. That means it is most likely in the form of a5 .

4 A Rubik’s

RoboSci5: Will we ever find extra6 living on planets in other galaxies?





3 An oxygen

beings

There may be 7 systems in distant galaxies that are so similar to ours that they develop life. However, they are probably so far away that it will be impossible for humans ever to travel there.



6 The Pentagon building, a with five straight sides and five angles



5 The rainbow

of a

CHALLENGE! Describe this famous painting by Russian artist Wassily Kandinsky (1866–1944) in as much detail as you can.  



5

 

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Grammar Back to the future 4

1



Distancing the facts

Choose the correct answers.



Rewrite the sentences following the prompts in brackets.

1 Robots might one day do all our household chores. (probability adverb)

2 Some scientists believe that teleportation will be possible in our lifetime. (modal verb)

3 There are no significant advances to be made in mobile phone technology. (seem)

4 Robots that perform surgery by themselves is one scenario scientists predict. (probability adjective)

5 In the 1980s, people thought that video cassette recorders were here to stay. (passive reporting verb other than believe or think)

The rise of the skilled robot worker



















That d They likely d probable will d can how d if how d for incredibly d finally use d much we recognized for recognizing















c c c c c c c b d











































This seem must which of likely time

CHALLENGE! What are the advantages and disadvantages of replacing unskilled workers with advanced robotic technology in factories?

Grammar reference and practice 10.1 & 10.2

 



5

page 127

Science and technology

 











It b happen b may b what b that b possibly b worth b to recognize recognizing













a a a a a a a a c



1 2 3 4 5 6 7 8



the science of 1 It is robotics will revolutionize industry completely. 2 It isn’t trying to introduce cutting edge technology without a significant budget. 3 It would be workers to attempt such delicate tasks without nanotechnology. 4 It is the time and effort required to make products by hand. 5 It was the factory introduced a machine-operated assembly line. 6 It’s unclear sort of place the modern factory will be.



obvious much time that exactly not what for use worth pointless high



Complete the sentences. Use two of the words below in each sentence.





3



     

it as introductory subject

.



.



 



.

It may be barely conceivable 5 many to imagine a world in which there are no human factory workers. However, this is the 6 end result of over half a century of development in factory robotics. At least, that’s what Philips believe to such an extent that they are prepared to invest millions in robotics. Other manufacturers disagree. They believe that it is no 7 investing in robotics when the cost of human labour in many parts of the world undercuts the cost of robot manufacture. We will see how this all plays out in the next few years. In the meantime, however, I urge you to consider the robots that may well have made your phone. It is high time 8 their brilliance.



.



 



.

would 2 to be inevitable that the era of the manual worker 3 just be approaching its end. At the Philips Electronics factory in the Netherlands, 128 robot arms do the same work that hundreds of human workers once did. When you witness the flexibility and dexterity of these the machines, it seems hard to imagine 4 manned assembly line can continue to be a realistic option in manufacturing for much longer.



.



 



1 The likely solution to overcrowding will be cities underground or under the sea. It is 2 Robots may conceivably be found in a typical home before long. It is 3 Spending billions on designing futuristic housing makes no sense. It doesn’t 4 The car of the future will probably drive itself. It seems 5 Many think that there is life on other planets. It is 6 Futurists have suggested that notes and coins will soon be a thing of the past. It has

1



Rewrite the sentences to make them more tentative.





2

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Listening, speaking and vocabulary Between jobs

Complete the text with euphemisms formed with the words in brackets.

3.13 Listen again. Are the sentences true (T), false (F) or not given (NG)? 1 According to the presenter, about a quarter of Europeans will probably be in their mid-sixties or even older by 2030. 2 The Careers in Caring Exhibition is specifically targeted at young school-leavers and university graduates. 3 Tim expects more and more young people to seek careers working with the elderly in the future. 4 According to Tim, the rise in social care needs has resulted in a growth in the popularity of courses in ageing studies. 5 Sarah makes a link between the popularity of medical dramas on TV and the rise in the number of medical practitioners working with the elderly. 6 Darren is positive about the power of elderly people to change policy in their favour in the future.



1

4

insight Euphemisms

 

v











In the UK, over 300,000 people aged seventy and above have a job. You would think that people in their 1 (golden), having retired from the full-time jobs they once had, wouldn’t be entirely ready to take on the demands of a new job. Indeed, the ailments of old age – such as being 2 (hard) or 3 (visually) – would, you might think, prevent the elderly from working at all. It’s also true that when people are 4 (get / bit), they are more prone to having accidents or 5 (down / something), and dodgy hips and bouts of flu can lead to them spending a lot of time off work. So, why do so many people 6 (advanced) continue to work? The most common reason is that many are 7 (reduced). They simply don’t have enough money to pay all their bills, and are among some of the most underprivileged people in society.



Confident and tentative language 5 Complete each sentence with two words. One of the words must come from the lists provided. dare chance case means unlikely

we’ll have 1 There’s enough young people to fill all the vacancies. 2 I all of us will have to work well into our seventies. 3 It that there will be many jobs in manufacturing in wealthy countries in the future. 4 By should we expect there to be full employment. 5 It could be that the majority of students will have to work to pay for their studies.









 



1 My brother Ashley works in the public s . He’s an administrator for the local council. 2 Danny has had to accept a z contract. It means he doesn’t know when or for how long he will work each week. 3 We are looking for drivers. You can fill in the job a form online, and send it by email. 4 I only get four weeks’ holiday e every year. It really isn’t enough! 5 I got this job as a PA through a r agency. I’d really recommend them – they’re great at getting people a job. 6 Diana is on sick l again. She’s been diagnosed with a chronic illness. 7 Tina is having a word with human r . The way she’s been treated recently is appalling. 8 Mike has got his first job in marketing. He has a foot on the career l , and will hopefully go far.



Complete the sentences with the missing words.



2

The workplace

 

v

doubtful slight denying think positive





 

Decide whether you agree or disagree, confidently or tentatively, with the predictions below. Justify your opinion.

 

78

Almost everybody will work until they are seventy five. There won’t be any jobs for people who haven’t completed a university education. Young students will be competing with retired people for low-skilled part-time jobs. ‑

7

Tick the sentences in exercise 5 that are tentative.



 

3.13 Listen to a radio programme about potential careers which involve working with or for the elderly. What career possibilities are mentioned?



3



Evaluating job prospects

6



 

















that elderly people 6 It will want to work such long hours. 7 There’s that we have an ageing population. 8 I much will change when it comes to job opportunities. that she’ll 9 There’s a very get a job. 10 I’m absolutely job opportunities will improve.

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v 1

3

insight Phrases with end



 

Vocabulary and grammar Nature strikes back Complete the text with one word in each gap.



Rewrite the parts in italics. Use a phrase with end and make any other necessary changes.

1 The HIV/AIDS pandemic is one we’re still fighting. However, recent scientific breakthroughs suggest that there is going to be a positive solution to the problem. (light)

2 The development of effective vaccines was the start of a process that led to the eradication of smallpox. (beginning)

The flu pandemic



3 In 1509, Henry VII of England lay on his deathbed, dying of tuberculosis. His trusted courtiers knew death was about to take the aged monarch. (nigh)

of 1918



4 When Spanish conquistadors invaded Mexico in the 16th century, the native Mesoamerican peoples there caught numerous contagious diseases. (receiving)

In 1918, as World War I drew to a close, a terrible influenza virus spread around the globe. To many, it felt 1 judgement day. 2 though millions had already given their lives in war, it seemed as 3 nature was intent on claiming even more victims. Over 50 million people were to die in the year that followed. Then, in 1919, the virus inexplicably disappeared 4 suddenly 5 it 6 had appeared. we are still none the wiser as to why it burned out quickly, we now know that it was the first instance of an H1N1 pandemic, and that it was almost certainly brought back from the insanitary conditions of the trenches of WWI by soldiers. It became known as the Spanish flu, 7 though it didn’t originate in Spain. The H1N1 virus was not to return until 2009, when it broke out again and claimed 200,000 lives. This time it was called swine flu, and it burned out quickly, 8 as the earlier pandemic had done.



5 A hundred thousand people died before many of them had truly lived their lives fully in the Great Plague of Marseille in the early 18th century. (untimely)

6 The Ebola virus is continuing to spread in Guinea and Sierra Leone. According to experts, there is no possibility of a complete cure happening soon. (sight)

7 Scientists have identified a type of virus which eats hospital superbugs. This could result in the elimination of certain superbugs that are resistant to antibiotics. (spell)

Adverbial clauses of manner and concession

2

Rewrite the sentences using the word or phrase in brackets. Make any necessary changes.

 



CHALLENGE! What do the following statistics reveal about the HIV / AIDS virus? What further action should the world take to improve the situation? Write a short report. 1 95% of new infections occur in individuals living in low- and middle-income countries. 2 69% of all people infected with the HIV virus in the world live in sub-Saharan Africa. 3 There was more than a thirty-fold increase in the number of people receiving ART (antiretroviral therapy) in developing countries between 2003 and 2012.

4

Grammar reference and practice 10.3

page 128

Science and technology

 







 



 



 





1 The townspeople were offered inoculations, but refused them. (even though) refused them. 2 In comparable ways, both typhoid and cholera are water-borne diseases. (just as) . Typhoid is 3 Patients were treated in the same way as animals. (like) Patients were treated . 4 There are far fewer cases of the disease than there once were. (as … as) There aren’t . 5 They were soon to go down with the illness despite having been vaccinated against it. (although) with the illness.

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Reading The HeLa cells 1



4 An insight gained 5 A system questioned







1 A life revealed 2 A goal attained 3 A family helped

Henrietta Lacks’s gift to us all





Read the text about Henrietta Lacks and the HeLa cells. Match headings 1–5 to paragraphs A–D. There is one heading that you do not need.



a There are few areas of medicine that have not benefitted from her gift. b It was something they had been trying to do for years. c This last point is perhaps the aspect of the story to have angered people the most. d And it is this that has made Rebecca Skloot’s book such a sensation in the US. e Young Rebecca’s curiosity was aroused. f It was clear that medical research would be boosted considerably. g She was merely a footnote.

10









5



A



Replace the words in italics in the sentences below with the correct form of the highlighted verb collocations in the text and exercise 2.



3

15



1 The lesson created interest in the story of Henrietta Lacks. 2 The pharmaceutical company failed to show or express thanks to those who had helped. 3 The discovery of radiation at the end of the 19th century encouraged studies into non surgical cancer treatment. 4 They were later to confront difficulties in life. 5 The writer spent hours looking into the story behind HeLa cells. 6 All this research was used to help develop improvements in medicine. 7 Scientists have learned so much from investigating information in HeLa cells. 8 Researchers managed to cause the cells to reproduce themselves. ‑





20









25

30

a b c d e f g

35

induce foster face exhibit 40

45

















the truth, a choice, the facts sleep, drowsiness, a change tourism, productivity, the economy interest, anxiety, suspicion symptoms, self-control, a picture energy, effort, resources learning, a sense of community, unrealistic expectations h the small print, the bill, a performance

 

50

80

Before Rebecca Skloot began to research her book, however, the contribution of Henrietta herself to the story of medical research was largely unknown. 4 Even her own family had no idea that their relative had unwittingly made such a significant contribution. It was high time the story was told. What Rebecca discovered was that Henrietta Lacks was poor, black and only thirty one years old when she died of cancer in 1951. She had five children, the first of whom had been born when she was only fourteen. In her final days, as she lay in the cancer ward, too ill to have visitors, she would drag herself to the window to watch her children play outside. Her husband would bring them each afternoon to the garden near the hospital, just so that their mother could see them through the window. It is tragic to think of Henrietta, in great pain, watching her children and worrying about their futures, and even more tragic to discover, as Rebecca did in her research, that Henrietta’s kids were to grow up to face their own hardships. -





5 6 7 8



arouse boost scrutinize devote











1 2 3 4

It wasn’t until she had completed her degree in biological science that Rebecca Skloot decided to devote her time to researching the true story behind Henrietta Lacks. By then she had learned how important HeLa cells were in the history of medical research. Extracted from a tumour in Henrietta’s body during an operation at the Johns Hopkins Hospital Baltimore in 1951, the cells were the first that scientists at the hospital were able to induce to replicate After countless attempts, they had continuously. 2 finally achieved their end – an immortal line of cells that reproduced indefinitely, and thus created an inexhaustible supply of cultured cells on which scientists could carry out research. In the last sixty years or so, the cells have been used to test the polio vaccine, develop chemotherapy treatments, map the human genome and foster progress in IVF treatment. 3 It is by no means an understatement to suggest that without Henrietta Lacks’s cells, we would not have achieved many of the health breakthroughs of the second half of the 20th century.

B



Match verbs 1–8 to nouns a–h to form collocations. What other nouns collocate with these verbs? Use a dictionary to help you.



4

-

In the late 1980s, a sixteen year old schoolgirl called Rebecca Skloot was sitting in a biology lesson, listening to her teacher describe how cancer cells grow. The teacher told the class that the process had been learned by scrutinizing data from the study of HeLa cells, human cells that had been grown in culture* in a laboratory. In passing, the teacher happened to mention that HeLa was an abbreviation of Henrietta Lacks, the name of the woman from whom the original batch of HeLa cells had been extracted. 1 She began to wonder who Henrietta Lacks might have been, and how it had come about that she had made such an important gift to science and medicine. -

Complete the text with sentences a–g. There is one sentence that you do not need.



2

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5

C

D -

In the end, though, the main message of Rebecca Skloot’s tale is that there is a real life story behind every biological sample. It is worth remembering this, and respecting the role that donors play, wittingly or otherwise, in the development of medical knowledge.













 

CHALLENGE! Express and give reasons for your opinion on the following ethical questions raised by the story of Henrietta Lacks. 1 Should doctors have the right to extract our cells and use them in medical research without our knowledge? 2 If our cell lines are patented and sold, should our descendants have the right to claim royalties? 3 Should drugs and medicine be available free to all regardless of their ability to pay?

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6



65



60

1 The aim of the process is to peace and mutual respect between the two rival groups. 2 Karen wanted to every second of her life to being with her children. 3 The animal was not any signs of life. It was clear that it had died. 4 The experimental treatment an unexpected remission in the disease. 5 Share prices of the company by reports of the development of a new drug. 6 Let’s the latest findings. I’m sure we will eventually be able to find out why the process failed.



55

Although Henrietta’s contribution to medical research is of immeasurable importance, it is fair to say that American medicine has not exhibited much gratitude in return. 5 Henrietta’s story raises many questions of bioethics and fairness. It seems outrageous to many that cells should have been extracted from the woman’s tumour without her permission. It is contentious, to say the least, that these cells have been reproduced and experimented on for generations without the knowledge of her children. And it is surely unjust that Henrietta’s legacy has helped save or improve the lives of millions, while her offspring went without health insurance or Henrietta’s cells are money to pay for health care. 6 sold for hundreds of dollars, pharmaceutical companies have made enormous profits, and yet not a cent has gone to her impoverished descendants.

Complete the sentences with verbs highlighted in the text and exercise 2. You may need to change the form of the verbs.

Science and technology

 



Glossary * grown in culture: (of cells, bacteria, etc.) grown in an artificial material which provides nutrients

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Writing A discursive essay In science lie the solutions to major world problems. Discu4ss. as if there are so many potential At times, it 1 our planet that the end of for wait catastrophes lying in the world must be nigh. Ignorance and illiteracy, drought and famine, war and disease, climate change and global warming are just some of the problems we face, and each of unsolvable. However, if you think of a them 2 problem, almost any problem, you can be sure that there are scientists out there working on solutions. It is this quest for understanding and enlightenment that drives both scientific advancement and an improvement in the quality of life for

everybody on the planet. Take ill health, for example. Terrible illnesses which once claimed the lives of millions are now no longer a concern thanks to vaccines and antibiotics, and treatments which unimaginable are now routinely once 3 available thanks to countless breakthroughs in medical research. In the lifetimes of our parents, scientific advances in our understanding of medicine, sanitation and diet have resulted in a surge in life expectancy and a dramatic drop in

doomed to live in poverty them. They must thanks to the changed has this yet, And and isolation. n of the printing inventio the From . advancements of science er technology, comput of lity press to the worldwide availabi rs across educato by science has provided the tools needed the globe. In conclusion, science has already proved its worth and its capabilities, and it is high time that we all showed more respect for the achievements of science, and the drive, determination and ambitious dreams of scientists. Rather than fearing the change that scientific advancements might bring, we should embrace the fact that, step by step, science is finding solutions to all our problems. Thanks to science, promising. the future 5

infant mortality. Another area of notable achievement for science is in education. Throughout history, the majority of the world’s population was uneducated. Most were illiterate and innumerate and lived in ignorance of the world around

Verbs of perception

 

Task Write a discursive essay on one of the topics below. 



Read the discursive essay. Choose the problems that the writer addresses and give examples of how science has offered solutions to them.

a ‘Communications technology is bringing the world together in positive ways’. Discuss. b ‘Technology will change the way we are educated’. Discuss.



1

writing guide







 



Ideas Make notes about: arguments in favour of the statement in the essay topic. evidence to support your arguments. your own opinion of the statement.

Plan Follow the plan:  



Rewrite the sentences so that they do not contain misplaced or dangling modifiers.



3







Complete the essay with the following verbs of perception in the correct form: seem, sound, look, feel. Sometimes more than one answer is possible.



2

4 drought 5 disease 6 famine







1 global warming 2 illiteracy 3 war

Paragraph 1: Write an introduction that is likely to grab the reader’s attention. Paragraphs 2–4: Present a different argument in each paragraph. Give evidence and examples to support your argument. Paragraph 5: Write a conclusion that sums up your opinion.  





1 Scientists have developed incredibly sophisticated robots based in California.





2 Having modified a vaccine for rubella, the press acclaimed the inventor.

 

Write Write your essay. Use the paragraph plan to help you.  

Check Check the following points:





4 While trying to record heartbeats, the pacemaker was invented.





3 Researchers investigated a new batch of antibodies seeking a cure for the disease.

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6 Cancer cells were observed by specialists mutating.





5 The laboratory has several specimens of molluscs in the university building.

Have you included a thesis sentence in the introduction? Have you included evidence and examples to support your arguments? Have you linked the paragraphs effectively? Have you checked grammar, vocabulary, spelling and punctuation?

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Read 1–13 and evaluate your learning in Unit 10. Give yourself a mark from 1 to 3. How can you improve? 1 I can’t do this. 2 I have some problems with this. 3 I can do this well.  

 

Progress check Unit 10 A Citizen science

1 Why was the online game Galaxy Zoo invented?





Mark (1–3) How can I improve?

2 Explain the meaning of the words below. a tangent b lozenge c cylinder  

 

 

 







I can understand a text about science and the game Galaxy Zoo.

3 Give examples of three synonyms with colour and explain their meaning.



I can describe lines, shapes and solids.

I can use colour idioms.

B Back to the future 4 Give examples of three structures that you can use for distancing facts.





Mark (1–3) How can I improve?

I can distance the facts.

C Between jobs 5 Name three employment sectors mentioned by the speakers in the recording.





Mark (1–3) How can I improve?

6 Give three techniques used to understate facts and situations.



I can listen to five speakers describing different employment sectors.

7 What are euphemisms? Give three examples.



I can identify understatement.

8 Write three phrases that can be used to express opinions tentatively.



I can use euphemisms.

I can express confident and tentative opinions.

D Nature strikes back 9 Where did the Black Death originate?





Mark (1–3) How can I improve?

I can understand a text about the Black Death.

 

.









10 Complete the phrases with end. a He faced death, and knew the end was b The invention of the personal computer the end for typewriters.

11 Complete the adverbial clauses with one word. a She analysed the data as carefully she could. b They behaved they owned the place.







I can use phrases with end.

I can use adverbial clauses of manner and concession.

E A discursive essay

Mark (1–3) How can I improve?









12 Rewrite the sentences to correct the misplaced and dangling modifiers. a The head of the science department told the students about microbes in the chemistry lab. b Wendy witnessed an unusual procession driving in the country.

I can avoid misplaced and dangling modifiers.



13 Give five examples of verbs of perception you can use to talk about impressions.

I can use verbs of perception in a discursive essay.

 

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Literature insight 1 The Woman in White – Wilkie Collins 4



before you read

1 Read about Wilkie Collins. What was the impact of The Woman in White on Victorian society and the publishing industry? 2 Read the background to the story on page 85. What is Walter’s first impression of the Fairlie family?

Read what happens next. Is Sir Percival marrying Laura for love? Why / why not? read on



Walter and Marian take a trip to the farm where Anne is staying in order to ask her some questions, but they quickly discover that she and her friend, Mrs Clements, have already left for London. The farmer’s wife says that Anne was extremely distressed when she read about the plans for Laura’s wedding in the newspaper. Walter manages to leave the next morning, just before Sir Percival Glyde arrives. At first, Sir Percival is charming to Laura, but she hardly takes any notice of him. She then tells Sir Percival that she is in love with another man, in the hope that he might withdraw from their planned marriage, but he does not. Instead, he sets the date of the wedding for late December. Mr Gilmore, the solicitor, prepares the marriage settlement, but there are certain clauses that concern him. If Laura dies, her husband will inherit everything, and Mr Gilmore is worried because Sir Percival is a man with little income and a great amount of debt. The day for Laura’s wedding arrives. Laura fulfils the promise she made to her father, and she and Sir Percival are married. When they return from their honeymoon, they have brought guests to stay at the house – Count Fosco and his wife Madame Fosco, who is Laura Fairlie’s aunt.

About the author

6

3.14 Listen again. Are the sentences true (T) or false (F)? Correct the false ones.  



 

3.14 Listen to the next part of the story. How does Madame Fosco behave towards her husband?



5

1 2 3 4 5 6

William Wilkie Collins Born: 1824 in London, England Died: 1889 Important works: The Woman in White (1859–60), No Name (1862), The Moonstone (1868) Did you know? Some critics see Collins as an inferior protégé of Dickens, but at the height of his fame, Wilkie Collins was the best-known writer of the Victorian era. When the opening chapter of The Woman in White appeared in Dickens’s weekly magazine All The Year Round in 1859, it caused unprecedented excitement. Victorian readers were captivated as they followed the protagonist, Walter Hartright, across Hampstead Heath and met the mysterious Anne Catherick, the woman in white. Following its publication in book form, there was a branded merchandise sales boom with ‘Woman in White’ perfume, cloaks and bonnets appearing on sale. People named their cats Fosco, while Walter became a fashionable name for babies. The Woman in White marked the beginning of sensation fiction, a genre that blended Gothic horror and domestic realism using themes of intrigue, jealousy and murder. Considered one of the first mystery novels, this book is a forerunner to detective stories like those about Sherlock Holmes. Collins was the master of the cliffhanger (a dramatic end to a chapter which leaves the audience in suspense), and he embraced the idea of characters with deep dark secrets. He believed that ‘the primary object of a work of fiction should be to tell a good story.’









Read the extract on page 85. Who had Anne Catherick been staying with when Walter met her in London?



1



Read the extract again and answer the questions.

SPEAKING Work in pairs. Discuss the questions.

8

SPEAKING Work in pairs. Discuss the questions.  

7



1 How does Anne react when she first sees Walter in the churchyard? 2 In what way is Anne Catherick unlike Laura? 3 How did Anne and Mrs Clements get to know each other? 4 What is Anne’s relationship with her mother like? 5 What answers does Walter want from Anne? 6 Why does Walter try to shock Anne?



1 How does a person’s style develop as they go through different life stages? Do clothes reflect our identity? How? 2 How has the identity of Madame Fosco changed? In your opinion, do people change when they marry?

84

 





1 In what way do you think Anne’s unhappy childhood has affected her? 2 In your opinion, how can sorrow and suffering affect someone’s face and demeanour?

Writing

 

3



















2

Madame Fosco is an eloquent speaker. Madame Fosco used to be outspoken and lively. Count Fosco is strong and fearless. Count Fosco loathes all animals. The Count’s spoken English is stilted. The Count has travelled extensively.

Write a short crime story beginning with these words: As the old man lay dying he grabbed hold of my sleeve and whispered insistently: ‘The eagle … the eagle … ’. Make notes about the setting, the characters, the plot and the ending.

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background to the story

Walter Hartright, a twenty-eight-year-old drawing teacher from London, is commissioned to tutor two young ladies from a wealthy family in Cumberland. He has received the position on the recommendation of Professor Pesca, a political refugee from Italy. On the night before his departure, Walter meets a strange lady. She is dressed all in white and mentions that she knows the family he is going to stay with. Walter helps her on her way, but later learns that she has escaped from an asylum and her name is Anne Catherick. The next day Walter travels to Cumberland. He meets the sickly Mr Frederick Fairlie, his niece Laura Fairlie and her half-sister Marian Halcombe, and is immediately struck by the resemblance between Laura and the woman in white. Three months pass and Walter and Laura fall in love, but when Marian realizes this, she tells Walter about a promise Laura made to her father before he died – a promise to marry Sir Percival Glyde. One day, a letter arrives for Laura warning her against marrying Sir Percival, and when Walter and Marian go into town to investigate, Walter sees a woman in the churchyard.

The Woman in White

All the time we were talking she was cleaning the gravestone with her cloth. ‘Mrs Fairlie was my best friend,’ she murmured. ‘And her daughter … ’ She looked up at me, then away again, as though hiding her face in guilt. ‘Is Miss Fairlie well and happy?’ she whispered anxiously. I decided to try and surprise a confession from her. ‘She was not well or happy this morning, after receiving your letter. You wrote it, didn’t you? It was wrong to send such a letter.’ Her face went deathly pale. Then she bent down and kissed the gravestone. ‘Oh, Mrs Fairlie! Mrs Fairlie! Tell me how to save your daughter. Tell me what to do.’ ‘You mention no names in the letter, but Miss Fairlie knows that the person you describe is Sir Percival Glyde—’ The moment I said his name she gave such a scream of terror that my blood ran cold. Her face, now full of fear and hatred, told me everything. Without doubt the person who had shut her away in the asylum was Sir Percival Glyde.

From The Woman in White, Oxford Bookworms. Text adaptation by Richard G. Lewis.

Literature insight 1

 

There, in front of me, was the face of the woman in white. ‘Don’t be frightened,’ I said. ‘Surely you remember me?’ Her eyes searched my face. ‘I helped you to find the way to London,’ I went on. ‘Surely you have not forgotten that?’ Her face relaxed as she recognized me, and she sighed in relief. Before this, I had seen her likeness in Miss Fairlie. Now I saw Miss Fairlie’s likeness in her. Except that Miss Fairlie’s delicate beauty was missing from this tired face, and I could not help thinking that if ever sorrow and suffering fell on Miss Fairlie, then, and only then, they would be the living reflections of one another. It was a horrible thought. Gently, I began to question her. I told her that I knew she had escaped from an asylum, and that I was glad I had helped her. But had she found her friend in London that night? ‘Oh yes. That was Mrs Clements, who is here with me now. She was our neighbour in Hampshire, and took care of me when I was a little girl. She has always been my friend.’ ‘Have you no father or mother to take care of you?’ ‘I never saw my father – I never heard mother speak of him. And I don’t get on well with her. I’d rather be with Mrs Clements, who is kind, like you.’ I learnt that she was staying with relations of Mrs Clements at a farm, three miles from the village, but there were other, harder questions I wanted to ask. Who had shut her away in an asylum? Her ‘unkind’ mother, perhaps? What was her motive in writing the letter to Miss Fairlie, accusing Sir Percival Glyde? Was it revenge? What wrong had Sir Percival done her? She was easily frightened, easily confused, and could only hold one idea in her mind at a time. I tried not to alarm her. Had she ever, I asked, been wronged by a man and then abandoned? Her innocent, puzzled face told me that was not the answer.

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Literature insight 2 Vanity Fair – William Thackeray 2 It is sometimes said that borrowing money from a friend can harm a friendship. Do you agree? Would you lend money to a friend? Why / why not?

before you read



4

Napoleon and his army are marching into Paris and the regiment that George and his friend Dobbin are in has been ordered to join the fighting. Mr Osborne, George’s father, hands him a large sum of money to buy clothes with and tells him to break all ties with Amelia. Dobbin, who is secretly besotted with Amelia and has been for years, can’t bear to see her suffering. He persuades George to defy his father and, following their friend’s advice, George marries Amelia. Upon learning of the marriage, Mr Osborne is furious and disinherits his son.

About the author

6

3.15 Listen again. Complete the sentences with the missing words.  

 

3.15 Listen to the next part of the story. Why does George think he’s ruined?



5

.







 



 



1 George blames Dobbin for the 2 It would be very difficult for George and Amelia to live on . 3 Dobbin says that George’s father if he’s mentioned in the Army Gazette. 4 Dobbin had been George’s father to forgive him. 5 Amelia read the lawyer’s letter and of being poor with George. 6 Becky Rawdon’s imminent departure.

William Makepeace Thackeray Born: 1811 in Calcutta, India Died: 1863 Important works: Vanity Fair (1847–48), The History of Pendennis (1848–50), The History of Henry Esmond (1852) Did you know? Thackeray’s family lived in India because his father Richmond Thackeray worked in Calcutta. When Richmond died of a fever in 1815, William was sent to be educated in England. Never too keen on academic studies, he left university in 1830 without a degree. At the age of 21, he inherited his father’s assets, but invested the money unwisely and lost it. William had to find a job, so he started working as a comic illustrator and journalist, writing satirical and humorous studies of London manners and sophistication, such as The Book of Snobs, which was published serially in Punch magazine. He achieved fame with the novel Vanity Fair, a stinging satire on society in early 19th-century Britain, especially the snobbery of the upper classes. This novel, which was the first of his books to appear under his own name, made Thackeray as popular as Dickens. The Victorian reading public were peculiarly drawn to the protagonist Becky Sharp – a character with few of the virtues that society at that time admired in women. Thackeray was one of the first writers of this period to portray the commonplace with deliberate realism. He also created complete studies of English upper-class life, full of memorable characters, all displaying varying degrees of virtue, vanity and vice.

Read what happens next. What does George’s father tell him to do? read on







1 Read about William Thackeray. What kind of novel is Vanity Fair? Why was it so popular? 2 Read the background to the story on page 87. What is Becky Sharp’s aim in life? Do you think she has got the right approach to marriage? Why / why not?

 

SPEAKING Work in pairs. Read and discuss these quotes by William Thackeray. Do you agree or disagree with them? Give reasons for your answers.

Read the extract again. Are the sentences true (T) or false (F)? Correct the false ones.

1 ‘I would rather make my name than inherit it.’ 2 ‘Remember it’s as easy to marry a rich woman as a poor woman.’ 3 ‘Money has only a different value in the eyes of each.’



8

Thackeray wrote about Victorian society as he saw it. Write an article about the society you live in today.

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1 Mr Sedley invests his money unwisely. What would you do if you had a large sum of money? Give reasons for your answers.



 

SPEAKING Work in pairs. Discuss the questions.



3

Writing

















1 John did not mind losing money to his upper-class friends. 2 There would be no reinstatement of John’s position in society. 3 Money was in abundance in the Crawley home. 4 Rawdon was adept at cheating in a game of cards. 5 Becky’s piano had been sold to pay rent arrears. 6 Mr Sedley was cast out of society and shunned by his friends.



2

7





Read the extract on page 87. What misfortune caused Mr Sedley to lose his money?

1

Do we give too much importance to money and possessions? Objects these days are not made to last. Is it good to live in a throwaway society? Do you think that the gap between rich and poor is greater today than in Thackeray’s time? How can we solve this problem?

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background to the story

V Fair

anity

Becky Sharp and Amelia Sedley, two girls of different background and character, have just completed their studies at Miss Pinkerton’s Academy. Becky, the orphaned daughter of a poor artist, has had a life of hardship, but she is determined to use her beauty and cunning to climb the social ladder. Her friend Amelia, by contrast kind and honest, is the daughter of a rich City merchant. After an unsuccessful attempt at becoming Amelia’s sister-in-law, Becky enters the service of Sir Pitt Crawley, who has engaged her as a governess to his daughters. Sir Pitt’s handsome and eligible son, Rawdon, becomes infatuated with Becky. They run away and get married, but Rawdon’s aunt, who is very rich, strongly disapproves of the match and promptly disinherits her nephew. For many years, Amelia has been promised in marriage to George Osborne, a handsome but self-centred soldier. However, when George’s father learns that Mr Sedley’s business is not doing well, he tells George to look for someone of a higher social standing.

From Vanity Fair, Oxford Bookworms. Text adaptation by Diane Mowat.

Literature insight 2

 

No more than four months later, Mr Osborne’s words to his son were proved true. Old John Sedley was a ruined man. He had judged badly and lost money, and could not recover from his mistakes. The final disaster struck when Napoleon escaped from the island of Elba and invaded France. The money market crashed, taking with it what remained of Mr Sedley’s fortune. The family had to leave their fine home in Russell Square, and all the contents of the house were put up for sale. On the day of the sale, who should visit the house in Russell Square but our old friends, Captain and Mrs Rawdon Crawley? Rebecca had seen her dear friend Amelia a few times since she had been at Miss Crawley’s house. Amelia and George Osborne visited her, and Rawdon invited George several times to little gambling parties, which George always accepted, happy to lose money to the son of a baronet and his high-society friends. About a month after Becky had set up home with Rawdon, she expressed a wish to see Amelia again. Money being short in the Crawleys’ little home, and with no sign of forgiveness from Miss Crawley, Rawdon agreed that it would be good to see George Osborne again. ‘I’d like to play a few more games of cards with him. He’d be what I call useful just now,’ he said, with his loud soldier’s laugh. Rawdon Crawley had no intention of cheating George Osborne, of course; it was just rather convenient to gamble with someone less skilful than himself. When they arrived in Russell Square, Rebecca was shocked to see a sale at the house where she had once been treated so kindly. However, this did not stop her from trying to buy Amelia’s piano, though it is not clear why she wanted it. Perhaps her own piano had been sold in order to pay the rent. But the piano was finally sold to Captain Dobbin, who knew how much Amelia loved her piano and who paid a great deal more for it than the piano was worth. Rebecca and Rawdon looked for him after the sale, hoping to find out more about what had caused the Sedleys’ ruin, but he had already left. ‘I’m sorry Mr Sedley has had such bad luck,’ Becky said as they got back into their carriage. ‘He was a very kind old man.’ ‘Oh, it happens all the time with businessmen, you know,’ Rawdon said. ‘I don’t suppose Osborne will marry your pretty little friend now. How upset she’ll be, hey, Becky?’ ‘Oh, I expect she’ll recover,’ Becky said with a smile, and they drove on and talked about something else. The news of Sedley’s ruin was announced in the newspaper, and soon became widely known. The family moved to a little house in an unfashionable street. Mr Sedley’s former friends now avoided him, but what really hurt him was that his most bitter, most unforgiving enemy was John Osborne, George’s father, whom Sedley had helped many years before, when Osborne was starting his own business. In a short, cruel letter, Mr Osborne informed Amelia that her father’s behaviour had been so shameful that there could be no marriage between her and his son.

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Literature insight 3 Tess of the d’Urbervilles – Thomas Hardy 4



before you read

1 Read about Thomas Hardy. How did Greek tragedy influence his writing? 2 Read the background to the story on page 89. Why is John Durbeyfield unable to claim any inheritance?

Read what happens next. Why have the lives of the Durbeyfields become more difficult? read on

6

3.16 Listen to the next part of the story. Who has written to Tess?





5

3.16 Listen again. Choose the correct answers. The letter leads Joan Durbeyfield to a recognize Alec as a cousin. b dismiss the offer. c jump to conclusions. Tess is … about the job. a sceptical b excited c convinced John Durbeyfield is proud of his a new-found energy. b inheritance. c ancestral heritage. Tess’s bags a go on ahead of her. b are sent on later. c are put in the carriage. When Tess leaves, her mother thinks a she is right to have encouraged Tess. b she should have spoken to Alec about Tess. c Tess will be happy at the d’Urbervilles’. From the way in which he drives the carriage, Alec seems a calm and confident. b oblivious and arrogant. c kind and caring.

3

















2











1



Thomas Hardy Born: 1840 in Dorset, England Died: 1928 Important works: Far from the Madding Crowd (1874), The Mayor of Casterbridge (1886), Tess of the d’Urbervilles (1891), Jude the Obscure (1895) Did you know? Thomas Hardy started his writing career while working as a draughtsman in a London architect’s office. Success was not immediate and when his first novel, The Poor Man and the Lady, was rejected several times he almost gave up writing. The breakthrough came with his third novel Far from the Madding Crowd, which was published in monthly issues of the Cornhill Magazine. He had finally found the true subject for his novels: the semi-fictionalized county of Wessex. Hardy believed strongly in Charles Darwin’s theory of evolution, and he turned to science for answers about people’s place in the universe. His characters are not presented through psychological insight, but through their experiences and reactions to events. The pastoral themes in his early novels move to a more realistic portrayal of the poverty and suffering of village people. He takes the idea of cruel gods, the forces of nature and hostile fate from Greek tragedy.

 

About the author

 



The loss of their horse is economically devastating for the Durbeyfield family, and without any income their lives become even more difficult. Tess feels guilty about the accident, so she agrees to her mother’s plan to visit the Stoke d’Urbervilles, telling them she is a relation and asking them for help. Tess expects to find a crumbling mansion and she is surprised that the d’Urberville family live in a fashionable new house. She meets Mrs d’Urberville’s son, Alec, who is captivated by Tess’s beauty and agrees to help her.



4







Read the extract on page 89. Who does Mrs Durbeyfield want to ask to deliver the bees to market?

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1





6

















A Poor Prince was seriously hurt, and as she watched he fell to the ground. B He went on his way, while Tess stood and waited, tears pouring down her face. C ‘But you’re glad you’re going to marry a gentleman?’ D ‘We d’Urbervilles don’t sell our horses for cats’ meat!’ he insisted. E Something terrible had happened. F ‘They seem like our apples – most of them good, a few bad.’ G Gradually she fell into a dream.



Complete the extract with sentences A–G. There is one sentence that you do not need.



2

 

SPEAKING Work in pairs. Discuss the questions.



7











1 How do you think people travelled in Hardy’s time? 2 In the mid-19th century, railways proliferated and rapidly replaced slower and less reliable forms of transport across Britain. How do you think this affected people’s lives?

 

SPEAKING Work in pairs. Discuss the questions.

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1 Tess is often described as a victim of destiny. Do you believe in destiny? Would the accident not have happened if Tess had not taken the bees? 2 Why could the name of the horse ‘Prince’ be significant?

Writing

8





3

Imagine you are Tess at the point when she agrees to go to the d’Urberville house. Write a letter to Mrs d’Urberville thanking her and accepting the job.

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background to the story

One warm spring evening John Durbeyfield, a poor labourer, meets a priest on the road who greets him as ‘Sir John’. The man asks the priest why he calls him Sir John whenever they meet and the priest explains that he recently came across some records which indicate that John Durbeyfield is descended from a noble family, called d’Urberville, dating back to William the Conqueror. The d’Urberville family died out long ago and there is no land or inheritance, but as the priest rides away John Durbeyfield, full of self-importance, gives a boy a shilling to send for a horse and carriage to take him home. That same evening, John Durbeyfield’s sixteen-year-old daughter, Tess, is enjoying the May Day festivities with her friends when three young men stop to watch their dancing. The youngest man notices Tess and wishes, as he is leaving, that he had asked her name. When she arrives home, Tess realizes that her father has had too much to drink and cannot deliver their bees to market. She must go with her little brother, Abraham, and sell them.

Tess of the d’Urbervilles

1

‘What?’ said Tess, lifting her face. ‘Our noble relations are going to help you marry a gentleman.’ ‘Me? Our noble relations? We haven’t any. Whatever put that into your head?’ ‘I heard them talking about it at home. There’s a rich lady of our family out at Trantridge, and mother said that if you claimed relationship with her, she’d help you marry a gentleman.’ His sister became suddenly silent. Abraham talked on, not noticing her lack of attention. ‘Did you say the stars were worlds, Tess?’ ‘Yes.’

‘All like ours?’ 2

‘Which do we live on? A good one or a bad one?’ ‘A bad one.’ ‘If we lived on a good one, how would things be different?’ ‘Well, father wouldn’t be ill and cough as he does, and mother wouldn’t always be washing.’ ‘And you would have been a ready-made rich lady, and not have to marry a gentleman.’ ‘Oh, Aby, don’t – don’t talk of that any more!’ Abraham finally went to sleep on the waggon. Tess She could see her father, foolish drove the horse. 3 in his pride, and the rich gentleman of her mother’s imagination laughing at the poor Durbeyfield family. Suddenly she awoke from her dream to noise and violent She jumped down and discovered that movement. 4 the post carriage, speeding along the dark road, had driven into her slow and unlighted waggon. 5 ‘You were on the wrong side,’ said the post driver. ‘I must go on with the post, but I’ll send somebody to help you as soon as I can. You’d better stay here with your waggon.’ 6 Daylight came. Prince lay there, unmoving, his eyes half open. ‘It’s all my fault,’ cried Tess. ‘What will mother and father live on now? Aby, Aby, wake up! We can’t go on with our beehives – Prince is dead!’ When Aby realized what had happened, his face looked like an old man’s. ‘It’s because we live on a bad star, isn’t it, Tess?’ he said through his tears.

From Tess of the d’Urbervilles, Oxford Bookworms. Text adaptation by Clare West.

Literature insight 3

 

‘The poor man can’t go,’ she whispered. Tess sat up in bed. ‘But it’s late for the bees already. We must take them today.’ ‘Maybe a young man would go?’ asked Mrs Durbeyfield doubtfully. ‘One of the ones dancing with you yesterday?’ ‘Oh no, not for the world!’ said Tess proudly. ‘And let everybody know the reason? I’d be so ashamed! I think I could go if little Abraham came with me.’ Tess and Abraham dressed, led out the old horse Prince with the loaded waggon, and set off in the dark. They cheered themselves up with bread and butter and conversation. ‘Tess!’ said Abraham, after a silence. ‘Yes, Abraham.’ ‘Aren’t you glad that we’re a noble family?’ ‘Not particularly.’

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1 Do you think that art has no purpose other than beauty? Why / why not? 2 What is your impression of Hughie?







1 Read about Oscar Wilde. What was his opinion of art? 2 Read the background to the story on page 91. What is Hughie’s problem?

4

At a chance meeting at the Palette Club that evening, Hughie learns from Trevor that the painting has been finished and framed. Hughie is unable to dispel his concerns over the model’s dismal life and he is saddened by the wretchedness of poverty. Trevor is in complete disagreement with Hughie. He sees the model’s tattered clothes as a thing of great beauty and he explains that artists are compelled to paint the world as they see it. Trevor says that the old man was so curious to know everything about Hughie that Trevor felt compelled to tell him. At first, Hughie is angry that his friend has spoken about his private life, but then he learns that appearances can be deceptive.

6

3.17 Listen again. Answer the questions. Why did Trevor not reveal the model’s true identity earlier that day? What revelation does Trevor make about the old man? Why is Hughie dismayed about the model’s identity? Why does Hughie think Gustave Naudin is visiting him? Why does Gustave Naudin actually visit him? What roles do Alan and Baron Hausberg play in the wedding?  



 

3.17 Listen to the next part of the story. Does Trevor think that Hughie will get his money back?



5

1

2 Read the extract on page 91. What does ‘finishing touches’ mean when it refers to a painting?



3



1

read on



Oscar Fingal O’Flahertie Wills Wilde Born: 1854 in Dublin, Ireland Died: 1900 Important works: The Picture of Dorian Gray (1890), Lady Windermere’s Fan (1893), The Importance of Being Earnest (1895) Did you know? Oscar Wilde’s flamboyant lifestyle was influenced by his unconventional family. His father was an eminent surgeon and his mother a poet who wrote under the name of Speranza. She established a literary salon at their home, frequented by intellectuals, artists and doctors. It was from his contact with these people that Wilde developed an interest in art and culture, and a love for witty conversation. Whilst studying at Oxford, he became involved in the aesthetic movement and was influenced by two professors, Walter Pater and John Ruskin. Wilde did not agree with Ruskin that art reflects the moral values of a civilization, but preferred Walter Pater’s advocacy of ‘art for art’s sake’ – a doctrine of the Aesthetic Movement, which states that art exists for beauty alone and doesn’t need a political, social or other purpose. ‘One should either be a work of art, or wear a work of art,’ he once said. In 1895, Wilde was sentenced to two years’ imprisonment. Whilst imprisoned, he wrote a letter to Lord Alfred Douglas, called De Profundis, and a poem called The Ballad of Reading Gaol immediately after he was released. When Wilde was released from prison, he was a broken man and spent the rest of his life in exile and poverty. He died in Paris in 1900 from meningitis, aged only forty-six.

Read what happens next. Why does Trevor see the model in his tattered clothes as a thing of great beauty?



About the author

SPEAKING Work in pairs. Discuss the questions.  

3

before you read



 

Literature insight 4 The Model Millionaire – Oscar Wilde

Read the extract again. Choose the correct answers.

4

 

SPEAKING Work in pairs. Answer the questions.











7









1 The model had … expression. a an exuberant b an elated c a forlorn 2 The model’s boots are cobbled, meaning a put together roughly. b laced tightly. c tied with string. 3 Trevor’s excitement at having a beggar to paint was a excusable. b accurate. c considerable. 4 Trevor … finds beggars like this to model for him. a often b hardly ever c never 5 Hughie remarked that the model was poorly paid. He … a percentage. a recommended b approved c offered 6 When Hughie saw Laura, she … for giving the beggar a sovereign. a agreed with him b laughed at him c told him off





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8

Summarize the story in 300 words. Use reported speech instead of dialogue.











Writing

90

 



























1 At the beginning of the story, Oscar Wilde says that romance is the privilege of the rich and states that unless one is wealthy, there is no use in being charming. Do you agree? Why / why not? 2 Is there a moral to this story? If there is, what is it? 3 Would it have been better for the Baron to have given Hughie a job? Why / why not?

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background to the story

Hughie Erskine is a charming and kind-hearted young man. While endeavouring never to make malicious remarks, he is unencumbered by great intellect and his good looks contribute to his popularity with women. Despite Hughie’s many accomplishments, he lacks the ability to make money. He has tried various jobs, but on each occasion has failed miserably, and the £200 he receives each year from an elderly aunt is not enough to keep a wife. He is acutely aware that without an income he cannot marry, and although Laura Merton, the daughter of a retired colonel, loves him, her father demands that Hughie earn £10,000 before the wedding. Hughie is bitterly disappointed and desperate to find a solution to the problem. One morning, while he is on his way to visit Laura, he calls on Alan Trevor, a friend of his. Trevor is a successful painter and he likes nothing more than painting beautiful people and talking to them. However, this morning Trevor has a different kind of model in his studio.

The Model Millionaire

‘Well, I think the model should have a percentage,’ cried Hughie, laughing; ‘they work quite as hard as you do.’ ‘Nonsense, nonsense! Why, look at the trouble of laying on the paint alone, and standing all day long at one’s easel! It’s all very well, Hughie, for you to talk, but I assure you that there are moments when Art almost attains to the dignity of manual labour. But you mustn’t chatter; I’m very busy. Smoke a cigarette, and keep quiet.’ After some time the servant came in, and told Trevor that the frame-maker wanted to speak to him. ‘Don’t run away, Hughie,’ he said, as he went out, ‘I will be back in a moment.’ The old beggar-man took advantage of Trevor’s absence to rest for a moment on a wooden bench that was behind him. He looked so forlorn and wretched that Hughie could not help pitying him, and felt in his pockets to see what money he had. All he could find was a sovereign and some coppers. ‘Poor old fellow,’ he thought to himself, ‘he wants it more than I do, but it means no hansoms for a fortnight;’ and he walked across the studio and slipped the sovereign into the beggar’s hand. The old man started, and a faint smile flitted across his withered lips. ‘Thank you, sir,’ he said, ‘thank you.’ Then Trevor arrived, and Hughie took his leave, blushing a little at what he had done. He spent the day with Laura, got a charming scolding for his extravagance, and had to walk home.

From A Tangled Web, Oxford Bookworms Collection. Edited by Christine Lindop and Alison Sykes-McNulty.

Literature insight 4

 

When Hughie came in he found Trevor putting the finishing touches to a wonderful life-size picture of a beggar-man. The beggar himself was standing on a raised platform in a corner of the studio. He was a wizened old man, with a face like wrinkled parchment, and a most piteous expression. Over his shoulders was flung a coarse brown cloak, all tears and tatters; his thick boots were patched and cobbled, and with one hand he leant on a rough stick, while with the other he held out his battered hat for alms. ‘What an amazing model!’ whispered Hughie, as he shook hands with his friend. ‘An amazing model?’ shouted Trevor at the top of his voice; ‘I should think so! Such beggars as he are not to be met with every day. A trouvaille, mon cher; a living Velasquez! My stars! What an etching Rembrandt would have made of him!’ ‘Poor old chap!’ said Hughie, ‘how miserable he looks! But I suppose, to you painters, his face is his fortune?’ ‘Certainly,’ replied Trevor, ‘you don’t want a beggar to look happy, do you?’ ‘How much does a model get for sitting?’ asked Hughie, as he found himself a comfortable seat on a divan. ‘A shilling an hour.’ ‘And how much do you get for your picture, Alan?’ ‘Oh, for this I get two thousand!’ ‘Pounds?’ ‘Guineas. Painters, poets, and physicians always get guineas.’

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1 How would you define luck? 2 Read the quotes by D.H. Lawrence. Do you agree? Why / why not? ‘In every living thing there is the desire for love.’ ‘I want to live my life so that my nights are not full of regret.’









1 Read about D.H. Lawrence. What themes did he look at in his short stories? 2 Read the background to the story on page 93. What effect do the whispers in the house have on Paul?

4



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6

3.18 Listen again. Complete sentences 1–6 with characters A–C.





1 2



3 4

5 6



 

 

1 Horse racing takes over Paul’s life. Do you agree that sports can be addictive? Why / why not? 2 Is gambling addiction as serious as drug or alcohol addiction? Why / why not? 3 How do you think the story ends?













 

 



SPEAKING Work in pairs. Discuss the questions.

Writing

8

Write a story about a teenager with an addiction to an activity or sport.





7

can hear mad whisperings in the house. started to enjoy the luxuries that came from having money. lost £50 at Lincoln races. said that knowing the winning horse was of no consequence. did not like to be opposed. told him to forget about the winner for the Derby.







a Paul is beginning to outgrow the rocking-horse. b Bassett is far from indifferent to racing. c Paul’s sister Joan wants him to stop riding the rocking-horse. d When he rides, Paul beats the glassy-eyed horse. e Paul is becoming too headstrong for his nurse. f Paul moves furtively as he searches for luck. g Paul tells his mother that he managed to reach his destination. h His sisters are afraid to speak to him when he rides his horse.

 





A Paul B Hester (Paul’s mother) C Oscar (Paul’s uncle)



Read the extract again. Put the events a–h in the correct order.

 

3.18 Listen to the next part of the story. What do the voices in the house sound like?



5





2

Paul’s Uncle Oscar is curious about his nephew’s racing knowledge and when he questions the boy about it, he learns that Paul and Bassett the gardener have become betting partners. Bassett tells Paul the names of the horses and when Paul rides his rocking horse very fast, he can predict which horse is going to win the next important horse race. Uncle Oscar is full of wonder and amazement, and when his nephew correctly predicts that Daffodil will take first prize at Lincoln Racecourse, Uncle Oscar decides to listen to Paul when choosing a horse for the next big race. Lucky Spark wins Paul £10,000 and Paul decides to make a gift of £5,000 to his mother secretly through a lawyer.

Read the extract on page 93. How do Paul’s sisters feel when he is riding his rocking-horse?

1

read on



David Herbert Lawrence Born: 1885 in Eastwood, Nottinghamshire, England Died: 1930 Important works: Sons and Lovers (1913), The Rainbow (1915), Women in Love (1920) Did you know? Lawrence was born in a small mining town in the industrial Midlands of England. His father was a coal miner and worked in the pit for over fifty years. His mother, who came from a middle-class family, was educated and loved literature. As a child, Lawrence was physically frail and susceptible to illness. He was not good at sport, but he was an excellent student and won a scholarship to Nottingham High School. He later worked as a teacher. Lawrence’s life changed when he met Frieda Weekley, a woman of aristocratic German descent. They spent the rest of their lives together. He gave up teaching and decided to make a living as an author. When Sons and Lovers, a semiautobiographical account of his early years at home, was published, it was considered his first masterpiece. Lawrence hated industrialization and loved the Romantics and their glorification of the natural, the instinctive and the primitive. Although not an innovator like James Joyce, Lawrence belongs to the era of the modern novel. He delves deep into the psychological impulses that guide his characters’ actions and reactions. He likes to explore the effects of the Industrial Revolution on people and their identity – themes which he looks at in his short stories. ‘The Rocking-Horse Winner’, which is mostly about materialism versus human love, was first published in 1926 in Harper’s Bazaar. It appeared in a book of short stories by Lawrence later that year and was made into a film in 1949.

Read what happens next. How does Paul know the name of the horse that will win?

 

About the author

SPEAKING Work in pairs. Discuss the questions.  

3

before you read



 

Literature insight 5 ‘The Rocking-Horse Winner’ – D.H. Lawrence

What activity / game / sport is it? Is it dangerous? How does it become an obsession? How does the story end?

 

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background to the story

All his life, Paul has heard his mother say that they are an unlucky family. The twelve-year-old boy and his sisters live in a pleasant house with a garden and servants, but their mother’s discontent weighs heavily upon everyone. Both parents have small incomes and expensive tastes, and because there never seems to be enough money, Paul soon begins to hear ghostly whisperings in the house and an unspoken phrase that ‘there must be more money’. One day Paul asks his mother why they do not have a car and she tells him it is because they are the poor relations in the family and his father is an unlucky person. Uncertain what luck might be, Paul asks her timidly if luck is money. When his mother tells him that ‘luck causes money’, Paul says that he is a lucky person. His mother gives a sudden laugh. He can see she doesn’t believe him and, angered by this, he decides to prove her wrong.

The Rocking-Horse Winner ‘He doesn’t have a name,’ said the boy. ‘Gets on without all right?’ asked the uncle. ‘Well, he has different names. He was called Sansovino last week.’ ‘Sansovino, eh? Won the Ascot. How did you know this name?’ ‘He always talks about horse-races with Bassett,’ said Joan. The uncle was delighted to find that his small nephew was posted with all the racing news. Bassett, the young gardener, who had been wounded in the left foot in the war and had got his present job through Oscar Cresswell, whose batman he had been, was a perfect blade of the ‘turf’. He lived in the racing events, and the small boy lived with him.

From The Eye of Childhood, Oxford Bookworms Collection. Edited by John Escott and Jennifer Bassett.

Literature insight 5

 

He went off by himself, vaguely, in a childish way, seeking for the clue to ‘luck’. Absorbed, taking no heed of other people, he went about with a sort of stealth, seeking inwardly for luck. He wanted luck, he wanted it, he wanted it. When the two girls were playing dolls in the nursery, he would sit on his big rocking-horse, charging madly into space, with a frenzy that made the little girls peer at him uneasily. Wildly the horse careered, the waving dark hair of the boy tossed, his eyes had a strange glare in them. The little girls dared not speak to him. When he had ridden to the end of his mad little journey, he climbed down and stood in front of his rocking-horse, staring fixedly into its lowered face. Its red mouth was slightly open, its big eye was wide and glassy-bright. ‘Now!’ he would silently command the snorting steed. ‘Now, take me to where there is luck! Now take me!’ And he would slash the horse on the neck with the little whip he had asked Uncle Oscar for. He knew the horse could take him to where there was luck, if only he forced it. So he would mount again and start on his furious ride, hoping at last to get there. He knew he could get there. ‘You’ll break your horse, Paul!’ said the nurse. ‘He’s always riding like that! I wish he’d leave off!’ said his elder sister Joan. But he only glared down on them in silence. Nurse gave him up. She could make nothing of him. Anyhow, he was growing beyond her. One day his mother and his Uncle Oscar came in when he was on one of his furious rides. He did not speak to them. ‘Hallo, you young jockey! Riding a winner?’ said his uncle. ‘Aren’t you growing too big for a rocking-horse? You’re not a very little boy any longer, you know,’ said his mother. But Paul only gave a blue glare from his big, rather closeset eyes. He would speak to nobody when he was in full tilt. His mother watched him with an anxious expression on her face. At last he suddenly stopped forcing his horse into the mechanical gallop and slid down. ‘Well, I got there!’ he announced fiercely, his blue eyes still flaring, and his sturdy long legs straddling apart. ‘Where did you get to?’ asked his mother. ‘Where I wanted to go,’ he flared back at her. ‘That’s right, son!’ said Uncle Oscar. ‘Don’t you stop till you get there. What’s the horse’s name?’

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Exam insight extended matura 1 Reading – matching sentences to gaps matura strategy

Przyjrzyj się wyrażeniom lub zwrotom przed luką i po niej. Odszukaj fragmenty, które wiążą się z którymś z podanych zdań. To pomoże ci dopasować brakujące zdania do luk. Complete the paragraph with sentences A–C. There is one sentence that you do not need. Underline information in the paragraph which relates it to the correct sentence, or information in the removed sentence which relates it to the paragraph.



1

‑

Becoming a criminal is an obvious choice for some people. 1 On the other hand, some unlikely people find themselves committing crimes. These evidently law abiding citizens may change their behaviour because of a sudden shift in fortune or when faced with an irresistible temptation. 2 The only question is if they took on the job because they wanted access to the money, or if easy access made their crime unavoidable.







A This would explain the number of respectable citizens who volunteer to keep the accounts for a small organization and end up lining their pockets with the group’s cash. B They may have been born into a crime-orientated family, or grew up in an environment where the only success that seems available is based on illegal activities. C It’s because they understand the consequences of doing wrong, having stolen money from their employers and then spending years in dark prison cells.

2

 



matura task Przeczytaj tekst, z którego usunięto cztery fragmenty. Wpisz w luki 1–4 litery, którymi oznaczono brakujące fragmenty (A–E), tak aby otrzymać logiczny i spójny tekst. Jeden fragment został podany dodatkowo i nie pasuje do żadnej luki.

When the Barclay family heard that their missing son, Nicholas, had been found in Spain, they were ecstatic. Nicholas had disappeared three years before, at the age of thirteen, so when the boy was reunited with his family in Texas, they showered him with affection. It did not occur to them to wonder why he now had a French accent, or why his eyes had changed colour. 1 It was only later that the truth came out: the person pretending to be their son was actually a twenty-three-year-old Frenchman, Frédéric Bourdin. This was not the first time that Bourdin had attempted to pull off this kind of scam. In fact, he had impersonated orphans in several different parts of Europe since he was sixteen. 2 His performances were so credible that they seldom failed to move his listeners into wanting to help him. Bourdin has been described as an ‘exceedingly clever man’ who took on the part of a frightened, penniless child in order to gain the sympathy of strangers. 3 Even when Bourdin’s hair began to go grey and fall out, he kept going by dyeing it, wearing a baseball cap and adopting the movements, voice and gestures of someone much younger. The one true part of Bourdin’s role-playing was his claim of having had an unhappy childhood. Born near Paris in 1974, he never knew his father, and his mother abandoned him early on. Raised by his grandparents, he began making up stories, even claiming that his absent father was a British spy. He then took on his first role as another person at the age of sixteen. 4 But this was only the first of a long series of more successful scams, the last of which came to light in 2005 when he was discovered in a French school, still posing as a teenager. Now thirty-eight, Bourdin finally seems to have accepted who he really is, and has sworn that he will never impersonate anyone again. As the father of three children, perhaps he has found a role that really suits him at last.











A He was such an expert at this kind of role-playing that a medical doctor swore that Bourdin was actually a teenager even though he was more than thirty years old. B He ran away from reform school and told police officers that he was a lost British teenager. Since he spoke hardly any English, his deception was easily discovered. C While there have been many other expert imposters throughout history, Bourdin is almost unique in having carried out his scams so successfully for so many years. D They had been so desperate to have him back, and were now so thrilled to see him, that they didn’t question whether or not this truly was their offspring. E He continued to trick his way into hospitals, schools, orphanages and foster homes in at least sixteen countries, always using different names and plausible stories of a troubled childhood and rarely failing in getting people to help him.

The great pretender

 

 

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Exam insight extended matura 1 Listening – multiple choice

Use of English – guided cloze

matura strategy

matura strategy

















































 



matura task Przeczytaj poniższy tekst. Z podanych odpowiedzi wybierz właściwą, tak aby powstał logiczny, spójny i gramatycznie poprawny tekst. Zakreśl literę A, B, C lub D.

There are only so many ways a notorious criminal can evade capture by the authorities. In these days of CCTV cameras on every street corner and facial recognition software that can 1 out a known offender in a crowd, it is harder than ever for a criminal to avoid 2 recognized. But even in the 1930s, the notorious gangster John Dillinger realized that his face – which appeared on posters and in newspapers all over the USA – was the one thing that would give him 3 . In a desperate 4 to hang on to his freedom, he decided to undergo plastic surgery. When you consider how unsophisticated plastic surgery was at that time, and the fact that Dillinger’s of a hospital, surgery was performed in an apartment 5 it is clear just how desperate he was to get away. Since then, many wanted criminals have changed their features to 6 capture, and as plastic surgery becomes more sophisticated, it seems they are more likely to succeed.

























select D be D in D effort D instead D run away D



C C C C C C











search being out trial than cease







B B B B B B













pick to be off attempt not stop









A A A A A A







1 2 3 4 5 6

take to being away try either escape

 

Exam insight extended matura 1

 









Tekst 3 3 Which of the following is stated as a fact, and not an opinion? A It’s not difficult to steal someone’s identity. B Being cautious all the time makes you paranoid. C Fraud offices have reports of the people who call you.











Tekst 2 2 Which statement summarizes Ms Williams’s main point? A Immigrants should get help tailored to their needs. B Public attitudes are causing problems for immigrants. C There are no solutions to immigrants’ problems.

6

 

 

 









Tekst 1 1 What is the purpose of what the speaker says? A To warn people against leaving their children unattended. B To describe the outcome of a social experiment. C To advise not to leave children unattended in public places.





matura task 3.19 Usłyszysz dwukrotnie trzy teksty. Z podanych odpowiedzi wybierz właściwą, zgodną z treścią nagrania. Zakreśl literę A, B lub C.













1 Many citizens object B watched by cameras everywhere they go. A being B to be C to being D be 2 The police were taken C by the criminal’s total lack of concern with being recognized. A away B along C aback D on 3 No matter what the police do to try and catch them, some criminals seem always to be one step D. A behind B ahead C along D away 4 The police can’t always A you to give a DNA sample, but they appreciate it when you do. A make B demand C force D necessitate







4

Three of the sentences below have been completed with the wrong answers. Decide which sentences are incorrect, why they are incorrect and what the correct answers should be.



1 ‘Again, it’s a thrill to see such a large and distinguished audience, so thank you for coming. And now I’d like to introduce our first speaker … .’ Where is the speech taking place? 2 ‘In fact, though we began with twenty participants, it soon dwindled to ten and by the end to a mere three.’ How many people stayed with the experiment to the end? 3 ‘So don’t hesitate! Call now and order your Vegelite juicer and you’ll receive a Vege Mini absolutely free!’ What is the speaker trying to accomplish? 4 ‘Yes, it’s been proven that certain sectors are losing jobs, while other areas need more workers with the right skills, but I don’t believe it’s safe to argue that the workplace has changed irrevocably.’ Is this the speaker’s own opinion or a fact? 5 ‘I just want the people of my district to know that, if they vote for me, I will do everything in my power to bring prosperity back to the region.’ Who is the text aimed at?

5



Read extracts from recording scripts and the questions below them. Decide what each question is asking you to listen for.





3

Zanim wybierzesz pierwszą odpowiedź, która wydaje ci się prawidłowa, wypróbuj wszystkie opcje. Wyeliminuj te, które są nieprawidłowe i sprawdź ponownie pozostałe opcje pod kątem językowym i logicznym. Czasami jedna z podanych odpowiedzi może tworzyć prawidłowy zwrot lub konstrukcję gramatyczną, ale nie będzie pasować do kontekstu zdania.



W tym zadaniu, może być sprawdzana umiejętność określania głównej myśli tekstu, kontekstu wypowiedzi, znajdowania określonych informacji oraz oddzielania faktów od opinii. Zanim wysłuchasz nagrania, przeczytaj dokładnie pytania i zastanów się, czego one dotyczą i na czym musisz się skupić podczas słuchania.

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Use of English – partial translation



 

Exam insight extended matura 1

matura strategy

Read the Matura task in exercise 11 and look at the questions below. Which points in the task could they refer to? 1 2 3 4 5

Correct the translations.



7

10



1 płatność z góry payment from the top













W zadaniach na tłumaczenie nie skupiaj się na poszczególnych słowach i nie tłumacz dosłownie. Zastanów się, jakich wyrażeń lub konstrukcji używa się w języku angielskim w danej sytuacji.

What happened? Why did they do that? Isn’t that overreacting a bit? Was this a good decision? Do you think this is enough?

Study the phrases below. Then put them into the correct category 1–3. That’s just what I thought. My view is that … . I agree with you about that. For me … . I take your point, but … . As far as I’m concerned … . I appreciate what you’re saying, but … .



2 Powinieneś powiedzieć mi o tym wczoraj. You should tell me about it yesterday.

1 Expressing your opinion 2 Disagreeing 3 Agreeing







3 Powiedz mi, gdzie on jest. Tell me where is he.

matura task Jesteś na kursie językowym w Edynburgu. Na dzisiejszej lekcji miało miejsce nieprzyjemne zajście między dwójką uczniów. Opowiadasz o tym osobie, u której mieszkasz. W rozmowie z egzaminatorem porusz następujące kwestie:  

11





4 Adam miał koszulę założoną na lewą stronę. Adam had his shirt on the left side.

5 Nie chcieli słuchać moich rad. They didn’t want to listen to my advices.

przebieg zajścia, reakcja klasy, reakcja nauczyciela, kara dla winnego. (Rozmowę rozpoczyna zdający.)

Writing – a letter to a newspaper



1 It looks like a big mess now, but don’t worry – by the time you’re ready to move in all of it (będzie usunięte) away. 2 The police (szukała) witnesses for weeks, before the old lady came forward saying she saw the whole incident. 3 Although the defendant (nie przyznał się do winy), nobody really believed in his innocence. 4 Teens’ dieting is often a (kością niezgody) between them and their parents. 5 Despite the mayor’s campaign promising that any project involving destruction of city parks (będzie odrzucony), two parks have already been turned to construction sites.



 



matura task Przetłumacz na język angielski fragmenty podane po polsku, tak aby otrzymać logiczne i poprawne gramatycznie zdania. W każdą lukę możesz wpisać od dwóch do pięciu wyrazów. We fragmentach podanych po angielsku nie wolno niczego zmieniać.



8

matura strategy



12

Look at the adjectives below and cross out two in each group which are inappropriate for a letter to a newspaper. 1 stupid / vexing / bothersome / annoying / horrific / pain in the neck 2 beneficial / good / awesome / advisable / in the public interest / cool









W liście do redakcji nie musisz używać zbyt formalnego języka, ponieważ zwykle dzielisz się w nim swoimi opiniami na ważne dla ciebie tematy. Jednakże w takim liście nie powinieneś/powinnaś używać zbyt prostego lub kolokwialnego języka. Staraj się stosować przymiotniki, które opisują twoje nastawienie, ale nie są zbyt formalne lub nieformalne.



Speaking – task 1

13

matura task W twojej okolicy pojawił się problem, który irytuje wielu mieszkańców, jednak jest ignorowany przez lokalne władze. Napisz list do lokalnej gazety, w którym opiszesz ten problem i zaproponujesz sposób rozwiązania go, uzasadniając zalety podanego rozwiązania. Wypowiedź powinna zawierać 200–250 słów.  

Podczas rozmowy na dany temat egzaminujący może cię poprosić o uzasadnienie opinii lub skomentowanie czegoś, zadając dodatkowe pytania lub nie zgadzając się z tobą. Nie oznacza to, że musisz zmienić swoje poglądy, ale podać więcej informacji lub coś wyjaśnić. Użyj właściwych zwrotów, kiedy uzasadniasz opinię i reagujesz na komentarze egzaminującego.



matura strategy

 

 

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Exam insight extended matura 2 Tekst A 1 In general, what has the writer’s experience of visiting homeless accommodation been like? A He feels mostly positive. B He has mixed feelings. C He feels extremely hopeful. D He has been left very disheartened. 2 What does the writer say about the women who started the Eastdown Shelter? A They have all been homeless in the past. B Most of them come from wealthy backgrounds. C Most of them became rich later in life. D Some of them have experienced homelessness. 3 Which of the following is stated in the text as an opinion, not a fact? A Eastdown is a model for other shelters. B Eastdown was started by a group of rich women. C The original building had one distinct advantage. D Eastdown offers family-friendly accommodation.

Reading – multiple choice matura strategy















Czasami odpowiedź na jedno z pytań może wymagać oddzielenia faktów od opinii. Zdania podające fakty zazwyczaj zawierają takie zwroty jak according to research / the government / statistics, in reality itp. Opinie często poprzedzane są takimi zwrotami jak it is believed that, in my opinion itp. lub słowami seem, appear, may / could be, possibly itp.



1

2

 



matura task Przeczytaj poniższe teksty. Z podanych odpowiedzi wybierz właściwą, zgodną z treścią tekstu. Zakreśl literę A, B, C lub D.

A

‑

Those who have been reading this series know that, over the past two months, I’ve been visiting an array of homeless shelters, camps and ‘outposts’ around the city. For the most part, it has left me feeling pretty ambivalent, but admittedly with an inkling of hope. I want to end the series with a completely positive experience, after spending a day and night at the Eastdown Shelter for Women and Families. The only word I can find to describe Eastdown is: unprecedented. It was founded, and is still partly funded, by a group of twelve very wealthy women, most of whom do not come from the silver-spoon class and, as a result, understand what it’s like to be destitute. ‘Several of us have been down as far as you can go,’ one of the founders told me. ‘We’ve all been exceedingly fortunate, and we wanted to share our fortune with others.’ The building itself was erected as a hotel in the 1930s, so had the unique advantage of being designed for multiple occupancy. It was also in a desperately dilapidated state when the group acquired it fifteen years ago. ‘Don’t ask how much the renovations cost,’ another founder said. ‘People thought we were lunatics to take it on. But we had this vision of what it could be.’ The reality is, to my mind, the ideal example for all homeless shelters. The rooms are spartan, but immaculate, each with an en suite bathroom and small cooking area. Rooms for families have both sleeping and living areas, and the building has a large outdoor space with play structures for children, plus a burgeoning organic garden. But what really sets Eastdown apart is the atmosphere of support, acceptance and encouragement. Classes are held all day and evening, a job placement service is available to all, and a well-supervised nursery allows women with children to pursue further education, look for jobs and eventually find permanent accommodation. If homelessness has a utopia, this would be it, and I am all admiration for the women who dreamed up this place – and the women who make use of it, and move on from it, every day.







B

[email protected]

Hey, it’s Alison, back again after a break. All of you know how I’m always going on about charities and how hard it is to find new ways to raise money for them. Well, it’s never a walk in the park, and we always seem to fall back on the same old walks, runs, auctions and food sales. None of these are likely to set the world on fire, for sure, so a completely new fundraising idea is pure gold to any charity. A friend pointed me to one quirky idea out of Sweden that’s sure to attract some attention. Like in most bigger cities, Gothenburg’s homeless population produces its own news outlet, a newspaper called Factum. It lets homeless people know what’s going on on the streets and what services there are, plus it gives non-homeless people an idea of what life on the streets is like. The paper is supported by sales, grants and contributions from donors. And like most street papers, it’s always on the verge of financial collapse. But an agency in Gothenburg came up with a fundraising idea that is totally unique. And if you’re brave enough to follow through with it, it just might be unforgettable. They created a fictional homeless ‘hotel’ which offers accommodation to the general public. For about ten pounds, you can book a spot in a park, a run-down café or a vacant lot next to a football field. They make the so-called ‘rooms’ sound quite fetching. For example, the football field is described as being an easy walk away from the Swedish Exhibition Centre, and in the winter it’s transformed into an enchanting ice-skating rink. They don’t guarantee your bookings, since someone may have already set up camp there, so you’ll have to look for another place to rest your weary limbs. It’s a brilliant idea, right? Better yet, the ‘rooms’ do actually exist and are used regularly by the homeless. If you don’t want to spend a night there, you can at least look at the photos and imagine what the reality of sleeping there would be like. And who knows? A few people might actually spend the night in the spot they booked, which would be a real eye-opener for anyone who’s never experienced homelessness first-hand. So let me know what you think about this idea, and what other cool ideas you might have for raising money and awareness at the same time.

 

Exam insight extended matura 2

 











1 From my own observations, I’d say that fewer teens are finding summer jobs every year. 2 Statistics indicate that the number of successful teen job applicants is on a downward trend. 3 Research shows that a core number of homeless people choose to live as they do, underlining the sense that homelessness can never be eradicated.





Read the sentences below. Which are examples of facts and which are opinions? Justify your answers.

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Exam insight extended matura 2 Use of English – word gaps



Tekst B 4 What does the writer suggest about the methods of raising money for charity? A There are only a few reliable methods. B The methods used are very predictable. C Charities are not interested in new methods. D The most familiar methods are the best. 5 What is the purpose of both texts? A To present successful projects aimed to help the homeless. B To raise money for projects for the homeless. C To give people a first-hand experience of life as a homeless person. D To direct the homeless to safe places to sleep.

matura strategy

























Niektóre zdania mogą się wydawać poprawne bez wpisywania żadnego wyrazu. W takim przypadku, może pasować: czasownik modalny (np. They can solve problems easily.), przysłówek lub przymiotnik (np. It is extremely challenging.), wyraz modyfikujący znaczenie wyrazu lub zwrotu (np. It is too difficult to solve.).



5

Complete the sentences with the words below. exceptionally completely must enough

Listening – multiple matching



for him? 1 Are the classes challenging 2 Unfortunately, a private school is out of the question because of the cost. 3 Teachers try to provide interesting work for brighter students. 4 They discovered early on that their child was talented.

matura strategy



 

matura task Przeczytaj poniższy tekst. Uzupełnij każdą lukę (1–4) jednym wyrazem, tak aby powstał spójny i logiczny tekst. Wymagana jest pełna poprawność gramatyczna i ortograficzna wpisywanych wyrazów.





1 I was unimpressed by the public areas, which are dark and shabby.

6



Rewrite the sentences so that they do not use negative structures or words.



3



Zdania, które należy dopasować do wypowiedzi, czasem zawierają inne konstrukcje (np. przeczące lub twierdzące) niż zwroty użyte w nagraniu. Pamiętaj o tym, gdy będziesz dobierać zdania do wypowiedzi.





2 If it hadn’t been for the poverty of my upbringing, I wouldn’t have such sympathy for the poor.





3 There is no limit to what some people will do to help disadvantaged people.





4 No one who has ever experienced homelessness remains unaffected by it.

4

 

 



matura task 3.20 Usłyszysz dwukrotnie wypowiedzi pięciu osób na temat stosunku do pieniędzy. Do każdej wypowiedzi (1–5) przyporządkuj odpowiadające jej zdanie (A–F). Wpisz odpowiednie litery do tabeli. Jedno zdanie zostało podane dodatkowo i nie pasuje do żadnej wypowiedzi.

Use of English – wordbuilding













This speaker A is very cautious with money as a result of their upbringing. B doesn’t think that material things bring people joy. C used money in a thoughtless way. D has made a specific plan for becoming wealthy. E came up with a successful idea while feeling at a loose end. F had very little support in their time of need.

Many future parents dream of raising a child prodigy or a mini-genius: a child who can read at the age of two or 1 out complex mathematical equations by the time they are four. But most parents don’t consider the price they may have to pay for 2 produced an exceptional child. Once parents have realized that their child is gifted, they naturally want to provide every kind of assistance and encouragement. This might mean private lessons for a musical prodigy or a private school for the hyper-intelligent child, plus many extra activities. All of this can cost a 3 deal of money, and can also take up endless amounts of time. Also, if there are other, less exceptional children in the family, balancing the needs of the little genius with those of the other children can cause 4 strain. And, almost inevitably, at some point one parent will begin to question whether all the money, time and energy are actually worth it.

Speaker 1

Speaker 4

Speaker 2

Speaker 5

matura strategy

Kiedy rozwiązujesz poniższe zadanie, nie skupiaj się tylko na dodaniu końcówki do przekształcanego wyrazu. Czasem należy zmienić jego początek, albo zarówno początek, jak i koniec.

Exam insight extended matura 2  

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Speaker 3

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7

Study the words in bold and the clues in brackets, then decide what word is needed in each case. Make changes at both ends of the words.

10



 

Exam insight extended matura 2





1 It’s possible that they are waiting for the soup kitchen to open. (likely)



1 interest (of a person without strong or biased opinions) 2 honest (the quality of not being truthful)

Rewrite the sentences using the words given so that they have a similar meaning to the first sentence. Do not change the words given.



2 It’s unlikely that she lived on the streets when she was younger. (can’t)



3 use (of something that can be used again)

matura task Uzupełnij każdą lukę (1–5) jednym wyrazem, przekształcając wyrazy podane w nawiasach, tak aby otrzymać logiczny i gramatycznie poprawny tekst. Wymagana jest pełna poprawność ortograficzna wpisywanych wyrazów.  



8



3 I’m sure it’s an organization that helps people in need. (must)



4 taste (in a way that is unpleasant)



matura task Opisz zdjęcie i odpowiedz na pytania.  



11





Pytania egzaminującego: 1 Why do you think all these people came to this pawn shop? 2 Do you ever shop in second-hand shops? 3 Describe a situation when you needed money for something and how you got it.

Many people fail to understand what homelessness is really like, and just using their imagination is not really enough. It is not something you can be completely 1 (analyze) about either, depending on reports and statistics for a deeper understanding. It is a(n) 2 (except) complicated issue, and only first-hand experience can make you truly empathetic. One organization, which depends on the 3 (generous) of wealthy people to keep them going, actively encourages its donors to have firsthand experience of life on the streets. They either offer to send a donor out in a police car to do a night patrol in a homeless-intense area or they book the donor a night in a homeless shelter. While some donors try to 4 (minimum) the impact of the experience by closing off their emotions, others admit it is totally life-changing. Whatever the reaction, 5 (doubt) this approach is teaching some people what being homeless really means.

4 I’m almost sure that she’s a charity worker helping to set up accommodation for the homeless. (bound)

Writing – an article matura strategy

Speaking – task 2

Gdy piszesz artykuł, postaraj się zainteresować czytelnika już w pierwszym akapicie. Służą do tego takie techniki jak bezpośrednie zwroty do czytelnika, opowiadanie anegdoty, zadawanie pytań retorycznych lub cytowanie szokujących statystyk albo kogoś znanego.

might

could

must

can’t





1 Which ones express certainly and which probability? 2 What are the past forms of the modal verbs?

matura task Twoje ulubione czasopismo młodzieżowe ogłosiło konkurs na artykuł zatytułowany „Obozy przetrwania XXI wieku”. Napisz artykuł na ten konkurs, w którym wyjaśnisz, dlaczego tradycyjne obozy przetrwania to już dziś za mało, i opiszesz, czego powinny uczyć takie obozy w naszych czasach. Wypowiedź powinna zawierać 200–250 słów.

 

Exam insight extended matura 2

 

may

13

Read the strategy and the Matura task. Think of examples of how to start the Matura task essay using each of the techniques listed in the strategy.

 

Study the modal verbs of certainty and probability below and answer the questions.

12



9



Kiedy wypowiadasz się na temat zdjęcia, staraj się używać konstrukcji, które wyrażają spekulacje, domysły albo pewność. Możesz użyć czasowników modalnych lub zwrotów, takich jak looks like, looks as if, most probably, it’s (not) possible, it’s bound to be, it seems likely that, it’s safe to say, I’m sure, itp.



matura strategy

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Exam insight extended matura 3 2

matura task Przeczytaj teksty A–C. Do każdego tekstu dobierz właściwe pytanie. Wpisz odpowiednie litery do tabeli. Dwa pytania pasują do jednego tekstu.  



Reading – multiple matching matura strategy

Which text

1 describes the by-product of a journey?

2 gives ways of making environmentallyconscious choices? 3 points out a contrast in approaches to travel? 4 expresses respect for a traveller’s perseverance? B

TRAVEL UPDATES: January 2035







1 It seems evident that it was the city council’s lack of planning and foresight which led to the disaster in the first place. 2 Many writers leave out the one thing that is most fascinating about travel – what we learn about ourselves – but it is this book’s main focus, and it makes for an illuminating read. 3 Many resorts are so much alike that you wonder where in the world you are, but Tellua Sands is imbued with local culture, colour and tastes, making it an authentic island experience!



Match extracts 1–3 to questions A–C. Look out for synonyms and paraphrases.



1



W tym zadaniu, pytania mogą czasami zawierać synonimy lub parafrazy zwrotów i zdań użytych w tekście. Wyszukaj podobne sformułowania w tekstach i dopasuj do nich pytania.







A Which extract points out differences which make a place particularly appealing? B Which extract criticizes a government body for not looking ahead? C Which extract commends an approach which is lacking in similar works? A followme_travelblogs.org

Here are some of the most enticing and sustainable holiday options that allow you to have a guilt-free, planet-friendly escape!

Floating away! Imagine a holiday high above the ground. Zero-impact floating resorts are a great new option. These resorts offer amazing views of the land below, while providing first-class rooms, great food and endless activities. And they are fully powered by the sun and wind! We have several options to choose from.

Airport heaven? Airports used to be places to get away from as fast as possible. Now several of the world’s biggest ones have become destinations in their own right, with hotels, theme parks, indoor entertainment and sports of all kinds. And you save time and fuel by staying where you land!

No-impact hotels! As all of you who follow my blog know, ‘adventurous’ is not my middle name. I love visiting new places, but I stick to traditional means of transport and like to have a comfortable room to retreat to. So you can imagine my admiration when I was introduced to Rob Forbes, a guy who has swum from Spain to Morocco, cycled across much of Africa and run more miles than I even like to think about, all to raise money for charity. Imagine cycling 20,000 km through difficult terrain in countries which are full of hazards and where you don’t speak any of the languages. You can only esteem someone who dares to do such a thing. I’d give up before I even got started, but he says he never considered throwing in the towel. Just having told people his plans, and having promised to raise money for charity, kept him going. His favourite places were Gabon – for the stunning rainforests – and the Congo. And what did he take away from the trip? He now has a much greater appreciation for the simplest things in modern life – running water, electricity and good roads. I was almost sorry to hear him say he has no plans to repeat this trip, which he calls a once-in-a-lifetime experience. Like

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Cutting-edge, self-sustaining hotels help the environment while offering every kind of luxury. Wind and solar power, recycled water, rooms that stay comfortable without wasting fuel – if these are amongst your priorities, we have a wide selection of hotels for you. And you can get there using biofuelled transportation, completing Text your B need for an impact-free holiday.

C

THE FRUITS OF A TRAVELLER’S QUEST Photographer Tanja Hollander set out on a long journey for a very unique reason. After realizing that she had never actually had face-to-face contact with many of her friends on social media, she decided to travel across the US – and eventually around the world – in order to make real connections with them. On this journey, she photographed not only these ‘new’ friends, but the landscapes she experienced while travelling between encounters. Now we can see the stunning results in her first solo exhibition. She focused mainly on untouched landscapes, with little evidence of human habitation: vast areas of sky over a deserted lake, the desert-like Bonneville Salt Flats of Utah, and other ‘between’ places where both solitude and the anticipation of the coming together can be felt. Along with the unpopulated photographs on the walls, an album of portraits of the people she met on this journey makes a marked contrast, and gives more meaning to these portraits of places where there are no people, but which are filled with the anticipation of human connection.

 

 

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Exam insight extended matura 3 Listening – multiple choice

Use of English – word gaps

matura strategy

matura strategy

Czasami jedno z pytań dotyczy typu nagrania. Należy zdecydować, czy nagranie jest np. wykładem, reklamą, audycją radiową itp. Zastanów się, czy styl wypowiedzi jest formalny, nieformalny, czy neutralny. To pomoże ci określić typ nagrania.



3

W tym zadaniu należy dopasować podane wyrazy do luk w tekście i wpisać je we właściwej formie. Czasami należy zmienić formę danego wyrazu tak, aby miał przeciwne znaczenie. Często trzeba też zmienić jego formę gramatyczną (np. użyć właściwego czasu gramatycznego) lub zmienić część mowy (utworzyć od niego np. czasownik lub przymiotnik). Przyjrzyj się zdaniu z luką i zdecyduj, jakiego rodzaju modyfikacji wymaga wyraz, który do niej pasuje.

Study the sentences below. Are they formal or informal? What type of recording are they from?

Complete the sentences with the correct form of the words in brackets.



5





1 Believe me, you’ll never find a deal like this again, so call us today and we’ll get you into the car of your dreams! 2 Thanks for calling, Deb, and I’ll start by saying that everybody goes through dry periods when it comes to dating and romance, and I’m sure it doesn’t mean that your love life is over. 3 As a genre, romance novels have always been relegated to a very low status indeed, but in this series I would like to explore not only the complex form of these novels, but also the role they play in the emotional lives of their readers.





matura task Przeczytaj poniższy tekst. Wpisz w każdą lukę jeden z poniższych wyrazów w odpowiedniej formie, tak aby powstał spójny i logiczny tekst. Dwa wyrazy zostały podane dodatkowo i nie pasują do żadnej luki.

normal able take intense consider affect

‑

Have you ever felt a bit out of control after falling in love – maybe even slightly out of your mind? If so, you may have been suffering with love sickness – a condition which 1 very seriously 2 by the ancients, but which came unfavourably as a diagnosis some 200 years ago. Even now, when a suffering patient is referred to a psychologist, the referring doctor will not list ‘love sickness’ as a possible diagnosis. Love sickness is an affliction that affects people who cannot cope with the 3 of love, or who are in pain because the person they are in love with does not return their feelings. It manifests itself in various forms. On one end of the scale is mania, including 4 elevated moods and inflated self esteem; the other side, depression, can show itself as tearfulness and trouble sleeping, as well as a general lack of interest in life. And no, love sickness is not just an affliction of adolescents. People of any age can fall violently in love, and even if it is a happy relationship, there may be some undesirable side effects.

 

Exam insight extended matura 3

 



















































1 What does Judith say about the process of writing the book? A It involved interviewing a lot of people. B It took more time than she had planned. C It involved travel and research. D It was more difficult than she had expected. 2 Regarding monuments to love, Judith says that A there are more than you’d expect. B very few have survived. C they have a surprisingly powerful effect on people. D some of them are hard to find. 3 What is true about the Taj Mahal? A It gave great pleasure to the emperor’s wife. B The building materials are similar to those of the pyramids. C It was built using extremely rare and expensive materials. D It was lit up at night to make it shine. 4 According to Judith, the Hanging Gardens of Babylon A are not likely to have been built for the reason people believed. B have been proved to be located in modern Iraq. C were designed to recreate the setting of a famous love story. D have not definitely been confirmed to have existed. 5 What type of recording is this? A an academic discussion B a casual discussion C an architectural conference D a popular radio programme

6

 

 

matura task 3.21 Usłyszysz dwukrotnie audycję radiową. Z podanych odpowiedzi wybierz właściwą, zgodną z treścią nagrania. Zakreśl literę A, B, C lub D.  



4









1 It is (respect) to point out people’s faults in front of their friends or co-workers. 2 Having to deal with so many life changes so quickly was completely (orient), leaving her unhappy and confused. 3 The candidate is spreading (inform) about his opponent, and some of his statements are outright lies. 4 Cara has only one arm, but her physical (able) doesn’t prevent her from doing everything the other students can do.

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matura task Po maturze chcesz zorganizować wspólny wyjazd z przyjaciółmi. Masz do wyboru trzy miejsca.  

Use of English – key word transformations



 

Exam insight extended matura 3

matura strategy



Wybierz jedno miejsce, które twoim zdaniem będzie najbardziej odpowiednie, i uzasadnij swój wybór. Wyjaśnij, dlaczego odrzucasz pozostałe propozycje.

A

matura task Uzupełnij luki w zdaniach, tak aby zachować znaczenie zdania wyjściowego. Wykorzystaj wyrazy w nawiasie w niezmienionej formie. W każdą lukę możesz wpisać od dwóch do pięciu wyrazów. W podanych fragmentach zdań nie wolno niczego zmieniać. Wymagana jest pełna poprawność gramatyczna i ortograficzna.

B

 



7



Zastanów się nad typowymi kolokacjami, idiomami i sformułowaniami z podanym wyrazem. To może ci ułatwić uzupełnienie zdania.

1 You mustn’t forget that protection from the sun is very important in the desert. (mind) You protection from the sun is very important in the desert. 2 I have to say that having got the prize for best film was the high point of my life. (given) I have to say that for best film was the high point of my life. 3 People suspect that the explosion was caused by a faulty gas line. (suspected) The explosion caused by a faulty gas line. 4 Karl really shocked me when he announced that he was planning to leave university. (taken) I was really announcement that he was planning to leave university.







C

















Pytania egzaminującego: 1 Does peer pressure play a role in how teenagers spend their free time? (Why / why not?) 2 Do Polish teenagers enjoy travelling around Poland? (Why / why not?) 3 How do young people balance school and social life? 4 Will virtual travel ever replace real travel? (Why / why not?)

Speaking – task 3

Writing – an opinion essay

matura strategy

matura strategy

10



Aby nie zaczynać kolejnych zdań od tego samego słowa, staraj się używać różnych konstrukcji zdaniowych. Rewrite the second sentence so that it has a similar meaning to the first. 1 We usually go by car, because it’s faster. By taking 2 We could go abroad and practise speaking foreign languages. Were we 3 When we go on such trips we learn a lot. Such trips can 4 We didn’t go to the seaside as usual, but to the lakes. Rather than

102

 

   



. . .

matura task Niektórzy twierdzą, że zamiast klasowych wycieczek zagranicznych lub obozów przetrwania, uczniowie powinni mieć obowiązek jeździć na wycieczki tematyczne związane z kulturą i historią naszego kraju. Napisz rozprawkę, w której wyrazisz aprobatę wobec takiego rozwiązania i opowiesz, jak wpłynął na ciebie lub kogoś, kogo znasz, udział w tego typu wycieczce. Wypowiedź powinna zawierać 200–250 słów.  

11

 











opinion hand argue from that contrary fact



B a b c d e f

a prevailing but in on the on the other apart others would















A 1 2 3 4 5 6

.



Match the words in A to the words in B to make phrases for presenting arguments.

Exam insight extended matura 3  



8

 



Gdy odpowiadasz na pytania w drugiej części tego zadania, nie musisz przedstawić zdecydowanego punktu widzenia ani posiadać własnego zdania na dany temat. Możesz przedstawić różne punkty widzenia i zgodzić się z którymś z nich lub nie. Poniższe wyrażenia pomogą ci przedstawić różne punkty widzenia.

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Exam insight bilingual matura 4 2 Look at the gaps marked 1–4 in the text and decide where the following sentence fits best in the passage. Poor neighbourhoods often become isolated, their schools tend to be substandard, and educational opportunities are few, not to mention chances to find jobs that can support a middle-class lifestyle. A In the space marked 1. B In the space marked 2. C In the space marked 3. D In the space marked 4. 3 Which of the following is stated about the Portland neighbourhood that the writer talks about? A It still suffers from extreme poverty. B It is now inhabited by poor artists. C It has experienced decay and renewal. D It now looks similar to the city centre. 4 By ‘the tide creeping ever outward, drowning diversity in its wake’, the writer suggests that the process is A as unstoppable as a force of nature. B natural and organic. C similar to a natural disaster. D very slow.



























Tekst A 1 What do we learn about Jane Jacobs’s theory in the first paragraph? A It supported rebuilding older parts of cities. B It was widely rejected as false. C It was based on some false assumptions. D It gained very little public attention.



matura task You are going to read two texts about cities. For questions 1–7, choose the answer that best matches the texts and circle the appropriate letter (A, B, C or D).  



1





Czasami pytanie może dotyczyć znaczenia idiomu, przysłowia, czy powiedzenia. Te zwroty zazwyczaj mają znaczenie metaforyczne, które różni się od znaczenia pojedynczych słów. Spójrz na cały zwrot i przy pomocy tekstu spróbuj domyślić się co dany zwrot znaczy.



matura strategy





Reading – multiple choice

A

The death of diversity When Jane Jacobs published her classic book The Death and Life of Great American Cities in the early 1960s, her argument – that the planning establishment were destroying the soul of cities in the name of progress by replacing mixed and vibrant neighbourhoods with soulless high-rise housing – was a major eye-opener. She claimed that the people already ensconced in these decaying neighbourhoods would renovate their homes as their economic circumstances improved and that, attracted by the diversity and liveability of these well-established neighbourhoods, new people would come and add to the vibrant mix. 1 Her idea that blighted areas of cities would revive organically if left to themselves was soon accepted as gospel. But it hasn’t turned out to be quite as she imagined. The part of her argument that has turned out to be completely off base is the idea that the poor, struggling residents of decaying neighbourhoods would manage to move up into the middle class, following what at that time seemed to be the inevitable path of the American Dream. 2 Jacobs’s ideal of a reviving urban area depends on keeping a substantial proportion of the original population in place while allowing an influx of outsiders who will mingle with the original inhabitants, a process she called ‘unslumming’. But in fact what has happened in most cities is something else entirely, and it’s called gentrification. 3 A new middle class has moved

into the poor neighbourhoods, driving out the indigenous residents. The houses and buildings may have had their diversity preserved by careful renovators and homebuyers who love the local ambience, but social diversity has been thrown out with the faulty windows and unreliable plumbing. Portland, Oregon is a good example of the creeping tide of gentrification. In my childhood, the lower north-east part of the city was a racially mixed, working-class area that – while not exactly thriving – supported a large population of families, had fairly decent schools and parks, and was nothing if not organic. But several economic downturns brought an increase in crime and decay, and those who could afford to do so moved out, leaving house prices at rock bottom. 4 Then, sometime in the 1980s, subsistence-level artist types – who in their turn had been driven out of the centre of the city by gentrification – realized that this was a place they could afford to live in and which offered quaintness and diversity. The cutting-edge restaurants, chic galleries and organic food stores followed – and the consequent skyrocketing housing prices. Now it’s a homogenous area of revamped houses and urban cool. And the original inhabitants? They have been forced out into the older suburbs, where gentrification has yet to take hold – though you can practically see the tide creeping ever outward, drowning diversity in its wake.

 

 

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Exam insight bilingual matura 4 B

Future city a brown cloud hovering right in front of you. Making space for trees and green areas – including on the roofs of buildings – encouraging walking and cycling, and cheerleading people to engage with nature by growing their own food and participating in greening efforts may help to ensure liveable cities in the future. Making cities smarter, in the data-management sense of the word, is another approach that offers hope for better urban environments. Currently, many services, such as electricity, water, roads and emergency response all operate on separate and sometimes conflicting systems, and this impedes both liveability and efficiency. By connecting all systems into one smart grid, any problems that appear – a storm, earthquake or major traffic incident, for example – will elicit timely responses from all parts of a city’s infrastructure, with every part working together to spread information and deal with the problems. For example, in Rio de Janeiro, Brazil, one company has developed a ‘nerve centre’ for the city, initially designed to help deal with frequent flooding, but now connecting and coordinating thirty government agencies and keeping citizens informed of problems through their mobile devices. So, in order to survive, cities need to be greener and smarter. But they also – and this is a vital point – need to meet the needs of their inhabitants. Cities created entirely based on a theory of what life should be like are seldom liveable. Tapping into the needs and desires of the people who actually live there and travelling the streets every day is the key to creating the real cities of the future.

Visions of the city of the future veer between two extremes. On the one hand, there is the clean, polished urban oasis where cars fly through the air, robots do all the menial work and everyone has decent housing and time to enjoy the attractions of their pristine environment. On the other hand, there is the dystopian vision of an urban wasteland where poor people live in abandoned buildings, crime is rampant and the rich hide out in sealed-off enclaves. So, gorgeous or grim? Like all things concerning the future, it’s impossible to know how it will play out. But one fact is incontestable. Urban populations have grown enormously over the past century, to the point that a good 50% of the world’s people now live in urban areas, and by some measures more like three quarters of the population will be found in cities by the year 2050. So can cities be left to their own devices and still successfully accommodate this huge influx? Most experts seriously doubt it, and in fact are busy proposing ways in which new cities can be designed and old ones modified to guarantee a liveable future. Making cities greener is one of the most pressing concerns of the planners of our future. Deteriorating air quality, overcrowded living conditions, noise and lack of open space are all making our current cities unhealthy places to live, and many believe that sustainability is the answer to this problem. Cars and factories that run on electricity rather than fossil fuels offer huge bonuses, especially if the electricity is produced in a sustainable way. Imagine looking out of your high-rise office and being able to see for miles instead of having

 

 

matura task 3.22 You are going to hear someone talking about snobbism and art. Based on what you hear, answer questions 1–5 in the spaces provided. You will hear the recording twice.

‑



1 What is the speaker’s opinion of what he calls anti snobs? 2 According to the speaker, what is the Mona Lisa an example of?

2



Listening – open questions



3 What caused the speaker to rethink his attitude toward his own snobbism?

4 How do art snobs react to a work of art that is not in a traditional fine-art medium?

5 What does the speaker realize that he is guilty of?































Tekst B 5 Which of the following does the writer not mention? A using local governments to help integrate all systems and services B the harmful environment of large cities C using unusual places to grow greenery D designing cities around the needs of their inhabitants 6 What is implied about the way services currently operate in the third paragraph? A None of the services is efficient. B All services should be run by one agency. C Coordinating services would improve the quality of life. D All services should communicate more with the public. 7 The writers of both texts want to A criticize the carelessness of city planners. B promote awareness of social problems. C emphasize the importance of urban dwellers’ needs. D warn of problems cities might develop in the future.

 

 

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Exam insight bilingual matura 4 2 It is not very likely that they will choose my painting for the exhibition. I have chosen for the exhibition. CHANCE 3 Scientific advancements have changed our lives in important ways. Our lives by scientific advancements. ALTERED 4 There is no excuse for his rude behaviour in the circumstances. There is no excuse rudely in the circumstances. HIS 5 The price of houses has gone up a great deal lately. There the price of houses lately. SHARP

Use of English – gapped sentences matura strategy



matura task For questions 1–5 think of one word only which can be used appropriately to complete all three sentences. Write the missing word in the space provided.  



3



Czasami w tym zadaniu każde z trzech zdań może być uzupełnione innym słowem, jednak musisz znaleźć jedno słowo, które pasuje we wszystkich trzech zdaniach.





1

Could you … the children for a couple of hours while I go shopping? Do … how you go down the front steps – they may be icy. I don’t … what we do tonight. You decide.

Speaking – task 1 matura strategy



2

5

matura task Do the task.  

He is so much better than the other competitors that he’s in a different … altogether. He’s polite, generous and attentive – in other words, he has a lot of … . Her English … has fifty students in it, so it’s hard to keep everyone’s attention.

1 Look at photo A and answer the question.



3



Na część 1A i 1B przeznaczone jest po jednej minucie, dlatego wypowiedź musi być rzeczowa. Nie trać czasu na szczegółowy opis obrazka, tylko przedstaw sytuację i przejdź do podawania argumentów na poparcie opinii, o którą zostałeś poproszony / zostałaś poproszona.

I can’t keep a sharp … on this pencil because the lead is too soft. The bus stop is just at the … where our street meets the main road. Sam gave a long presentation, but I’m still not sure what the … of it was.

A

Why do you think this man has decided to earn money this way?



4

When giving a speech, you need to put some … between your main points, so they don’t come all at once. There isn’t enough … in this room for the whole team to meet. I’d like to become an astronaut, so I can explore outer … .



2 Look at photo B and answer the question. B

If you were to volunteer for the work this woman has volunteered for, how could such an experience be beneficial in your future life?



5

Houses with … numbers are on the left side of the street. Don’t you think it’s … that Mira is late? She’s usually so prompt. After sorting the laundry, she was left with two … socks that didn’t have mates.

Use of English – sentence transformations matura task Complete the second sentence so that it has a similar meaning to the first sentence. Use between three and six words, including the word given. Do not change the word given.



Writing – an article



1 You must never leave the school grounds unless you have permission. On the school grounds unless you have permission. ACCOUNT

matura task Coraz częściej słychać głosy, że dzisiejsza sztuka ma na celu jedynie szokowanie odbiorcy. Napisz artykuł do czasopisma młodzieżowego, w którym przedstawisz swój pogląd na ten temat. W swoim artykule odnieś się do emocjonalnych, kulturowych i finansowych aspektów tego zjawiska. Twoja wypowiedź powinna zawierać 300–350 słów.  

6



 



4

3 Look again at photos A and B. What do these photos have in common and how do they differ as far as the problem of poverty in today’s world is concerned?

 

 

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Exam insight bilingual matura 5 Reading – multiple matching / open questions

The Time Machine

matura strategy

matura task Read the extract from a novel. Four fragments have been removed from the text. Complete gaps 1–4 with fragments A–E. There is one fragment which you do not need. Then answer questions 5–8 in your own words.  

1



Odszukanie wyrazów, które odnoszą się do wcześniejszych lub dalszych fragmentów tekstu może być pomocne w dopasowaniu brakujących fragmentów do luk w tekście. Wyrazy te sprawiają, że tekst jest spójny. W większości przypadków, w tekstach występują odniesienia do wcześniejszych fragmentów. Wyrazy, których używamy, aby odnieść się do innych fragmentów tekstu to zaimki, przymiotniki dzierżawcze, zaimki zwrotne, czy słowa, takie jak: this, that, so itp. Spróbuj odnaleźć te wyrazy w zdaniach przed luką i po niej, a także w podanych odpowiedziach. Następnie odszukaj fragmenty, do których te wyrazy się odnoszą.

extract from The Time Machine by H.G. Wells











A In the first place, there was the bleached look common in most animals that live largely in the dark—the white fish of the Kentucky caves, for instance. Then, those large eyes, with that capacity for reflecting light, are common features of nocturnal things—witness the owl and the cat. B I realized, however, that I had underestimated the intelligence of these strange, underground creatures. Although their reaction to my striking of matches was childlike and seemingly innocent, it was very evident that they were speculating, in their own language, on the workings of these tiny incendiary devices. C But my mind was already in revolution; my guesses and impressions were slipping and sliding to a new adjustment. I had now a clue to the import of these wells, to the ventilating towers, to the mystery of the ghosts; to say nothing of a hint at the meaning of the bronze gates and the fate of the Time Machine! D There is a tendency to utilize underground space for the less ornamental purposes of civilization; there is the Metropolitan Railway in London, for instance, there are new electric railways, there are subways, there are underground workrooms and restaurants, and they increase and multiply. E The presence of ventilating shafts and wells along the hill slopes—everywhere, in fact, except along the river valley—showed how universal were its ramifications. What so natural, then, as to assume that it was in this artificial Underworld that such work as was necessary to the comfort of the daylight race was done?

Dr. X, who has travelled into the future using a machine he invented, and has managed to return to the present again, is recounting his experiences and his thoughts to a group of friends. They seemed distressed to find me, my arm against the overturned pillar, peering down the well. Apparently it was considered bad form to remark these apertures; for when I pointed to this one, and tried to frame a question about it in their tongue, they were still more visibly distressed and turned away. But they were interested by my matches, and I struck some to amuse them. I tried them again about the well, and again I failed. So presently I left them, meaning to go back And very to Weena, and see what I could get from her. 1 vaguely there came a suggestion towards the solution of the economic problem that had puzzled me. Here was the new view. Plainly, this second species of Man was subterranean. There were three circumstances in particular which made me think that its rare emergence above ground was the outcome of a long-continued underground And last of all, that evident confusion habit. 2 in the sunshine, that hasty yet fumbling awkward flight towards dark shadow, and that peculiar carriage of the head while in the light—all reinforced the theory of an extreme sensitiveness of the retina. Beneath my feet, then, the earth must be tunnelled enormously, and these tunnellings were the habitat of the The notion was so plausible that new race. 3 I at once accepted it, and went on to assume the how of this splitting of the human species. I dare say you will anticipate the shape of my theory; though, for myself, I very soon felt that it fell far short of the truth. At first, proceeding from the problems of our own age, it seemed clear as daylight to me that the gradual widening of the present merely temporary and social difference between the Capitalist and the Labourer, was the key to the whole position. No doubt it will seem grotesque enough to you— and wildly incredible!—and yet even now there are existing Evidently, circumstances to point that way. 4 I thought, this tendency had increased till Industry had gradually lost its birthright in the sky. I mean that it had gone deeper and deeper into larger and ever larger underground factories, spending a still-increasing amount of its time therein, till, in the end—! Even now, does not an East-end worker live in such artificial conditions as practically to be cut off from the natural surface of the earth?





7 What three aspects does the narrator point out to indicate that the ‘second species of Man’ normally lived underground?



5 In the first paragraph, what is causing the creatures to feel ‘distressed’?

6 What does the narrator mean by saying his ‘mind was already in revolution’?



8 How does the writer explain the existence of the underground tunnels and their inhabitants?

 

 

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Exam insight bilingual matura 5 matura task For questions 1–5 think of one word only which can be used appropriately to complete all three sentences. Write the missing word in the space provided.  



4

Listening – gapped sentences matura strategy

W tym zadaniu, zarówno część zdania w pytaniu, jak i odpowiedź którą należy wpisać są parafrazą informacji podanych w nagraniu. Aby uzupełnić luki, przeczytaj zdania i staraj się wyszukać w nagraniu wyrazy lub zwroty o podobnym znaczeniu. Potem uzupełnij luki. Pamiętaj, że całe zdanie musi być poprawne gramatycznie.



This … book is signed by the author and so is worth a lot of money. That actor has a very … manner in interviews, basically only saying ‘Yes,’ ‘No,’ and ‘You’re right.’ She is very … about her house, which means that nothing is ever out of place.

Read the extract from a script and the gapped sentences below. Paraphrase the underlined parts of the script to complete the sentences.

2





2

1

This … of land along the river contains many native artefacts. He’s not bad looking, but you couldn’t call him handsome by any … of the imagination. She forced herself to do such an extreme … in yoga class that she pulled a muscle.

While some cultures seem to accept putting things off and being late as an inevitable and even desirable part of daily life, there is hardly anyone in any culture who hasn’t been guilty of procrastination at some point in their lives. All of us think about undertaking a task, even a simple or boring one, and say to ourselves, ‘Oh, I can do that tomorrow.’ Or the next day, or the next. And it’s only when the pressure of a deadline or other cut-off point is looming that we actually force ourselves to get down to the task. It seems obvious to me that this behaviour is based on fear – that the task will be too difficult or overwhelming, or that we might not be able to complete it at all. Of course, the longer we wait, the more intimidating the task appears.



3

When you plant a tree, you should … the soil down firmly around the roots to keep it from moving. TV advertisements seldom … a real punch, but this one is impossible to ignore. We expect that the fans will … the stadium for the final game of the season.

4

This business promotes a … of dishonesty and concealment, and it must be corrected. Our … is much more accepting of differences than it was 100 years ago. A … of yeast and water is used as the basis for making bread in many countries.





1 The speaker believes that procrastination everyone’s lives. 2 The speaker says that when there is a time limit. 3 It is clear to the speaker that a prevents us from undertaking some tasks.



5



If you don’t dig a weed up by its …, it will just grow back again. I think the … of all his problems is his unhappy childhood. The square … of 64 is 8 since, if you multiply 8 by itself, it makes 64.

 

matura task 3.23 You will hear an expert talking about the desire some people have to be perfect. Complete each sentence 1–5 with a few words or a short phrase, according to what you hear. You will hear the talk twice.  



3

 



1 The physical health of perfectionists

Use of English – sentence transformations

.

matura strategy



2 According to an expert, positive perfectionists

Gdy uda ci się znaleźć wyraz, który pasuje do jednego zdania, a nie pasuje do pozostałych, zastanów się nad synonimami tego wyrazu. Następnie sprawdź, który z tych synonimów pasuje do wszystkich trzech zdań.



matura strategy





Use of English – gapped sentences

W tym zadaniu rodzaje zmian, których trzeba dokonać w parafrazach, powtarzają się w wielu zadaniach. Zazwyczaj należy też zmienić więcej niż jeden element, aby uzupełnić drugie zdanie. Do najczęstszych modyfikacji w zadaniach na parafrazowanie należą: zmiana ze strony czynnej na bierną przez użycie zwrotów It is believed / thought …, He is considered … itp., użycie trybu warunkowego mieszanego, zastosowanie inwersji z takimi zwrotami jak Under no circumstances …, Little did I know … itp., użycie form emfatycznych, np. too, enough, so, such oraz zastosowanie inwersji, zastosowanie konstrukcji z bezokolicznikiem lub czasownikiem z cząstką -ing.

 



 





 

. 3 A perfectionist’s tendency can lead to damaging levels of stress. 4 When the speaker says ‘it’s a matter of degree,’ he means . 5 The speaker believes perfectionism is acceptable as long as .

 

 

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Read the two sentences, then identify what changes have taken place to complete the second sentence.

Study the phrases below. Then divide them into categories 1–4.





























1 You are forbidden from accessing these files if you don’t have permission from the manager. Under no circumstances should you access these files unless you have permission from the manager. 2 They were pretty desperate, but they decided not to call for help until they had tried to escape. Desperate as / though they were, they decided against calling for help until they had tried to escape. 3 She wept on stage when they gave her the award because she was very surprised. She was so surprised to be given the award that she wept on stage. 4 It is impossible to see the island from here unless you climb to the top of the hill. The island can’t be seen from here without climbing to the top of the hill. 5 People believe that a great temple once stood in this spot. It is believed that this was once the location of a great temple.

7



5



 

Exam insight bilingual matura 5

Stating the purpose of your presentation Explaining the structure of your presentation Sequencing / Moving between points Concluding your presentation

Podczas rozmowy z egzaminującym, czasami będziesz musiał/musiała nie zgodzić się z jej/jego argumentem i obronić swoją opinię. Użyj zwrotów odpowiednich do sytuacji. matura task Wypowiedz się na temat podany poniżej. W swojej wypowiedzi musisz przytoczyć argumenty odnoszące się do podanych aspektów.  

8

Jakie potencjalne problemy mogą wynikać z tego, jak bezkrytycznie młodzi ludzie dzielą się wszystkimi szczegółami swojego życia na portalach społecznościowych? Weź pod uwagę: życie osobiste, życie towarzyskie, karierę zawodową. Czas przeznaczony na przygotowanie do odpowiedzi: ok. 2 minut. Czas przeznaczony na wypowiedź: do 3 minut.















1 It doesn’t matter how careful a driver you are, accidents can always happen. No drive, accidents can always happen. 2 The existence of certain tribes in this area has been called into question. Some certain tribes existed in this area. 3 The class will take us six weeks to complete. We in six weeks’ time. 4 They didn’t want to have to sit in bad seats, so they arrived at the stadium two hours early. So as in bad seats, they arrived at the stadium two hours early. 5 Would you like to come to the seaside with us this weekend? Are us to the seaside this weekend?

matura strategy



matura task Complete the second sentence so that it has a similar meaning to the first sentence. You must use between three and six words.  

6















1 2 3 4

To sum up … . That’s enough about X; let’s now focus on … . Let’s now move on to … . In today’s presentation, I’m going to talk about … . First, I’ll talk about X; then I’ll move on to Y, followed by Z. I’ll start off with … . The main aim of my presentation is to … . I’m just going to summarize the main points. I’ve just told you about X, now I’m going to talk about … . I hope my arguments have convinced you that … . My presentation is divided into three parts. In the first one, I will tell you … .







Pytania egzaminującego: 1 Do you think it’s fair for universities to check candidates’ social media profiles during their selection process? Why / why not? 2 Give examples of ways you can use your social media profile to show off your good points to universities and potential employers. 3 Is having a social media profile crucial in the 21st century? Justify your opinion.

Speaking – task 2



matura strategy

Writing – a for and against essay matura task W 21 wieku technologia stała się nieodzowną częścią sportu. Napisz rozprawkę, w której omówisz dobre i złe strony takiej sytuacji, odnosząc się do następujących trzech aspektów:  

9



Jednym z istotnych elementów prezentacji jest kompozycja. Skorzystaj z czasu przeznaczonego na przygotowanie i ułóż swoją wypowiedź. Potem użyj zwrotów łączących, aby pokazać związki logiczne pomiędzy poszczególnymi częściami twojej prezentacji.







fair-play, sprzęt, bezpieczeństwo. Twoja praca powinna zawierać 300–350 słów.  

 

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Grammar reference and practice 1

1.1 The perfect aspect

Perfect infinitive and perfect -ing

‘Aspect’ refers to whether an action is ongoing (continuous) or completed. The perfect aspect is used to describe events earlier than some other time in the past, present or future. In general we use continuous tenses to say how long an action is performed for, and simple tenses to show how many times an action is done.

We use the perfect infinitive instead of a simple infinitive when we talk about actions or events that happened earlier and actions or events that will be completed at some point in the future. She claimed to have found a good job. (= She claimed that she had found a good job.)

I’ve been baking for hours in preparation for the family reunion. So far, I’ve made three cakes.

I expect to have sold the painting by next week. We use the perfect -ing in participle clauses. Having eaten the whole pizza, he felt rather greedy. Note that not is positioned before the perfect infinitive and perfect -ing. He called her, but she seemed not to have heard. Not having eaten for hours, he was very hungry.



Have you visited your grandparents’ hometown?

actions or states that began in the past and continue up to the present (often with for and since).

Choose the correct answers. 1 We need to have found / having found the answer to the problem by the end of the week. 2 If there’s a strong smell in the house, it’s because I’ve cooked / ’ve been cooking all afternoon. 3 Having visited / To have visited all the Mediterranean islands, I know which I like best. 4 I expect will have seen / to have seen more than 300 paintings before I leave Florence. 5 She will have been practising / will have practised for three months by the time she performs the song. 6 He’d hoped to have finished / had finished decorating the house by the time his mother came to stay.

Past perfect simple and past perfect continuous We use the past perfect to talk about actions or events that happened before another action or event in the past, often with time expressions like by the time, when, before, after and until.





The artist had died before I bought the sculpture. We use the past perfect continuous to talk about: ongoing activities leading up to a more recent past event. The painting had been losing its bright colours, so we took it to an artist to have it restored. background information about an event. He’d been working on the portrait for months.

Future perfect simple and future perfect continuous



2



















I’ve had this photo of my aunt for over twenty years. an experience with ever, never, already, just and yet. We’ve never discovered who took the photo. We use the present perfect continuous to talk about: situations or actions that began in the past and are still in progress (often with for and since). The emphasis is on the duration of the activity. This painting has been hanging in my bedroom since I inherited it from my grandfather. an action that has happened repeatedly in the past and that is still happening now. He’s been making Russian dolls to sell in his shop. a very recent action which has either just finished or which has just been interrupted. The present perfect continuous introduces a reason or explanation. You’re covered in flour. Have you been cooking?

1





We use the present perfect to talk about: actions that happened at an unspecified point in the past.



Present perfect simple and present perfect continuous

Complete the text with the correct form of the verbs in brackets, using the perfect aspect. Sometimes more than one answer is possible. My grandmother died this year, so now my family are clearing her house of all the possessions that she 1 (accumulate) over her long life. During the process, we’ve discovered that for many years she 2 (paint) beautiful pictures that she 3 (never show) to anyone. We 4 (clear) the house for two months now and we 5 (find) over forty paintings. By the time we finish, we 6 (spend) about three months sorting through everything. We seem 7 (inherit) a treasure trove of amazing pictures. 8 (discover) her talent for painting, I wish I could ask her about it.

We use the future perfect to talk about actions or events that will be completed in the future, often with by or before + a time expression to say when the action or event will be finished.

Grammar reference and practice 1

 

By the time you get home I’ll have made the pizzas. We use the future perfect continuous to talk about actions or events that will continue up to a particular time in the future, often with for. When I finally arrive in Moscow, I will have been travelling for three months.

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Grammar reference and practice 1

Match the sentence halves and complete the gaps with a future form of the verbs in brackets. Sometimes more than one future form is possible.



1

Somebody help that man with the walking stick. He’s going to fall over!

1 The character of the area (probably / change) 2 The council is about to make a decision about whether it (provide) 3 Residents (hold) a meeting at the church next Friday 4 We (wait) for three months to debate the issue 5 Some people have complained that the meeting (start) at 3.30 p.m. on a Friday, 6 The problem is the council (make) their decision

Future simple and future continuous











We use the future perfect to talk about actions or events that will be completed before a definite time in the future.

Do you think their housing situation will have improved much before the end of the year? We use the future perfect continuous to talk about actions that will continue up to a definite time in the future. When he arrives in London he’ll have been flying for over ten hours. In some cases more than one future form can be used with a similar meaning.

The mayor is going to attend the ceremony. The mayor will be attending the ceremony.



 









Differences in meaning

1 Your friend has homework that she must do tonight. You want to know if she has time to go to a party with you, so you ask her: What time do you think ? 2 Your aunt asks you how many tests you are doing at school this year. You respond: I’ve done two already, but by the end of the month six. 3 You are going to the shops and want to know when to be home to eat. You ask your dad: What time dinner this evening? 4 You are imagining your holiday and you say: This time next week on the beach. 5 Your mum wants to know if you have revised much for your exams today. You reply: By the end of the day for seven hours. 6 Your friends tell you they are going to the cinema very shortly, so you say: Wait a minute, with you.

Future perfect simple and future perfect continuous

study relax finish have come do



The coach leaves at five o’clock. Don’t be late! We use the present continuous to talk about personal arrangements for a future day or date. This Saturday we’re celebrating the first anniversary of the refuge, if you want to join us.

Read the scenarios and complete the sentences with a future form of the verbs below. More than one future form may be possible.



We use the present simple to talk about future events that are fixed because they are based on a schedule, calendar or timetable.

2

more school places for the children. before we get the chance to discuss it together. as it’s too early for people who have to work. now that young families are starting to move here. to discuss their views on the situation. by the time the residents’ meeting takes place.



Present simple and present continuous















a b c d e f



This city will probably develop quite rapidly over the next ten years, thanks to the new investment. promises and hopes for the future. The centre will help young people find jobs. things we decide to do at the moment of speaking (instant decisions and offers). The residents say they are concerned about the safe house, so I’ll arrange a meeting with them. We use the future continuous: with a future time expression to talk about actions that will be in progress at a definite time in the future. This time tomorrow we’ll be launching the project. to describe a future action that is fixed or decided (a time expression is not always necessary). Note that the meaning is not continuous. I’ll be giving a speech at the launch party.







We use will and won’t to talk about: predictions or future facts that we are certain about or predictions we are less certain about (often with probably).





She’s going to set up a project to help refugees.

predictions about the future based on something we can see, hear or feel in the present.





We use be + going to to talk about: intentions, decisions or plans.



going to + infinitive

Sometimes, however, we can use different forms to change the emphasis of what we are saying. The committee are going to have a debate soon. (= They have decided to have a debate.) The committee are having a debate soon. (= They have arranged a debate for a future time.)



1.2 Talking about the future

 

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Grammar reference and practice 2 Would be + -ing is the past form of the future continuous. It is used for a plan or an event in progress at a future time.



2.1 Narrative tenses We can use a variety of past tenses to describe events that happened in a narrative or story.

Within a few days she would be leaving for good.

Would have + past participle is the past form of the future perfect. It is used for an event that would be completed in the future.



Past simple and past continuous We use the past simple to talk about: completed past actions or states; a sequence of actions in the past; past habits.

By the following week I’d have found the killer.



Would have been + -ing is the past form of the future perfect continuous. It is used for an action that would continue up to a future time.

I thought we’d have been searching for the gunman for a long time, but we caught him the next day.

1



Rewrite the sentences using the words in brackets. 1 It became clear quite soon that the suspects were guilty. (would)

She looked at him, raised her gun and fired three times. When I heard the gunshot, I screamed. We use the past continuous to talk about background descriptions or actions in progress at a specific time in the past. We often use it to talk about longer actions that happened at the same time as a shorter action, or longer actions interrupted by a shorter action. The people in the bar were drinking and talking quietly when the gun went off.

Past perfect simple and past perfect continuous



2 They admitted later that they had been lying the whole time. (were to)

We use the past perfect to talk about actions or events that happened before another action or event in the past.

3 The suspects had intended to assassinate the President in Chicago. (going)

By the time the police arrived at the scene of the crime, the gunman had already left. We use the past perfect continuous to talk about ongoing activities leading up to a more recent past event, and to give background information about an event. He had been waiting for this moment all his life.



4 They had arranged to catch the last train to Chicago. (catching)

5 The train was preparing to depart when they got on board. (about)

Future in the past

A week later she would finally catch the criminal. Was / were + -ing is the past form of the present continuous. It is used to talk about arrangements that were made. They had decided that they were meeting in town later that day to investigate the crime. Was / were to is used to talk about events that took place or were expected to happen. She was to search for him relentlessly. Was / were about to is used to talk about an event that was in the very near future, or to describe an event that was interrupted. He was about to leave the bar when he turned and saw her. Be bound to is used to describe an event that was likely to happen. Be due to is used to describe something that was scheduled to happen. I waited a bit longer, as she was bound to arrive any minute. We were due to meet the suspect.



2

Complete the text with the past simple, past continuous, past perfect simple or past perfect continuous. Sometimes more than one answer may be possible. The mystery began when Sherlock Holmes and his assistant Dr Watson 1 (find out) that a mysterious, supernatural dog 2 (haunt) the Baskerville family for over 100 years, ever since Hugo Baskerville 3 (imprison) a young and innocent girl. Furthermore, Sir Charles (die) recently in Baskerville 4 suspicious circumstances and his heir Sir Henry Baskerville, who 5 (live) temporarily 6 in London, (receive) a threatening letter. Holmes and Watson decided to lay a trap for the man who 7 (use) his large pet dog to frighten the Baskervilles and who 8 (want) Sir Henry dead.

Grammar reference and practice 2

 











I was going to find him, however long it took.

Would + infinitive is the past form of the future simple. It is used to talk about future possibilities, predictions or events that took place, but not definite plans.

6 They realized too late that the train was going to Boston. (due)





When we talk about the past, we sometimes want to refer to things which were in the future at that time. We can do this by using the past tenses of verb forms that are used to talk about the future. Was / were going to is used to talk about plans, intentions or predictions.

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Grammar reference and practice 2

2.2 Uses of would

We can use would in the following ways: instead of was / were (going) to to talk about future events in the past, but not definite plans.

1













After leaving school she would join the police force.

as an alternative to used to to talk about repeated past actions, but not past states.

They would often talk about the days they spent fighting crime in New York. for offers or requests. (Would is more polite than will.) Would you pass me the suspect’s file, please? to talk about a refusal on a past occasion. The suspect would not cooperate with the police. in second and third conditionals. If I were an actor, I would love to play a detective. Had I become a police officer, I would’ve hated seeing all the people in trouble. in reported speech as the past of will. He swore he would find her killer, no matter what. Identify the four sentences where would can be used with a similar meaning. Rewrite these sentences. 1 2 3 4 5 6

Past simple and past continuous We use the past simple to talk about repeated past actions and to say how long a situation went on for. We also use it to describe states in the past.

Claire practised the piano every day for a year. She really enjoyed giving piano recitals. We use the past continuous to talk about repeated actions happening around a particular time. Her parents noticed that she was seeing Paul a lot.

Disapproval and annoyance To imply disapproval or show that we find a habit annoying, we often use will / would or the present / past continuous and a frequency adverb, such as always, forever, constantly or continually.

His phone would continually ring at the cinema. He’s forever asking me for food and drink! Complete the sentences with the verbs below. Use will or the present continuous and add frequency adverbs to imply disapproval where appropriate.



1











We used to live in a small house in the woods. We used to play in the fields all day. Could you check this report for me? Could you swim when you were six years old? She was to become a famous actress. She was going to study engineering, but she decided to become a lawyer instead. 7 He’ll wait for you outside the cinema. 8 He said he’ll meet you at six.

When I was a child, I used to live in the countryside, so I was used to playing outside a lot. When we moved to the city it was hard to get used to the new lifestyle. We use would to talk about repeated past actions but not to talk about past states. I wouldn’t share my ball with anyone else.





cancel not arrive borrow insist not ignore be order reply reliable and late when you arrange to meet





1 Good friends

a b c d











them. 2 My best friend Annie to messages quickly and my phone calls. 3 Bad friends are people who arrangements at the last minute, or who money. 4 Recently, I made friends with someone who that I go out for coffee with him. He the most expensive food before realizing that he’s left his money at home!



2.3 Talking about habitual behaviour

Choose the correct answers. Near where I live there 1 would be / used to be a children’s playground where I 2 played / was playing with my friends as a child. We 3 didn’t use to stay / weren’t staying indoors watching TV or playing computer games, because we 4 were / would continually be happy that we had others to play with. We 5 were playing / would play football until it got too dark to see the ball, so we 6 were losing / were always losing it in the bushes! Nowadays, children don’t 7 spend / use to spend enough time outdoors.  

 

We use used to for talking about repeated past actions, habits or states. Remember that get used to means ‘become accustomed to’ and be used to means ‘be accustomed to’.

 

 

 

used to and would

2

 

My six-year-old son plays with an imaginary friend. We use will to describe typical behaviour. He’ll play with his imaginary friend for hours. We use the present continuous to talk about repeated actions and events if they are around the time of speaking or if they are temporary. He’s not sleeping very well at the moment.

 

We use the present simple to talk about habits and repeated behaviour in the present.



Present simple, will and present continuous

 

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Grammar reference and practice 3 1



Complete the sentences with the correct passive form of the verbs below.

The passive is formed with the verb be + past participle of the main verb. The tense of the verb be determines the tense of the passive. If we want to say who or what caused the action, we use by.









1 Hundreds of hot meals every night to homeless people in the city. 2 The prize for the best new fundraising idea at a ceremony last night. 3 Homelessness can by poverty or lack of employment opportunities. 4 The refugees from their temporary campsite before they arrived here. 5 Since the start of this year, many young people with training to help them find a job. 6 Charity workers by the celebrity actress in her speech last week. 7 As of next week, people staying at the campsite to find alternative accommodation. 8 Passport checks regularly at airports to prevent illegal immigration.



2

Change the passive sentences to active and the active sentences to passive. More than one answer may be possible if the sentence has two objects. 1 Homeless people seeking a place to stay had occupied the building.

















Derogatory language is often used to describe homeless people. (present simple) Many problems have been caused by growing inequality. (present perfect) We can use the passive in order to change the focus of a sentence: when the action, event, process or issue is more important than the agent. Our obsession with money has been blamed for many of the world’s problems. when the agent is unknown, or it is obvious from the context who or what the agent is. The banks have been prevented from lending money to poor people who want to start a business. when new or more interesting information is presented at the end of a sentence, usually after by. Some historians say that metal money was invented by the Phoenicians in around 1500 BC. We can also use the passive for style reasons: when presenting information in an impersonal way, perhaps to avoid directly identifying or blaming someone or something. Temporary homes are being built in areas that are at high risk of flooding. when setting out rules and procedures, especially to avoid direct personal commands. Ensure that the electricity supply is disconnected before the house is demolished. when avoiding the need for a long phrase at the beginning of a sentence. New homes were promised by the highly popular, newly elected mayor of the city. Note that the passive cannot be formed with intransitive verbs, such as happen, die and sleep or certain state verbs, such as belong, have or resemble. He slept in the park last night because he doesn’t have anywhere to stay. NOT He was slept in the park last night because he isn’t had anywhere to stay.

evict cause provide give praise carry out ask award



3.1 The passive





2 Disused housing is being bought by government agencies.









6 Construction companies are being given tax refunds by the government.

7 The extra traffic hasn’t created new problems in the high street.

8 Flooding is more likely when houses are built near rivers by construction companies.

Grammar reference and practice 3

 

Families that have lost their homes have been provided with temporary shelter. People in the camp were offered medical assistance by volunteers. In these sentences the indirect object (families and people in the camp) comes before the passive verb. When the indirect object comes after the passive verb, we put either to or for. Temporary shelter has been provided for families that have lost their homes. Medical assistance was offered to people in the camp by volunteers.

5 Greedy landlords were causing a sharp increase in homelessness.



Some passive sentences have a direct object and an indirect object.

4 Electricity costs can be reduced by the installation of solar panels.



Passive verbs with two objects

3 Anti-homelessness campaigners handed the Prime Minister a petition.

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Grammar reference and practice 3



We use get or have + object + past participle: when the subject causes the action, often by arranging for someone else to do it.

We had an extension built on the side of our house.

when the subject experiences the action or event, especially if it is something unexpected or unpleasant.

The builder had his tools stolen outside the house.

We can use get + past participle instead of be + past participle in less formal contexts, particularly when speaking.



It + passive + that clause

It is feared that the recession will last a lot longer than first expected. It was reported that the managing director had resigned from the company. Usually either structure can be used; however, that clauses cannot be used as the subject of a passive sentence. It is believed that advertising is essential. NOT That advertising is essential is believed.

1

Rewrite the sentences using an alternative impersonal passive structure.



3.2 Passive structures with have and get

1 It is anticipated that the economy will recover rapidly next year.

I got my shoes repaired last week. If the action is planned or intended, we usually use a passive with be, not get. The homeless shelter was built by volunteers. NOT The homeless shelter got built by volunteers. Note that passive structures with have and get are used to describe actions, not states. Many people are known to live in the tunnels. NOT Many people get known to live in the tunnels.



2 The consumption of refined sugar is believed to be a major cause of weight gain.

3 It is feared that the number of obese children will rise over the next decade.

1





4 It is estimated that fitting solar panels saves homeowners around £1,000 per year in fuel costs.

Choose the correct answers.

5 Lack of exercise has been proven to contribute to heart disease.







1 Our neighbours had solar panels fitted / fitted solar panels on their roof by an energy company. 2 I’m going to get our windows cleaned / clean our windows next week. It’s cheaper than paying a cleaner. 3 The park gazebo got knocked down / knocked down by the strong winds. Some volunteers are helping to rebuild it. 4 My dad hates doing jobs around the house, especially having the grass cut / cutting the grass. 5 After the storm we decided to hire a tree surgeon and cut some branches off / have some branches cut off the tree in our garden. 6 In the autumn, I’m always in the garden sweeping up / having someone sweep up dead leaves. 7 My friend had to call the police after his house got burgled / burgled at the weekend. 8 Everyone in our neighbourhood will get their house painted / paint their house next year. It’ll take the decorator ages to do the whole street.



1 Research says that advertising for sweets contributes to the level of obesity. Advertising for sweets  



.



2 Experts assume that the world economy will always experience crises. It  

.

3 The government claimed that the protests were illegal. It



Rewrite the sentences using an impersonal passive structure.



2

 

















6 Global warming is thought to be to blame for the increase in extreme weather.

114

 

 

 



.

6 Economists believe that printing money is one way to stimulate the economy. Printing money

 

Advertising is believed to be essential to the success of a new product on the market. Celebrity endorsement is thought to have had a big impact on sales of the soft drink.

.

5 The media report that the police have banned the demonstration. The police





The passive is often used with a reporting verb in impersonal situations, for example in news reports and more formal texts. Some common reporting verbs used in passive sentences are: allege, anticipate, argue, assume, believe, claim, consider, estimate, fear, know, prove, report, rumour, say and think. Subject + passive + infinitive (or perfect infinitive) with to





3.3 Impersonal passive

.

4 Homelessness charities feared that many people would lose their homes. It

.

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Grammar reference and practice 4

4.1 Verb patterns



1

do use learn study take part socialize 1 Many years after his brain injury he succeeded in to speak again. 2 Some students will fail their exams if they spend too much time and not enough time . 3 My father encouraged me my artistic ability and follow a career in theatre design. 4 If you imagine something your brain reacts as though you were actually doing it. 5 My friend volunteered in an experiment to find out more about the brain.



Verb + infinitive with to (afford, agree, appear, continue, expect, happen, hope, need, plan, prefer, refuse, seem, start, try, volunteer)

I heard my little sister fall off the sofa in the living room.

 







Verb + object + -ing (avoid, discuss, dislike, enjoy, imagine, prevent, recommend, spend, stop)

Verbs that can be followed by the infinitive with or without to can also be followed by perfect and continuous forms of the infinitive.

She dislikes anyone making loud noises. We use verbs of perception + object + -ing for repeated or continuous actions. His teachers had noticed him behaving differently. We use verb + (object) + preposition + -ing for some prepositional and phrasal verbs (apologize for, congratulate (someone) on, consent to, criticize (someone) for, insist on, succeed in) The head teacher congratulated the team on winning. Verb + -ing (admit, avoid, deny, discuss, dislike, enjoy, finish, imagine, practise, recall, recommend, resent, suggest) She’ll enjoy teaching foreign languages to children.

Verbs that can be followed by the -ing form can also be followed by perfect forms of -ing.

Match the sentence halves. 1 2 3 4 5 6

a b c d e f







He began to memorize / memorizing long numbers. Other verbs are used in more than one pattern, but the choice depends on the intended meaning (forget, go on, like, regret, remember, stop, try). I forgot to tell my parents that I was going out. (I didn’t tell them.) I forget telling my parents that I was going out. (I told them, but I don’t remember doing it.)

1

He looks exhausted and appears She wants her class A cleaner saw the boy’s bike The classroom is empty and the students seem The fourteen-year-old is reported Pete told me he resented being stolen from the playground. to have been given the day off. to have been working all day. to have broken the world record this morning. having been bullied at school. to be inspired by mathematics.

Grammar reference and practice 4

 

Some verbs can be followed by the infinitive with to or -ing form with almost no difference in meaning (begin, continue, hate, intend, memorize, prefer, propose, start).



Verb + infinitive with to / -ing



Claire stood on the stage, watched by many people. She would sit listening to music in her bedroom.



We can use a past participle (-ed) or -ing form after go, lie, run, sit and stand to refer to two actions happening at the same time. The past participle has a passive meaning and the -ing form has an active meaning.

Jack insisted on being entered for the competition by his school. (passive -ing) They disliked having lost three matches in a row to other schools. (perfect -ing) She resents having been left out of the team after all the training she did. (perfect passive -ing) Remember that simple perfect forms describe an action or event that is earlier in time, and continuous perfect forms describe an action or event that continues up to a more recent time.



Verb + past participle / -ing

Jenny’s parents expect her to have finished her homework by nine o’clock. (perfect infinitive) She hoped to be winning the two-kilometre race after the first 500 metres. (continuous infinitive) They seem to have been doing the same thing for hours. (perfect continuous infinitive) Unfortunately, he has continued to be bullied since he changed schools. (passive infinitive) The world record is believed to have been broken earlier today. (perfect passive infinitive)











Verb + (object and / or preposition) + -ing

4.2 The infinitive and -ing: continuous, perfect and passive





His parents aren’t going to let him study at home.

We use verbs of perception (feel, hear, notice, see, watch) + object + infinitive without to for single completed actions.





A book inspired me to become interested in numbers.

Verb + object + infinitive without to (let, make)





The students agreed to assist with the project.

Verb + object + infinitive with to (allow, ask, encourage, expect, get, help, inspire, invite, remind, teach, tell, want)





Verb + (object) + infinitive with or without to

Complete the sentences with the correct form of the verbs below.

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Grammar reference and practice 4 The following words can be left out to avoid repetition if the meaning is clear without them: a noun after a number, a quantifier (such as any, loads, some), a superlative adjective, or this / that / these / those.

We use the: with specific items or people that the reader or listener knows about, because it is obvious what we are referring to, or the information is restated.

There aren’t enough books for all students, so they share one (book) between two (students). words after the auxiliaries be, do, have or modal verbs. Not everyone is here yet, but most people are (here). infinitives in a to + infinitive clause. We’d like her to give a speech, but she doesn’t have to (give a speech). clauses after question words (such as how, where, who). I saw my keys earlier, but I don’t remember where (I saw my keys). main verbs when there are two clauses with the same structure and the same verb. If there is an auxiliary verb this is also left out. We’ll work here and the others (will work) there.



1 You can check those answers and I’ll check these answers.



Who do you think is the most intelligent student?



The poor and the old are often neglected by society.



No article We do not use articles: with plural or uncountable nouns when we are talking about things or people in general.

Tablets cost more than smartphones.













Complete the sentences with a(n), the or – (no article). 1 People move to big cities to find work. Once people have acquired wealth, they often move back to countryside. 2 When I arrive in new city, I like to find restaurants serving local food. city centre is usually best place to look. 3 People’s accents can reveal social class and places that they come from. 4 My parents live in apartment in suburbs. apartment is small and area where they live is quite poor. 5 My next door neighbour is engineer who also runs charity to help homeless. people to become 6 It is important for involved in their local community. I am hospital in my town. volunteer at

Last night, I met an Irishman who’s a teacher.

to express one.

I have a smartphone, but I don’t have a tablet.

to express each / per, relating one unit to another.

I go to around two lectures a day, or ten a week.



‑

for a member of a group or profession.







His knowledge of Japanese is really good. with proper nouns and most countries. Joanna, Google, Germany, Brazil with some common fixed expressions. I usually go to school by bus. with places like school and bed when we talk about them as locations for the activities associated with them, like study and sleep. I had to go to hospital after breaking my arm.



I just saw a man writing in a notebook.



1

with abstract nouns, languages or nationalities.







We use a / an before singular countable nouns: with non-specific items. Have you got a pen I can borrow? ( = any pen) when we introduce new information.



in prepositional phrases with an uncountable noun + of.

the history of England, the science of speech





a / an



with unique items and famous organizations.

the Queen, the European Union, the Ritz

5 My brother stays up late, but I prefer not to stay up late.

 

with the physical environment.

the city, the rain, the coast

4 We don’t have to look at the research notes, but we could look at them.

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with adjectives, to refer to general abstract ideas.

I’m afraid of the dark, but not the supernatural.

3 Some students study by writing notes and others study by reading aloud.

4.4 Articles

with nationality adjectives and some countries.

The British have a close relationship with the USA.

2 The groups need to give a presentation, but they can decide when to give it.

6 We’ll judge the projects and decide on the best project.

with adjectives that describe groups.



Rewrite the sentences, leaving out words where possible.

The students I told you about are very intelligent.

with superlative adjectives.





1



the



4.3 Ellipsis

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Grammar reference and practice 5

1



Put the words in the correct order to make emphatic sentences. 1 it sounds, / about travelling / exciting / around the world / as / I’m nervous 2 I’m frightened / so I can’t / that / of spiders, / to Australia / is / go / the trouble



In spoken English we can create emphasis with vocal stress. Cleft sentences are a useful alternative in written English, and they are also used when speaking. Cleft means ‘divided into two parts’, and the second part of the sentence, after be, is emphasized. Cleft sentences are formed with: It / That + be + noun phrase + relative clause.

We can use do + infinitive in affirmative sentences to give emphasis to a simple verb that doesn’t use an auxiliary. I checked my tickets. → I did check my tickets. NOT We do will arrive at the airport early.



Cleft sentences

Emphatic do



5.1 Emphatic structures: cleft sentences, fronting and emphatic do



3 poisonous / in / fortunately there aren’t / spiders / any / the UK,



It’s a sensible traveller who can get by with only a small backpack. That was the day that changed my life. All + verb clause + be*. All she’d wanted to do was (to) see Niagara Falls. All they heard was the crashing of the waves on the rocks. What clause + be*. What she’ll do while she’s travelling is (to) set herself a budget of €10 a day. The verb be is usually singular in what clauses, but in informal contexts be can be plural if it is followed by a plural noun. What we didn’t like was / were the steps up to our villa. After What happened … + be we need a subject and a verb. That is optional. What happened next was (that) I lost my passport. We can also use phrases, like The person who / that … , The thing which / that … , The place where … , The day when … and The reason why … with a verb clause + be. The person who I would miss most if I went abroad would be my mother. The day when he left work to go travelling was the best day of his life. *(in cleft sentences with All and What, the infinitive with or without to is possible after be)



4 there’s / that / home / is / nowhere / fact / as safe as / the



6 I prefer / strange / it may be, / to watch / though / about travelling / TV programmes



2



 



         





 





Rewrite the sentences to make them more emphatic. Use the correct form of the words in brackets. 1 I really visited thirty countries on my round-the-world trip! (do)

Grammar reference and practice 5

 



3



In London, people are used to meeting visitors from all over the world. On the roof of the hotel there was a fantastic garden. a phrase like The problem / trouble / truth / fact / question + be The problem is how to travel without damaging the environment. The fact was that the museum was closed. a sentence adverbial with as or though. (We use it for contrast as an alternative to but.) Thrilling as it may be to fly in a helicopter, I wouldn’t like to do it. (= It may be thrilling to fly in a helicopter, but I wouldn’t like to do it.)











We usually start an affirmative sentence with the subject, but we can move another element to the front of the sentence to create emphasis: an adverbial phrase of place



 













Fronting



Rewrite the sentences about a woman’s sponsored bike ride with the emphasis on the underlined information. 1 She started her journey to raise money for charity. The reason why . 2 She set off on her bike ride on a wet and windy day. The day when . 3 The first thing that happened was that she got a puncture in her tyre. What happened . 4 The worst problem she encountered was the weather. The weather . 5 She was helped to complete the journey by the support of her friends. It . 6 She could only think about getting home to see her family. All . 7 She wanted a hot bath when she got home. All . 8 The next thing she will do is ride a bike across the USA. What .







5 is / I’ve never / outside of England / the reason / that / why / gone on holiday

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Grammar reference and practice 5



3 The bad weather prevented them from seeing the view. (it)



4 She climbed five mountains, but failed to climb the sixth. (do)

Fronting with adverbials of place Adverbials of place can be ‘fronted’ (put at the front of a sentence), usually when the sentence includes a verb of position or movement, such as come, go, lie, sit, stand, walk and rush. The subject and verb are then inverted.

On the seafront stands a memorial to the men who lost their lives at sea. All around the world sailed the men who would give their names to countries and places.

1

Choose the correct answers. Two sentences do not need inversion.





2 First he planned the route for his sponsored walk. (what)

5 When he’s travelling he likes meeting interesting people most. (what)





1 So great the impact was / was the impact of religious persecution that new communities were formed as a result. 2 Not only the world map had / had the world map been irrevocably changed, but new ideas had been spread. 3 Explorers brought new food back to Europe, which such an important influence had / had such an important influence on our diet that our eating habits changed considerably. 4 In a museum display case lies the compass / the compass lies used by Captain Cook. 5 Never before had the island’s inhabitants / the island’s inhabitants had seen such strange seafaring humans. 6 It’s only when I see a deserted landscape that I feel truly alone / feel I truly alone. 7 On the highest point of the island a pile of stones stands / stands a pile of stones, placed there by early human civilization. 8 Seldom have I seen / I have seen such amazing creatures and such a beautiful landscape.





6 International travel is making the world a smaller place. (the fact)



5.2 Emphatic structures: inversion





There are some emphatic structures that require the normal word order to be inverted. Inversion is most common in more formal writing and speech, in literary and academic contexts, for example.

1 Humans had hardly reached the moon before we were planning to go to Mars. Scarcely

   

.



3 We didn’t consider the environmental impact of international travel much. Little

 



.

5 When I become familiar with one exotic location I start looking for another. No sooner

 

So important is the history of navigation that there are museums devoted to the topic. Such is followed by a verb phrase starting with be and a noun or noun phrase. Such was the wealth created by the discovery of new lands that European cities grew rapidly.

.

4 The rights of indigenous people were not taken into account. At no time







We also use inverted structures with so and such: So is followed by an adjective or adverb and a verb phrase starting with be.

 



so + adjective … that, such … + noun … that

.

2 We definitely shouldn’t send humans to Mars until it’s safe to do so. Under no circumstances



Rewrite the sentences.



Not since the early Viking seafarers had men travelled so far into unknown territory. If there is no auxiliary or modal verb, do + subject + infinitive is used instead. Seldom did they remember the bravery of the early explorers.

2



Words and expressions that are negative or restrictive are followed by inverted structures when they begin a sentence or clause. These include time phrases, such as never (before), no sooner … than, at no time, not since / until, only when and hardly … when, as well as words and phrases, such as by no means, little, not only, on no account, rarely, scarcely, seldom and under no circumstances. After these words and phrases the auxiliary or modal verb comes before the subject.





Negative and restrictive expressions

.

 





6 My mother’s enthusiasm for travel was so great that we went on three holidays a year. Such .

 

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Grammar reference and practice 6

6.1 Conditionals



1

Conditionals have an if clause and a main (result) clause. A zero conditional has a result that is certain; however, the certainty of other conditionals depends on the modal verb used in the result.

Rewrite the sentences to make conditional sentences.

 





1 I make films that appeal to both children and adults, as they do better at the box office. If I make . 2 The director has a dark imagination and is considering an unhappy ending. If the director didn’t . 3 I didn’t see the film, so I couldn’t join in the discussion. I could . 4 A film can contain violent images, but audiences are usually warned by the cinema. Audiences will . 5 My friend has been making animated films since he did an art degree. If my friend hadn’t . 6 Girls aren’t encouraged to become film directors by seeing films without female heroines. Girls might .

I’ll probably cry if you take us to see a sad film. If the director is making a new film, you really shouldn’t miss it.

Second conditional We use the second conditional to talk about a present or future situation that is unreal because it is imaginary or improbable. It is formed with a past tense in the if clause and would (or other modal verbs, such as may, might, could or should) in the result.

 

We can also create conditional sentences without using if, either by using inversion or by using other words and phrases: In sentences with auxiliary verbs should or were (second conditionals) or had (third conditionals) we can reverse the auxiliaries and their subjects and leave out if. This is more common in formal English.



I could give all my films happy endings if I was / were a film director. If my favourite book was / were made into a film, I wouldn’t want to go and see it. Remember that were can be used instead of was in second conditionals. Were sounds more formal.



If my grandfather had been a writer, he would have written comedies. I might have enjoyed the film if the hero hadn’t died.



Third conditional We use the third conditional to talk about a past situation that is unreal because it did not happen. It is formed with a past perfect tense in the if clause and would (or other modal verbs, such as may, might, could or should) followed by the perfect infinitive in the result.





If the hero had survived, I wouldn’t be crying. (The hero didn’t survive, so I’m crying now.) 3rd conditional (past)



I might have chosen a different ending. (I’m not the director of the film, so I didn’t choose a different ending.) 

If I was / were the director,

Should you read the original story, you’d discover a different ending. ( = If you should read … ) Were the plot more believable, it could’ve been a better film. ( = If the plot were … ) Had I not known about the tragic ending, I would have seen the film. ( = If I had not known … ) Some words and expressions can be used in all conditionals with a similar meaning to if, for example: provided that, as long as and on condition that. A film will probably be successful provided that it reflects some aspect of real life. No matter how / who / what / where is used to say that the outcome will be the same regardless of the circumstances. No matter how tragic the story is, there will always be an element of hope. Whether or not also means that the outcome will be the same regardless of the circumstances. I’m going to see the film whether or not you come with me. Unless is used with an affirmative verb and has the same meaning as if with a negative verb. Unless cannot be used in third conditional sentences. I’ll come to the cinema with you unless you’re going to see a romance. ( = I’ll come to the cinema with you if you’re not going to see a romance.)

Grammar reference and practice 6

 

2nd conditional (present)



Mixed conditionals We can mix conditionals when the time reference in the if clause is different from the time reference in the main clause. 3rd conditional (past) 2nd conditional (present)

 

6.2 Inversion with conditionals and alternatives to if



We use the first conditional to talk about a present or future situation that is real or probable. It is formed with a present tense in the if clause and will (or other modal verbs, such as may, might, can or should) in the result.







First conditional

 





If the hero appears to have died before the end of the film, the director has probably tricked you. You’re going to need a box of tissues if you’re seeing a sad film.

 









We use the zero conditional to talk about a real situation with a factual result. It can be formed with different tenses, although the same tense is often used in both clauses. Zero conditionals can refer to the past, present or future.

 



Zero conditional

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But for and were it not for mean that without something or someone things would be or would have been different. But for and were it not for only appear in second and third conditionals as they describe unreal situations.

Concession clauses begin with although, though and even though. More formally, they can begin with whereas, while and despite the fact (that). These clauses contrast information with another clause.





Grammar reference and practice 6

She didn’t find a partner, even though she went on lots of dates. Time clauses begin with as, when, while, or other conjunctions, like after, before, until, since, once and as soon as. They describe an event that happens in a period of time or a point in time. After she’d stopped searching for a partner, she met someone in the queue at a coffee shop.





The film would have been a failure but for the music.

Supposing is used to imagine something or make a suggestion. It also describes unreal situations, so it does not appear in first conditionals.

Put the expressions below in the correct order and use them to complete the sentences. There is one expression that you do not need.

1

Choose the correct sentence endings.



1



Supposing the film launch were cancelled, would our tickets be refunded?

1 I often find myself reading a romance novel a because I enjoy losing myself in the story. b while I enjoy losing myself in the story. 2 The last novel I read had such a lot of characters a that I couldn’t remember who was who. b so I couldn’t remember who was who. 3 I borrowed the book from the library so a that not to spend the money in a bookshop. b as not to spend the money in a bookshop. 4 While I can download books onto my e-reader, a although I still prefer to read printed books. b I still prefer to read printed books. 5 The film adaptation was released a though I was in the middle of reading the book. b while I was in the middle of reading the book. 6 The film wasn’t anything like the book, a so I didn’t enjoy it nearly as much. b so that I didn’t enjoy it nearly as much.



120































Complete the sentences with the words below. that so that as while even though before I believe love is 1 I’m not looking for love an illusion. 2 It’s true that some people never find love they are beautiful and interesting. 3 His proposal was so romantic she couldn’t say no, and they were married soon after. 4 Don’t expect to find lasting love you are still so young. 5 People often spend money on clothes and shoes they appear more attractive. 6 A fortune teller recently told me that it wouldn’t be long I found true love.





‑





She joined an online dating website because that was how her sister had met her husband. Result clauses begin with so, so … that and such … that. They describe effects or outcomes, whether or not they were intended. Her first date was really boring, so she nearly cancelled her subscription. Purpose clauses begin with so (that), in order that, in order (not) to, in order for and so as (not) to. They describe the intended outcome of an action. Her sister had been encouraging her to persevere, so that she could find happiness, too.

 





Sometimes a sentence has a main clause, which makes sense on its own, and a subordinate clause, which cannot stand alone. There are different types of subordinate clause, including conditional clauses (see 6.1), relative clauses (see 9.1) and reported speech clauses (see 8.1). Other types include adverbial clauses of manner (see 10.3), reason, result, purpose, concession and time: Reason clauses begin with because, as, since, while etc. They give a reason or explanation for something or support a previous statement in a previous clause.

2



6.3 Types of subordinate clauses





6

that the film was an adaptation of my favourite book, I wouldn’t have gone to see it. you understand that this isn’t a film with a typical ‘happy ending’, you might enjoy it. watching this film without knowing the ending, you should be prepared for a shock. As a director concerned about moral and ethical issues, she won’t make films about crime the criminals are punished. the terrible ending, boring characters and lack of plot, I might have enjoyed it! After seeing that film, I’ll never watch science fiction again, good the reviews are.





5



4



3



2





1



long / as / as you / should / start for / but no / what / matter unless how / matter / no I / had / realized

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Grammar reference and practice 7

We use must to say we are certain that something happened. We use can’t / couldn’t (but not mustn’t) to say we are certain that something did not happen.

The forger must have studied Picasso’s work carefully to be able to copy his style so well. That picture can’t / couldn’t have been painted by Picasso, because he never went to India. We use may (not) / might (not) or could (but not couldn’t) to say that it is possible something did or did not happen, but we do not know for sure. That summer Picasso may / might / could have been starting work on his masterpiece, Guernica. We use will / won’t to say it is likely that something did or did not happen. The forger won’t have known that Picasso never went to India. We can use should (not) to say we expect that something did or did not happen. The whereabouts of the original painting are not known, but it should have left the country by now.









 

7.2 Modal verbs: other uses Modal verbs have other uses, such as expressing ability or giving advice. When they refer to the past, they are often (but not always) followed by a form of the perfect infinitive.

Ability We use can / can’t or is / are (not) able to to talk about ability in the present. We must use is / are (not) able to after auxiliary verbs or verbs taking an infinitive or -ing form, such as hope or enjoy.

He can’t draw straight lines without using a ruler. She enjoys being able to draw buildings accurately. We use could / couldn’t + infinitive for talking about general ability in the past. We use was / were (not) able to (or other phrases, such as managed to + infinitive or succeeded in + -ing) to talk about ability on a specific occasion in the past, or after verbs taking an infinitive or -ing. She could draw skilfully when she was only three. He was able to get a job at a prestigious firm of architects. However, it is possible to use could / couldn’t with verbs of perception (see, hear, etc.) to talk about ability on a specific occasion in the past. We could see the building taking shape on the paper as he drew. We use will / won’t be able to to talk about ability in the future, and can / can’t for talking about specific future arrangements. Henry’s son will be able to take over the business. She’s busy tomorrow and can’t visit the building site.

Grammar reference and practice 7

 

Speculation about the past



That sculpture must / has to be worth a lot of money, as it was made by Joan Miró. We use can’t (but not mustn’t) to say we are certain that something is not true at the moment of speaking. That painting can’t be by Rembrandt, as it was painted after the artist’s death. We use can to say that something is often, but not always, true. Experts can take a long time to establish the authenticity of an artwork. We use will / won’t to predict what we think is or is not true. They’ll soon discover that the painting isn’t by Monet. We use may (not) / might (not) or could (but not could not) to say that it is possible something is or is not true, but we do not know for sure. Might and could are weaker than may. This latest piece of street art may / might / could turn out to be a Banksy, but the artist has yet to confirm it. We use should (not) to say we expect that something is or will be true. Ought to has the same meaning, but it is less commonly used. They should / ought to establish if the painting is authentic by the end of the week.

1 There could / can many forgeries hanging in art galleries around the world. It’s possible that experts have made mistakes. 2 The painting that was damaged last week wasn’t very valuable, but the gallery should / may it, so they’ll receive money to have it restored. 3 The Van Gogh is being auctioned this afternoon. The press might / will to see if it breaks the record for the most expensive painting. 4 It couldn’t / can’t true! An expert claims they’ve proved that Da Vinci’s The Last Supper is a fake, but I really don’t believe it. 5 No one knows why her works went missing. They might / should during the war. 6 I’ll ask Lola if this is a genuine antique. She can / should , as she’s an expert. 7 Delacroix was busy travelling in Algiers and can’t / mightn’t in Paris at the time. a fake. It looks 8 It must / may like a Chagall, but some forgers have copied his style.

We use must and have to to say we are certain that something is true at the moment of speaking.

insure be (×3) know wait work destroy



Speculation about the present and future

Choose the correct modals and complete the sentences. Use the correct form of the verbs below and make any necessary changes.



We can use modal verbs to say how certain we are about something based on evidence or our experience. When speculating about the present or future, modal verbs are followed by an infinitive without to. When speculating about the past, they are followed by a perfect simple infinitive, perfect continuous infinitive or perfect passive infinitive without to.

1



7.1 Speculation about the past, present and future

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Grammar reference and practice 7 Necessity

Willingness

We use need to to say that something is necessary. There is often a sense that the action will benefit the speaker. To express lack of necessity or obligation, we use needn’t, don’t need to and don’t have to.

We use will to express our (or someone else’s) willingness to do something. We use won’t to say what we (or others) are not willing to do.

Complete the sentences with the words below. don’t need to must should have couldn’t weren’t allowed to have to didn’t have to can build our dream 1 At first we house, as we didn’t have enough money. 2 We’ve finally got a loan from the bank, so now we begin the construction work. 3 We started looking for an architect sooner, as it took a long time to find one. 4 The builders get the roof finished as soon as possible, before the bad weather starts. 5 The building company say we pay them the full amount until the house is finished. 6 Luckily, we contact the council to get permission, as the architect did that for us. 7 Although we build the house where we initially wanted to, the new site is better. 8 We decide on whether or not we want a swimming pool in the back garden.









Permission

1



You should study maths and art or design if you want to take a degree in architecture. Ought (not) to is similar to should / shouldn’t, but is less common.* You ought to study the buildings around you. We can use had better (not) to give advice or a warning about the present or future.* We’d better start applying for internships soon. Architecture is a competitive field. We use should / shouldn’t to express criticism or regret in the past. I should have paid more attention in maths, as I needed a good grade to go to university. We can use could to criticize someone. They could’ve given me more time to prepare. We use be supposed to to say what others think is true, often when giving advice. It’s supposed to be hard starting out as an architect. *The question form of these verbs is rarely used.

We must go to the opening of the new Gehry memorial, but we’ll have to book tickets soon. We use mustn’t to express strong prohibition in the present and future. Visitors to the gallery mustn’t touch the artwork.



We use should / shouldn’t to ask for and give advice.

We use must to express strong obligation, usually when it comes from the speaker. We also use have to to express strong obligation, usually from an ‘external’ source. In the past we can only use had to + infinitive.



Mild obligation and advice

Strong obligation and prohibition



I need to finish the job application today; however, I needn’t / don’t need to / don’t have to attend the interview until next month. To talk about necessity in the past, we use had to + infinitive or needed to + infinitive. I had to / needed to demonstrate my interest in contemporary architecture. For lack of necessity in the past, we use didn’t have to + infinitive when something was not necessary and did not happen. We use needn’t + perfect infinitive when something was not necessary and did happen. We use didn’t need to + infinitive when something was not necessary and either did or did not happen. I didn’t have to send a photo with my application. I needn’t have been worrying about travel costs, as the company will pay my train fare.

I’ll help you find a different architect for your house. These architects won’t involve me in any of the creative decisions. To talk about willingness in the past, we use would / wouldn’t + infinitive; however, would can only be used to talk about general willingness. It is possible to use wouldn’t to refer to a refusal on a specific occasion. He wouldn’t show me the building plans until they were finished.

We use can or could to request permission. Could is more formal.

Could I keep the original blueprint of the building? We use can / can’t to give or refuse permission and to talk about things that are or are not permitted. You can keep the blueprint, but you can’t sell it. We use be allowed to to talk about things that are or are not permitted. He’s not allowed to discuss the project with anyone. We can use may / may not to make formal requests and give or refuse permission. The contraction mayn’t is rarely used. Architects in this firm may not give interviews to the press until the building project is complete.

 

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Grammar reference and practice 8

8.1 Reported speech



1

We use reported speech when we want to tell someone about something that another person said or thought. When we are reporting something in a different time or place from the original statement, we usually make changes to the direct speech.



1 that / he said / vegetables / here / an experiment / growing / is 2 the Prime Minister / the newspapers reported / an announcement / that / might / tomorrow / make

Changes Direct speech

Put the words in the correct order to report the statements. Make changes to verb tenses and time and place references where necessary.

Reported speech

3 world governments / why / she asked / being / in dealing with / the crisis / are / so slow

Tenses Present continuous

Past continuous

Present perfect

Past perfect

Past simple

Past perfect

Past continuous

Past perfect continuous

4 are / government to pass / that / waiting / she says / a new law on recycling / for the / they

Past simple

5 ever / the interviewer asked / has / his / household waste / if / recycled / he

Present simple

Modal verbs

must

had to

shall (offers and suggestions)

should

Verb patterns in reported speech

You need to think about how you can improve the environment. → He said (that) we needed to think about





















































how we could improve the environment. Time and place references, pronouns, possessive adjectives and determiners, such as this and these often change, too. We’re meeting here next week to discuss these plans. She said (that) they were meeting there the following week to discuss those plans. We do not change the following tenses or modal verbs in reported speech: past perfect, past perfect continuous, would, should, might, could, ought to, needn’t, had better. I hadn’t thought I would go to the conference. He said (that) he hadn’t thought he would go to the conference. We do not need to change the verb tense if the statement is generally true or still true at the moment of speaking. Global warming remains a serious problem. She said (that) global warming remains / remained a serious problem. We do not change the verb tense when the reporting verb is in the present, present perfect or future. The place and time references also stay the same if the situation has not changed. Everyone will meet here tomorrow to exchange ideas. He says (that) everyone will meet here tomorrow to exchange ideas. When reporting a wh- question, we use a question word followed by the affirmative word order. When are your rubbish bins collected? She asked when my rubbish bins are collected. For a yes / no question, we use if / whether followed by the affirmative word order. Have you been convicted of a crime before? They asked if he had been convicted of a crime before.

There are a number of different verb patterns for reporting people’s speech, depending on the reporting verb used. Some reporting verbs can be followed by more than one verb pattern. verb + (that) + reported statement add, admit, agree, announce, believe, boast, claim, comment, confess, explain, insist, predict, promise, say, think, suggest, warn

The government has promised (that) new measures will be taken to combat deforestation. verb + object + (that) + reported statement inform, persuade, remind, tell, warn She reminded me (that) I should separate plastics and paper when putting out my recycling. verb + infinitive with to agree, demand, offer, promise, refuse They refuse to accept the data on climate change. verb + object + infinitive with to advise, ask, beg, encourage, forbid, invite, order, persuade, remind, tell, urge, warn We will invite companies to submit their plans. verb + -ing form admit, deny, mentioned, recommend, suggest They have admitted dumping rubbish into the sea. verb + preposition + (object) + -ing form apologize for / to, boast of / about, confess to, insist on (someone) He insisted on seeing the Prime Minister urgently. verb + object + preposition + -ing form blame (someone) for, congratulate (someone) on, criticize (someone) for, warn (someone) against She congratulated the team on coming first. verb + (object) + if / whether ask (someone), enquire, want to know, wonder He wondered whether research had been done into the causes of coral reef decline.

Grammar reference and practice 8

 

would



will

6 the environment / that / experts have said / is / we / and / in danger / work hard / should / to save it



could



can

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4 ‘Why don’t you organize a group of people to clean up the city centre?’ he asked.

She explained how pollution could be reduced.

5 ‘It’s because you were late that the meeting got delayed for everybody,’ she said to him.



verb + (object) + question word ask (+ object), describe, enquire, explain, suggest, want to know, wonder







Grammar reference and practice 8

Subjunctive and should

Rewrite the sentences with a different structure, using the reporting verbs in brackets in the correct form.

1 European governments have agreed that they will do more to combat climate change. (agree)

2 The conservation group said that MPs should have consulted local people. (criticize for)

3 We request that everyone works together to create a greener city. (request)



We sometimes replace a reporting verb with a reporting noun, for example advice, claim, comment, concern, declaration, excuse, observation, remark and response. A reporting noun can refer to a statement in the present or past. If we are reporting a statement made in the past, we make changes in the same way as reported speech. I advise that you complain about the loud party last night.

His advice was that we complain about the loud party the night before. A reporting noun is followed by a that clause. There are two possible structures: noun + be + that clause Our concern is that the problem will only get worse if we don’t do anything about it. noun + that clause + be. This structure is used to make a comment on what was said. Their remark that my garden needed tidying was unfair. Their garden is far worse. Reporting nouns, such as advice, insistence, recommendation, request and suggestion that introduce a demand or proposal can be followed by a subjunctive or should + infinitive. My request that he turn down the music was ignored. My request that he should turn down the music was ignored.

1





4 The company said that they had broken the rules on waste disposal. (confess to)

8.2 Reporting using nouns



2







The Environment Agency insisted (that) businesses take action on reducing carbon emissions. Note that do is not used in the negative. We ask (that) the minister not ignore the protests. should + infinitive is less formal than a subjunctive and more commonly used. There is little or no difference in meaning. They suggest (that) households should try to reduce the amount of water they use.

6 ‘What should I do if I don’t know the answer?’ I asked the professor.







The present subjunctive is used in reported speech to talk about a demand or proposal in the present or past. The subjunctive uses the base form of the verb (she go, we be, etc.) and is quite formal. verb + (that) + object + subjunctive ask, demand, insist, recommend, request, suggest



5 She will remind everyone that they should clear up their rubbish after the meeting. (remind)

Report the speech using reporting nouns in brackets and a subjunctive or should where appropriate.

advise want to know suggest deny enquire blame





4 ‘I must speak to my MP,’ he said, but he was ignored. (insistence)



1 ‘We didn’t allow industrial waste to leak into the river,’ the company says.

3 ‘Switch off the lights in your house every night,’ the leaflet says. (advice)

Rewrite the direct statements as reported statements using the reporting verbs below.

2 ‘We will succeed,’ they said. It was astonishing. (declaration)



3





6 The charity admits that it didn’t act fast enough after the earthquake. (admit)

1 ‘If we don’t like our neighbours, we should move,’ he said to me. (remark)



5 ‘Your garden is less tidy than mine,’ she tells me. She is quite rude. (comment)



2 ‘Have you decided what to do yet?’ she asked her friend.



6 ‘I am innocent,’ he replied. He was forceful when he said it. (response)

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3 ‘Be careful to put your rubbish into the correct bin or you might get fined,’ she has told me.

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Grammar reference and practice 9

3 He loved the fast, lightweight bike. He had bought it for the race.

A relative clause is a type of subordinate clause that follows a noun in the main clause.

2 Every year I watch a cycle race. The race goes through my home town.

9.1 Defining and non-defining relative clauses

Non-defining relative clauses A non-defining relative clause gives additional information about a noun. The clause is not essential to the meaning of the sentence. It is introduced by which, when, where, who and whose, but not that. The clause appears between commas.

The new velodrome, which is the biggest in the country, will host future cycling competitions. A non-defining relative clause can appear at the end of a sentence as well as in the middle. She won the race in front of her family, who were all very proud of her. A sentence-relative clause gives extra information about the sentence as a whole, not just the noun before it. It is introduced by which. We have developed several theories about sporting success, which are based on case studies. After indefinite noun phrases (a runner, some races, etc.), either a non-defining or a defining clause might be possible. We use a defining clause to show that the additional information is important to our overall message. He’s got an old bike, which he doesn’t use a lot. He’s got an old bike that he wants to sell.

1

Join the sentences using defining or non-defining relative clauses. Omit the relative pronoun or adverb where possible.



6 He trains in the area. He has been living there for the past few months.

7 The race was won by an athlete. Her mother had also competed in the Olympics.

9.2 Pronouns and prepositions in relative clauses Prepositions starting relative clauses Relative clauses often include prepositions. Putting the preposition at the beginning of a long relative clause can make the sentence easier to understand. This also makes the sentence sound more formal.

We have prepared an intense training regime in which players of all levels are expected to participate. Prepositions are used before which for things and whom for people, but not before that or who. He was a trainer in whom we had confidence. NOT He was a trainer in that we had confidence. The prepositions after, because of, before, below, besides and during are only used at the beginning of relative clauses. The race, during which three runners were injured, was very dramatic.

Prepositions ending relative clauses In informal situations we put the preposition at the end of the relative clause where possible. We usually use that for both people and things. The relative pronoun is often omitted altogether, especially in spoken English.

The competition started with the event (that) she was worst at: the high jump. If the preposition is part of a phrasal verb it cannot go at the beginning of the relative clause. They were playing a team which refused to give up.

Grammar reference and practice 9

 



1 Strength can determine success or failure. Strength is an important attribute for an athlete.

5 The training plan was devised by her coach. It is a strict and exhausting plan.

The tournament was won by a golfer whose career had begun only two years before. We can also use the relative adverbs where, why and when. She’ll never forget the race where she won her first gold medal. We can replace which, who or whom with that in defining relative clauses. We can also replace when (but not where) with that in informal situations. Who(m), which or that can be omitted when they refer to the object of the relative clause, but not when they refer to the subject. The architect hasn’t revisited the World Cup stadium (which / that) he designed. I wanted to visit the swimming pool which / that had been built for the Olympic Games.

4 Her father had trained her. He sadly didn’t live to see her success.



A defining relative clause gives essential information about a noun. We cannot leave out a defining relative clause without affecting the meaning of the sentence. Defining relative clauses are introduced by the relative pronouns that, who, which, whom and whose. The pronoun whose indicates possession.



Defining relative clauses

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Grammar reference and practice 9 Find and correct one error in each sentence.

Past participle clauses with passive verbs







1 The team which most people had bet to win on lost badly.





2 The captain, whom the President has just handed to the trophy, looks very pleased.





3 The match, before that there had been a thunderstorm, was played in sunshine.





4 The tennis racket which he will play the match has a lighter design with.

The students, selected for their sporting skill, enjoyed the competition. (= The students, who had been selected for their sporting skill, enjoyed the competition.) A past participle is used in reduced adverbial clauses. It replaces conjunctions, such as because, while and although and the simple passive verb. The subordinate clause and the main clause share the same subject. Eliminated from the tournament in the first round, he found it hard to stay positive. (= Because he had been eliminated from the tournament in the first round, he found it hard to stay positive.) Being + past participle can also be used in reduced adverbial clauses. Being banned for two matches, he couldn’t take part in the final. (= As he was banned for two matches, he couldn’t take part in the final.)

Infinitive clauses



6 The first runner over the line was the one to which we had given our water.





5 The mountain that she began to climb this morning up is covered in snow.

A past participle is used in reduced relative clauses. It replaces the relative pronoun and the simple passive verb.

Rewrite the sentences using non-finite clauses. 1 Many schools that are putting on sporting events are concerned about health and safety.

2 As they were concerned about potential accidents, the organizers took extra precautions. 3 Safety notices, which had been designed by students, were put up around the sports field.

The -ing form is used in reduced relative clauses. It replaces the relative pronoun and active verb (simple or continuous).

4 The Olympic champion goes round schools so that he can encourage children to take up sports.

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5 When he came around the corner, he saw the finishing line in front of him.

6 Although she had managed the first hill easily, she found the second one more challenging.

7 Because he was told not to give up, he was determined to keep on running. 8 They arranged training sessions so as to prepare the children for the competition.

The prisoners taking part in the event are from borstal. (= The prisoners that are taking part in the event are from borstal.) The -ing form is used in reduced adverbial clauses. It replaces conjunctions, such as because, while and although and the active verb (simple or continuous). The subordinate clause and the main clause share the same subject. Running across the field, he realized that he was in the lead. (= While he was running across the field, he realized that he was in the lead.) The perfect -ing form can also be used in reduced adverbial clauses. It describes an event that is earlier in time. Having won the race, he never wanted to run again. (= After he had won the race, he never wanted to run again.)

 

















-ing clauses with active verbs

1



A non-finite clause is a subordinate clause in which the verb is in a participle or infinitive form and does not indicate time, person or number. Participle clauses say the same thing as relative or adverbial clauses in fewer words, which is why they are called ‘reduced’ clauses. As well as defining and non-defining relative clauses, adverbial clauses of reason, contrast and time can be ‘reduced’.

She gave physiotherapy to help athletes recover from injuries. ( = She gave physiotherapy in order to help athletes recover from injuries.)

9.3 Non-finite clauses

We can use an infinitive clause instead of an adverbial clause of purpose. An infinitive clause replaces phrases, such as so that, in order to, and so as to. The main clause and the subordinate clause must share the same subject.

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Grammar reference and practice 10 When we give information or express opinions that we are not sure about, we often distance ourselves from the facts or opinions by using language that is tentative or cautious. We can use: the impersonal passive with reporting verbs, such as allege, anticipate, assume, believe, claim, consider, report, rumour, say, think, and understand to create distance.

We often start a sentence with it as an introductory or ‘empty’ subject, followed by the verb be. Using it in this way makes a statement more objective. The most common structures are: It + adjective / noun + infinitive





1

Join the sentence halves. 1 2 3 4 5 6



It was revolutionary It’s difficult for us It will be an even greater advance It’s high time It’s not much use It’s conceivable

a to replace human drivers with driverless cars. b deaths on the roads were reduced. c that driverless cars will leave us free to read, talk on our mobile phones and admire the scenery. d to imagine that horses were once the only means of personal transport. e trying to hold back technological progress. f when the petrol engine was invented.

Grammar reference and practice 10

 



6 Nuclear power may not solve the energy crisis we are facing. (unlikely)







5 Designers are likely to enlarge television screens to an ever greater size. (could)





4 Immigration is conceivably one of the most pressing concerns of our time. (alleged)







3 A problem with driverless cars will be deciding how to insure them. (conceivable)







2 Architects are assumed to be employing smart technology in their latest designs. (appear)







1 Online purchases might be delivered by drones in the future. (conceivably)



Rewrite the sentences with the words in brackets. Sometimes more than one answer is possible.

It will be possible to use nanotechnology in the treatment of cancer in the near future. It wasn’t a big surprise to discover that doctors use robots to assist with surgery. It + adjective + for / of + object + infinitive It had been difficult for doctors to perform surgery before anaesthetics were developed. It + adjective + that clause It is necessary that we develop new antibiotics. It’s time + infinitive. We use this structure to indicate that an action is needed. We can add for + object to say who should do it. It’s time (for us) to realize that humans are changing the Earth’s climate. It’s high time / about time + pronoun / noun + past simple. We use this structure to express a present wish that something is done very soon. It’s high time we took action on global warming. It’s the first / second / third time + present perfect It’s the first time the government has passed laws to limit carbon dioxide emissions. Sometimes, it is not followed by an infinitive or that clause: It + adjective + question word It’s amazing how many of Asimov’s predictions about the future have turned out to be true. It + no good / (not) worth / not much use + -ing form. We use this structure to say that something is or is not desirable. It’s no good regretting what we did in the past. It’s worth considering the future instead.





1

A new generation of androids is thought to be in development. It is said that these robots will be able to do the housework and other useful tasks. modal verbs, such as can, may / might, could and should to speculate about the possibility or probability of something. Humans might need to explore the possibility of colonizing other planets. There could have been life on Mars many years ago. probability adjectives, such as conceivable, possible, probable and (un)likely to show that we are not certain about something. If we tried to expand human civilization into Antarctica, the probable result would be failure. probability adverbs, such as apparently, arguably, conceivably, perhaps, possibly, probably, reportedly and supposedly to modify the amount of certainty being expressed. Technology is arguably cutting us off from the natural world. appear and seem to say what our impression is of something, although we may not be sure. These verbs are followed by the infinitive with to. Seem is more informal. The rate of population growth doesn’t appear / seem to be slowing down.



10.2 it as introductory subject



10.1 Distancing the facts

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Put the words in order to make sentences with it.

Concession clauses Concession clauses beginning with although describe how something contrasts with information in another clause in a surprising or unexpected way. A concession clause can come before or after the clause it contrasts.





1 to create / it is going to be / challenging / to combat / new antibiotics / drug-resistant bacteria

2 many experimental projects / surprising / failed / it was not / that / in the early stages

He persuaded everyone that he was a doctor, although he had no medical training. Although he had no medical training, he persuaded everyone that he was a doctor. We can use even though for emphasis if the situation is in the present or the past. Even though her condition was very bad, she managed to survive the illness. We can use though in informal contexts. He was performing operations every day, though he didn’t have the correct medical training.



3 of water shortages / it is / incomprehensible / we haven’t been able / to solve the problem / why



4 putting / more resources / worth / to create / it’s / into scientific research / new drugs



6 it’s / parents / time / their children’s health / about / we encouraged / to do more





5 to see / in their lessons / wonderful / interested / for us / the students / it was

Complete the sentences with the words below.



1

even though just although as as though as hard

10.3 Adverbial clauses of manner and concession



1 She wanted to become a doctor and save lives her father had done. as the other 2 He worked students, but didn’t seem to remember anything he learned. 3 The operation was a success, the surgeon used a new, unproven technique. 4 Coming round from a general anaesthetic, patients can behave they were drunk. 5 he will study medicine at university, he isn’t going to become a doctor. 6 In the end, she failed all her exams, as she’d expected she would.

Adverbial clauses of manner and concession are types of subordinate clause that provide extra information about an action or a situation.

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Join the two sentences, using the adverbs in brackets to make adverbial clauses. 1 Some diseases have been eradicated. Laboratories still keep samples of them. (although)

2 The safety precautions are effective. They are similar to a high security bank. (as … as)

3 Animals are used in experiments. They are used like precious commodities. (as if ) 4 It seems dangerous to keep deadly diseases. They may be useful for research. (even though)



2

5 Mice are reared in laboratories. They are reared in the same way they have been reared for decades. (just as)







Before the 20th century, doctors carried out procedures as they had always done. We use just as to mean ‘in exactly the way that’. It is used to create emphasis. In the past, people feared infectious diseases like smallpox just as we fear cancer today. We use as + adjective / adverb / quantifier (much or many) + as to mean ‘in the same way that’. It is used to compare two actions or situations. People used to die from the treatment as frequently as they died from the disease. We use as though / as if after verbs, such as look, seem, sound and act, behave, talk to mean ‘in a way that suggests’. Doctors behaved as if / as though they were confident their treatment would be successful. As though and as if can also be used to create a simile, comparing two things. The patient mistrusted the doctor, swallowing the medicine as if it were poison. Like is sometimes used in the same way in informal contexts. If a patient was lucky enough to survive, doctors acted like they had performed a miracle. The past simple is often used after as if / as though / like in present situations to emphasize that the clause is imaginary. He’s only got a cold, but he looks as if he had the plague.



Manner clauses beginning with as describe how something was, or how it was done.

6 I don’t agree with using animals for scientific research. I can understand why it’s necessary. (though)



Manner clauses



2



Grammar reference and practice 10

Grammar reference and practice 10 © Copyright Oxford University Press

4010528 Insight Advanced WB PL.indb 128

25/09/2015 09:26

This list contains the key words from the Student’s Book

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a bit (adv) /ə ˈbɪt/ rather; to a small degree a little (adv) /ə ˈlɪtl/ rather; to a small degree absolution (n) /ˌæbsəˈluːʃn/ a formal statement that sb is forgiven for what he or she has done wrong absolve (v) /əbˈzɒlv/ to state formally that sb is not guilty or responsible for sth acquit (of charges) (v) /əˈkwɪt/ to decide and state officially in court that sb is not guilty of a crime acquittal (n) /əˈkwɪtl/ an official decision in court that sb is not guilty of a crime aggressively (adv) /əˈgresɪvli/ in a way that is angry and threatening always (adv) /ˈɔːlweɪz/ at all times; on every occasion annually (adv) /ˈænjuəli/ once a year at the / that moment (adv) /ət ðə, ðæt ˈməʊmənt/ at an exact point in time baffled (adj) /ˈbæfld/ completely confused by sth strange or difficult to understand barely (adv) /ˈbeəli/ in a way that almost does not happen or exist befuddled (adj) /bɪˈfʌdld/ confused and unable to think normally bewildered (adj) /bɪˈwɪldəd/ confused bow down to (idiom) /ˈbaʊ ˌdaʊn tə/ to allow sb/sth to tell you what to do buck the trend (idiom) /bʌk ðə ˈtrend/ to resist or oppose the general direction in which a situation is changing or developing bury your head in the sand (idiom) /ˌberi jɔː ˌhed ɪn ðə ˈsænd/ to refuse to admit that a problem exists or refuse to deal with it calmly (adv) /ˈkɑːmli/ in a way that shows you are not excited, nervous or upset clearly (adv) /ˈklɪəli/ in a way that is easy to see or hear concerned (adj) /kənˈsɜːnd/ worried and feeling concern about sth confess (v) /kənˈfes/ to admit, especially formally or to the police, that you have done sth wrong or illegal confession (n) /kənˈfeʃn/ a statement that a person makes to admit that they are guilty of a crime; the act of making such a statement convict (of robbery / arson, etc.) (v) /kənˈvɪkt/ to decide and state officially in court that sb is guilty of a crime  ​

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Unit 2

 

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shape (v) /ʃeɪp/ to have an important influence on the way that sb/sth develops (be) (all) skin and bones (idiom) /skɪn ən ˈbəʊnz/ extremely thin in a way that is not attractive or healthy thanks to (conj) /ˈθæŋks tə/ used to say that sth has happened because of sb/sth that said (conj) /ðæt ˈsed/ used to introduce an opinion that makes what you have just said seem less strong the effect of (n) /ði ɪˈfekt əv/ a change that sb/sth causes in sb/sth else; a result the influence of (n) /ði ˈɪnfluəns əv/ the effect that sb/sth has on the way a person thinks or behaves or on the way that sth works or develops therefore (adv) /ˈðeəfɔː(r)/ used to introduce the logical result of sth that has just been mentioned transform (v) /trænsˈfɔːm/ to completely change the appearance or character of sth, especially so that it is better turn the corner (idiom) /tɜːn ðə ˈkɔːnə(r)/ to pass a very important point in an illness or a difficult situation and begin to improve turn upside down (idiom) /tɜːn ˌʌpsaɪd ˈdaʊn/ to cause large changes and confusion in a person’s life what’s more (conj) /wɒts ˈmɔː(r)/ used to add a point that is even more important whereas (conj) /weərˈæz/ used to compare or contrast two facts while (conj) /waɪl/ during the time that sth is happening; used to contrast two things

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(be) a bone of contention (idiom) /ə ˌbəʊn əv kənˈtenʃn/ a subject which causes disagreement and arguments between people adapt (v) /əˈdæpt/ to change your behaviour in order to deal more successfully with a new situation alienate (from) (v) /ˈeɪliəneɪt/ to make sb feel that they do not belong in a particular group alienated (from) (adj) /ˈeɪliəneɪtɪd/ when sb is made to feel that they do not belong in a particular group alienating (adj) /ˈeɪliəneɪtɪŋ/ sth that makes sb feel that they do not belong in a particular group alienation (from) (n) /eɪliəˈneɪʃn/ the feeling that you do not belong in a particular group alter (v) /ˈɔːltə(r)/ to make sb/sth different although (conj) /ɔːlˈðəʊ/ used for introducing a statement that makes the main statement in a sentence seem surprising as a result (of sth) (conj) /əz ə rɪˈzʌlt/ caused by or because of association (n) /əsəʊʃiˈeɪʃn, -siˈeɪʃn/ a connection or relationship between people or organizations attachment (n) /əˈtætʃmənt/ a strong feeling of affection for sb/sth back to square one (idiom) /bæk tə ˌskweə(r) ˈwʌn/ a return to the situation you were in at the beginning of a project, task, etc., because you have made no real progress because of (prep) /bɪˈkəz əv/ used before a noun or noun phrase to say that sb/sth is the reason for sth chop and change (idiom) /tʃɒp ən ˈtʃeɪndʒ/ to keep changing your mind or what you are doing (be) close at hand (idiom) /kləʊs ət ˈhænd/ near; in a place where sb/sth can be reached easily consequently (adv) /ˈkɒnsɪkwəntli/ as a result; therefore despite (prep) /dɪˈspaɪt/ used to show that sth happened or is true although sth else might have happened to prevent it determine (v) /dɪˈtɜːmɪn/ to discover the facts about sth; to calculate sth exactly disaffection (n) /ˌdɪsəˈfekʃn/ the feeling of being no longer satisfied with your situation, organization, belief, etc. and therefore not loyal to it due to (conj) /ˈdjuː tə/ caused by sb/sth; because of sb/sth enhance (v) /ɪnˈhɑːns/ to increase or further improve the good quality, value or status of sb/sth even though (conj) /ˈiːvn ðəʊ/ despite the fact or belief that; no matter whether evolve (v) /iˈvɒlv/ to develop gradually, especially from a simple to a more complicated form; to develop sth in this way exclude (from) (v) /ɪkˈskluːd/ to prevent sb/sth from taking part in sth or entering a place excluded (from) (adj) /ɪkˈskluːdɪd/ prevented from taking part in sth or entering a place exclusion (n) /ɪkˈskluːʒn/ the act of preventing sb/sth from entering a place or taking part in sth exclusive (adj) /ɪkˈskluːsɪv/ only to be used by one particular person or group; only given to one particular person or group furthermore (adv) /ˌfɜːðəˈmɔː(r)/ in addition to what has just been stated give rise to (idiom) /gɪv ˈraɪz tə/ to cause sth to happen or exist go from strength to strength (idiom) /gəʊ frəm ˌstreŋθ tə ˈstreŋθ/ to become more and more successful go hand in hand (idiom) /gəʊ ˌhænd ɪn ˈhænd/ to be closely connected such that one thing causes the other however (adv) /haʊˈevə(r)/ used to introduce a statement that contrasts with sth that has just been said imagery (n) /ˈɪmɪdʒəri/ language that produces pictures in the minds of people reading or listening improve (v) /ɪmˈpruːv/ to make sth/sb better than before  ​

in addition (to) (conj) /ɪn əˈdɪʃn/ used when you want to mention another person or thing after sth else (be) in sb’s hands (idiom) /ɪn ˌsʌmbədiz ˈhændz/ being taken care of or controlled by sb in spite of (conj) /ɪn ˈspaɪt əv/ when sth is surprising because there is a reason which may have prevented it isolate (from) (v) /ˈaɪsəleɪt/ to separate sb/sth physically or socially from other people or things isolated (from) (adj) /ˈaɪsəleɪtɪd/ without much contact with other people or other countries isolating (adj) /ˈaɪsəleɪtɪŋ/ that makes sb feel alone or lonely isolation (n) /aɪsəˈleɪʃn/ the state of being alone or lonely jump out of one’s skin (idiom) /dʒʌmp ˌaʊt əv wʌnz ˈskɪn/ to move violently because of a sudden shock lead to (v) /ˈliːd tə/ to have sth as a result loyalty (n) /ˈlɔɪəlti/ the quality of being faithful in your support of sb/sth make great strides (idiom) /meɪk ˈgreɪt straɪdz/ to improve the way in which sth is developing make no bones about (sth) (idiom) /meɪk nəʊ ˈbəʊnz əˌbaʊt/ to be honest and open about sth; to not hesitate to do sth marginalization (n) /ˌmɑːdʒɪnəlaɪˈzeɪʃn/ the process or result of making sb feel as if they are not important and cannot influence decisions or events; the act of putting sb in a position in which they have no power moreover (adv) /mɔːrˈəʊvə(r)/ used to introduce some new information that adds to or supports what you have said previously move the goalposts (idiom) /muːv ðə ˈgəʊlpəʊsts/ to change the rules for sth, or conditions under which it is done, so that the situation becomes more difficult for sb on account of (prep) /ɒn əˈkaʊnt əv/ because of sb/sth owing to (prep) /ˈəʊɪŋ tə, ˈəʊɪŋ tu/ because of oxymoron (n) /ˌɒksɪˈmɔːrɒn/ a phrase that combines two words that seem to be the opposite of each other personification (n) /pəˌsɒnɪfɪˈkeɪʃn/ the practice of representing objects, qualities, etc. as humans, in art and literature; an object, quality, etc. that is represented in this way progress (v) /prəˈgres/ develop over a period of time; to make progress pull your socks up (idiom) /pʊl jɔː ˈsɒks ʌp/ to try to improve your performance, work, behaviour, etc. rapport (n) /ræˈpɔː(r)/ a friendly relationship in which people understand each other very well reform (v) /rɪˈfɔːm/ to improve a system, an organization, a law, etc. by making changes to it rejection (n) /rɪˈdʒekʃn/ failure to give a person or an animal enough care or affection repetition (n) /ˌrepəˈtɪʃn/ the fact of doing or saying the same thing many times restore (v) /rɪˈstɔː(r)/ to repair a building, work of art, piece of furniture, etc. so that it looks as good as it did originally result in (v) /rɪˈzʌlt ɪn/ to make sth happen reverse (v) /rɪˈvɜːs/ to change sth completely so that it is the opposite of what it was before revert (v) /rɪˈvɜːt/ to return to a former state; to start doing sth again that you used to do in the past rhetorical question (n) /rɪˌtɒrɪkl ˈkwestʃən/ asked only to make a statement or to produce an effect rather than to get an answer save your skin (idiom) /seɪv jɔː ˈskɪn/ to try to avoid death, punishment, etc. in an extremely difficult situation segregate (into) (v) /ˈsegrɪgeɪt/ to separate people of different races, religions or sexes and treat them in a different way segregated (adj) /ˈsegrɪgeɪtɪd/ separated by race, religion or sex and treated in a different way segregation (n) /ˌsegrɪˈgeɪʃn/ the act or policy of separating people of different races, religions or sexes and treating them in a different way  ​

Unit 1

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Wordlist

Wordlist 129  

Definitions adapted from Oxford Advanced Learner’s Dictionary 9e, Oxford University Press 2015 © Copyright Oxford University Press 4010528 Insight Advanced WB PL.indb 129

25/09/2015 09:26

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boost sales /buːst ˈseɪlz/ to cause the number of items sold to increase bring about (v) /brɪŋ əˈbaʊt/ to make sth happen comprehensive policy (n) /ˌkɒmprɪˌhensɪv ˈpɒləsi/ a written statement of a contract of insurance that covers all the possible risks conduct a survey /kənˌdʌkt ə ˈsɜːveɪ/ to carry out an investigation of the opinions, behaviour, etc. of a particular group of people, usually by asking questions conduct market analysis /kənˌdʌkt ˌmɑːkɪt əˈnæləsɪs/ to study closely the different areas, countries or sections of the population that might buy goods or services conduct market research /kənˌdʌkt ˌmɑːkɪt ˈriːsɜːtʃ/ to collect information about what people buy and why contactless card (n) /ˈkɒntæktləs kɑːd/ a small plastic card which stores information electronically and can contact an electronic device to which it is not connected in order to make a payment current account (n) /ˈkʌrənt əˌkaʊnt/ a type of bank account that you can take money out of at any time, and that provides you with a chequebook and cash card dip (v) /dɪp/ to go downwards or to a lower level direct debit (n) /dəˌrekt, dɪ-, daɪ- ˈdebɪt/ an instruction to your bank to allow sb else to take an amount of money from your account on a particular date, especially to pay bills escalate (v) /ˈeskəleɪt/ to become or make sth greater, worse, more serious, etc. ethos (n) /ˈiːθɒs/ the moral ideas and attitudes that belong to a particular group or society flat-pack (v) /ˈflæt pæk/ to take sth apart in small pieces that need to be put together, e.g. furniture that is sold in pieces in a flat box and that you have to build yourself fluctuating (adj) /ˈflʌktʃueɪtɪŋ/ that changes frequently in size, amount, quality, etc., especially from one extreme to another forage (for sth) (v) /ˈfɒrɪdʒ/ to search for food fritter away (v) /ˈfrɪtər əˌweɪ/ to waste time or money on things that are not important gain access /geɪn ˈækses/ to obtain a way of entering a place or the right to use sth gain experience /geɪn ɪkˈspɪəriəns/ to obtain knowledge and skill through doing sth for a period of time gain market share /geɪn ˌmɑːkɪt ˈʃeə(ði)/ to increase the amount that a company sells of its products or services compared with other companies selling the same things generate (v) /ˈdʒenəreɪt/ to produce or create sth give rise to (idiom) /gɪv ˈraɪz tə/ to cause sth to happen or exist gradual (adj) /ˈgrædʒuəl/ happening slowly over a long period; not sudden happen (v) /ˈhæpən/ to take place, especially without being planned key indicator (n) /kiː ˈɪndɪkeɪtə(r)/ an extremely important sign that sth will happen launch a product /lɔːntʃ ə ˈprɒdʌkt/ to make a product available to the public for the first time launch an advertising campaign /lɔːntʃ ən ˈædvətaɪzɪŋ kæmˌpeɪn/ to start producing a series of adverts in connection with a particular product launch an investigation /lɔːntʃ ən ɪnˌvestɪˈgeɪʃn/ to start an official examination of the facts about a situation, crime, etc. lead to (v) /ˈliːd tə/ to have sth as a result liability (n) /ˌlaɪəˈbɪləti/ the amount of money that a person or company owes line (of products / cosmetics / clothing) (n) /laɪn/ a type of product live beyond your means (idiom) /lɪv bɪˌjɒnd jɔː(r) ˈmiːnz/ to spend more money than you have live on the breadline (idiom) /lɪv ɒn ðə ˈbredlaɪn/ have the lowest level of income on which it is possible to survive  ​

 

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account for (v) /əˈkaʊnt fə(r)/ to be the explanation or cause of sth arise (from) (v) /əˈraɪz/ (especially of a problem or a difficult situation) to happen; to start to exist assembly line (n) /əˈsembli laɪn/ a line of workers and machines in a factory, along which a product passes, having parts made, put together or checked at each stage until the product is finished attribute to (v) /əˈtrɪbjuːt tə/ to say or believe that sth is the result of a particular thing boost productivity /buːst ˌprodʌkˈtɪvəti/ to cause the rate at which goods are produced (and the amount produced) to increase boost profits /buːst ˈprɒfɪts/ to cause an increase in the amount of money that you make in business after paying the costs involved  

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Unit 3

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only (adv) /ˈəʊnli/ nobody or nothing except; in no other situation, place, etc. penalize (v) /ˈpiːnəlaɪz/ to punish sb for breaking a rule or law by making them suffer a disadvantage penalty (n) /ˈpenəlti/ a punishment for breaking a law, rule or contract plea (n) /pliː/ an urgent emotional request plead (v) /pliːd/ to state in court that you are guilty or not guilty of a crime present (adj) /ˈpreznt/ existing or happening now proper (adj) /ˈprɒpə(r)/ right, appropriate or correct; according to the rules prosecute (v) /ˈprɒsɪkjuːt/ to officially charge sb with a crime in court prosecution (n) /ˌprɒsɪˈkjuːʃn/ a person or an organization that prosecutes sb in court, together with the lawyers, etc. recently (adv) /ˈriːsntli/ not long ago relatively (adv) /ˈrelətɪvli/ to a fairly large degree, especially in comparison to sth else release (on bail) (v) /rɪˈliːs/ to let sb/sth come out of a place where they have been kept remand (in custody) (v) /rɪˈmɑːnd/ to send sb away from a court to wait for their trial which will take place at a later date responsible (adj) /rɪˈspɒnsəbl/ having the job or duty of doing sth or taking care of sb/sth, meaning that you may be blamed if sth goes wrong revealing character /rɪˌviːlɪŋ ˈkærəkter/ showing the qualities and features that make people different from each other sadly (adv) /ˈsædli/ unfortunately seriously (adv) /ˈsɪəriəsli/ in a serious way; used at the beginning of a sentence to show a change from joking to being more serious spur (sb) into action (idiom) /spɜːˌ(r) ˌɪntuː ˈækʃn/ to encourage sb to do sth or to encourage them to try harder to achieve sth step up to the mark (idiom) /step ʌp tə ðə ˈmɑːk/ to try harder in order to benefit from an opportunity or deal with a situation stumped (adj) /stʌmpt/ unable to answer a question or solve a problem suddenly (adv) /ˈsʌdnli/ quickly and unexpectedly swiftly (adv) /ˈswɪftli/ quickly; after a very short time take (the) initiative (idiom) /teɪk (ði) ɪˈnɪʃətɪv/ to decide and act on your own without waiting for sb to tell you what to do testify (v) /ˈtestɪfaɪ/ to make a statement that sth happened or that sth is true, especially as a witness in court testimony (n) /ˈtestɪməni/ a formal written or spoken statement saying what you know to be true, usually in court turn a blind eye (idiom) /tɜːn ə ˌblaɪnd ˈaɪ/ to pretend not to notice sth bad that is happening, so you do not have to do anything about it usually (adv) /ˈjuːʒuəli/ in the way that is usual or normal; most often warily (adv) /ˈweərəli/ carefully, because you think there may be a danger or problem or you do not trust sb/sth  

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conviction (n) /kənˈvɪkʃn/ the act of finding sb guilty of a crime in court; the fact of having been found guilty creating mood and atmosphere /kriˌeɪtɪŋ ˌmuːd ən ˈætməsfɪə(r)/ causing feelings or impressions associated with a particular place daily (adv) /ˈdeɪli/ happening, done or produced every day dazed (adj) /deɪzd/ unable to think clearly, especially because of a shock or because you have been hit on the head defend (v) /dɪˈfend/ to say or write sth in support of sb/sth that has been criticized defendant (n) /dɪˈfendənt/ the person in a trial who is accused of committing a crime detain (for) (v) /dɪˈteɪn/ to keep sb in an official place, such as a police station, a prison or a hospital, and prevent them from leaving dismally (adv) /ˈdɪzməli/ in a way that causes or shows sadness disorientated (adj) /dɪsˈɔːriənteɪtɪd/ unable to recognize where you are or where you should go distraught (adj) /dɪˈstrɔːt/ extremely upset and anxious so that you cannot think clearly even (adv) /ˈiːvn/ used to emphasize sth unexpected or surprising everywhere (adv) /ˈevriweə(r)/ in, to or at every place; all places exonerate (from / of) (v) /ɪgˈzɒnəreɪt/ to officially state that sb is not responsible for sth that they have been blamed for flustered (adj) /ˈflʌstəd/ nervous and/or confused, especially because you have a lot to do or are in a hurry follow sb’s lead (idiom) /ˌfɒləʊ ˌsʌmbədiz ˈliːd/ to use an example or action done by sb else as a guide to copy foreshadowing events /fɔːˌʃædəʊɪŋ ɪˈvents/ giving signs of things that will happen in the future fortunately (adv) /ˈfɔːtʃənətli/ by good luck go against the grain (idiom) /gəʊ əˌgenst ðə ˈgreɪn/ to be or do sth different from what is normal or natural go with the flow (idiom) /gəʊ wɪð ðə ˈfləʊ/ to be relaxed and not worry about what you should do greedily (adv) /ˈgriːdɪli/ in a way that shows that you want more money, power, food, etc. than you really need hardly (adv) /ˈhɑːdli/ almost no; almost not; almost none hastily (adv) /ˈheɪstɪli/ very quickly, because you are in a hurry, especially when this has bad results hopefully (adv) /ˈhəʊpfəli/ used to express what you hope will happen immediately (adv) /ɪˈmiːdiətli/ without delay impatiently (adv) /ɪmˈpeɪʃntli/ in an annoyed or irritated way, especially because you have to wait for a long time implicate (in a robbery / attack etc.) (v) /ˈɪmplɪkeɪt/ to show or suggest that sb is involved in sth bad or criminal incredibly (adv) /ɪnˈkredəbli/ extremely incredulously (adv) /ɪnˈkredjuləsli/ in a way that shows you cannot believe sth indict (v) /ɪnˈdaɪt/ to officially charge sb with a crime indictment (n) /ɪnˈdaɪtmənt/ a written statement accusing sb of a crime involved (adj) /ɪnˈvɒlvd/ taking part in sth; being part of sth or connected with sth jeopardize (v) /ˈdʒepədaɪz/ to risk harming or destroying sth/sb (in) jeopardy (idiom) /ˈdʒepədi/ in a dangerous position or situation and likely to be lost or harmed just (adv) /dʒʌst/ exactly; simply; only luckily (adv) /ˈlʌkɪli/ by good luck naturally (adv) /ˈnætʃrəli/ in a relaxed and normal way; in a way that you would expect nearby (adv) /nɪəˈbaɪ/ a short distance from sb/sth; not far away nearly (adv) /ˈnɪəli/ almost; not quite; not completely

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Wordlist

 

130 Wordlist

Definitions adapted from Oxford Advanced Learner’s Dictionary 9e, Oxford University Press 2015 © Copyright Oxford University Press

4010528 Insight Advanced WB PL.indb 130

25/09/2015 09:26

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accomplish (v) /əˈkʌmplɪʃ/ to succeed in doing or completing sth agile (adj) /ˈædʒaɪl/ able to think quickly and in an intelligent way agility (n) /əˈdʒɪləti/ the ability to think quickly and in an intelligent way analogous (adj) /əˈnæləgəs/ similar in some way to another thing or situation and therefore able to be compared with it analogy (n) /əˈnælədʒi/ a comparison of one thing with another thing that has similar features; a feature that is similar aptitude (n) /ˈæptɪtjuːd/ natural ability or skill at doing sth articulate (adj) /ɑːˈtɪkjələt/ good at expressing ideas or feelings clearly in words ascertain (v) /ˌæsəˈteɪn/ to find out the true or correct information about sth attribute to (v) /əˈtrɪbjuːt tə/ to say or believe that sth is the result of a particular thing bilious (adj) /ˈbɪliəs/ bad-tempered; full of anger brain-teaser (n) /ˈbreɪn ˌtiːzə(r)/ a problem that is difficult but fun to solve brainchild (n) /ˈbreɪntʃaɪld/ an idea or invention of one person or a small group of people brainwash (v) /ˈbreɪnwɒʃ/ to force sb to accept your ideas or beliefs, for example by repeating the same thing many times or by preventing the person from thinking clearly brainwave (n) /ˈbreɪnweɪv/ a sudden good idea brogue (n) /brəʊg/ the accent that sb has when they are speaking, especially the accent of Irish or Scottish speakers of English carry out (v) /ˈkæri aʊt/ to do and complete a task cease (v) /siːs/ to stop doing sth clear up (v) /klɪər ˈʌp/ to solve or explain sth collaborate (v) /kəˈlæbəreɪt/ to work together with sb in order to produce or achieve sth commemorate (v) /kəˈmeməreɪt/ to exist to remind people of a person or an event from the past comprise (v) /kəmˈpraɪz/ to be the parts or members that form sth  ​

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Definitions adapted from Oxford Advanced Learner’s Dictionary 9e, Oxford University Press 2015

Wordlist

 

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Unit 4

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conduct (v) /kənˈdʌkt/ to organize and/or do a particular activity conquer (v) /ˈkɒŋkə(r)/ to succeed in dealing with or controlling sth contradiction (n) /ˌkɒntrəˈdɪkʃn/ a lack of agreement between facts, opinions, actions, etc. contradictory (adj) /kɒntrəˈdɪktəri/ containing or showing a contradiction correspondence (n) /ˌkɒrəˈspɒndəns/ a connection between two things; the fact of two things being similar corresponding (adj) /ˌkɒrəˈspɒndɪŋ/ matching or connected with sth that you have just mentioned croon (v) /kruːn/ to sing, especially familiar songs, in an exaggeratedly sentimental way curiosity (n) /ˌkjʊəriˈɒsəti/ a strong desire to know about sth curious (adj) /ˈkjʊəriəs/ having a strong desire to know about sth deductive (adj) /dɪˈdʌktɪv/ using knowledge about things that are generally true in order to think about and understand particular situations or problems dexterity (n) /dekˈsterəti/ skill in using your hands or your mind dexterous (adj) /ˈdekstrəs/ skilful with your hands diligence (n) /ˈdɪlɪdʒəns/ careful and thorough work or effort diligent (adj) /ˈdɪlɪdʒənt/ showing care and effort in your work or duties discern (v) /dɪˈsɜːn/ to see or hear sth, usually with difficulty discerning (adj) /dɪˈsɜːnɪŋ/ able to show good judgement about the quality of sb/sth disparate (adj) /ˈdɪspərət/ made up of parts or people that are very different from each other disparity (n) /dɪˈspærəti/ a difference, especially one connected with unfair treatment divergence (n) /daɪˈvɜːdʒəns/ the process or fact of separating or becoming different divergent (adj) /daɪˈvɜːdʒənt/ developing or moving in different directions; becoming less similar eloquent (adj) /ˈeləkwənt/ able to use language and express your opinions well, especially when you are speaking in public find out (v) /faɪnd ˈaʊt/ to get some information about sth/sb by asking, reading, etc. get over (v) /get ˈəʊvə(r)/ to deal with or gain control of sth give up (v) /gɪv ˈʌp/ to stop trying to do sth gutter (n) /ˈgʌtə(r)/ the bad social conditions or low moral standards sometimes connected with the lowest level of society have a jaw (idiom) /hæv ə ˈdʒɔː/ have a chat hold up (v) /həʊld ˈʌp/ to delay or block the movement or progress of sb/sth homogeneity (n) /ˌhɒmədʒəˈniːəti/ the quality of being homogeneous homogeneous (adj) /ˌhɒməˈdʒiːniəs, həˈmɒdʒənəs/ consisting of things or people that are all the same or all of the same type impede (v) /ɪmˈpiːd/ to delay or stop the progress of sth impressionable (adj) /ɪmˈpreʃənəbl/ easily influenced or affected by sb/sth incarnate (adj) /ɪnˈkɑːnət/ in human form ingenious (adj) /ɪnˈdʒiːniəs/ very suitable for a particular purpose and resulting from clever new ideas ingenuity (n) /ˌɪndʒəˈnju:əti/ the ability to invent things or solve problems in clever new ways inquiring (adj) /ɪnˈkwaɪərɪŋ/ showing an interest in learning new things install (v) /ɪnˈstɔːl/ to fix equipment or furniture into position so that it can be used integrity (n) /ɪnˈtegrəti/ the quality of being honest and having strong moral principles interchange (n) /ˈɪntətʃeɪndʒ/ the act of sharing or exchanging sth, especially ideas or information

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soar (v) /sɔː(r)/ rise very quickly sort code (n) /ˈsɔːt kəʊd/ a number that is used to identify a particular bank splash out on (v) /splæʃ ˈaʊt ɒn/ to spend a lot of money on sth squander (v) /ˈskwɒndə(r)/ to waste money, time, etc. in a stupid or careless way stable (adj) /ˈsteɪbl/ firmly fixed; not likely to move, change or fail standing order (n) /ˌstændɪŋ ˈɔːdə(r)/ an instruction that you give your bank to pay sb a fixed amount of money from your account on the same day each week/month, etc. steady (adj) /ˈstedi/ developing, growing, etc. gradually and in an even and regular way (be) strapped for cash (adj) /stræpt fə ˈkæʃ/ having little or not enough money struggle to make ends meet (idiom) /ˌstrʌgl tə ˌmeɪk endz ˈmiːt/ to try very hard and find it difficult to earn just enough money to buy the things you need (energy / equipment / major) supplier (n) /səˈplaɪə(r)/ a person or company that supplies goods surge (v) /sɜːdʒ/ to move quickly and with force in a particular direction third-party (adj) /ˈθɜːd ˌpɑ:ti/ relating to or involving insurance that pays sb who is affected by your actions trappings (of success / power / wealth) (n) /ˈtræpɪŋz/ the possessions, clothes, etc. that are connected with a particular situation, job or social position trigger (v) /ˈtrɪgə(r)/ to make sth happen suddenly tumble (v) /ˈtʌmbl/ to fall suddenly and in a dramatic way volatile (adj) /ˈvɒlətaɪl/ likely to change suddenly; easily becoming dangerous ​

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loss leader (n) /ˈlɒs ˌliːdə(r)/ an item that a shop/store sells at a very low price to attract customers make a deal /meɪk ə ˈdiːl/ to agree, especially in business, on particular conditions for buying or doing sth make a loss /meɪk ə ˈlɒs/ to lose money, especially in business make a profit /meɪk ə ˈprɒfɪt/ to make money in business, or by selling things, after paying the costs involved manipulate data /məˌnɪpjuleɪt ˈdeɪtə/ to control or use information in a skilful way to find things out or to make decisions manipulate our minds /məˌnɪpjuleɪt ɑː ˈmaɪndz/ to control or influence sb/sth, often in a dishonest way so that they do not realize it manipulate public opinion /məˌnɪpjuleɪt ˌpʌblɪk əˈpɪnjən/ to control or influence the opinions that people in society have in a dishonest way so that they do not realize it (branded / counterfeit / official) merchandise (n) /ˈmɜːtʃəndaɪs/ goods that are bought or sold; goods that are for sale in a shop/store moderate (adj) /ˈmɒdərət/ that is neither very good, large, hot, etc. nor very bad, small, cold, etc. no-claims bonus (n) /nəʊ ˈkleɪmz ˌbəʊnəs/ a reduction in the cost of your insurance because you made no claims in the previous year (retail / fast-food / local) outlet (n) /ˈaʊtlet/ a shop/store or an organization that sells goods made by a particular company or of a particular type outstrip inflation /aʊtˌstrɪp ɪnˈfleɪʃn/ to be faster than the general rise in the prices of services and goods in a particular country outstrip rivals /aʊtˌstrɪp ˈraɪvlz/ to be faster, better or more successful than sb you are competing against outstrip supply /aʊtˌstrɪp səˈplaɪ/ to be greater than the amount available perpetuate (v) /pəˈpetʃueɪt/ to make sth such as a bad situation, a belief, etc. continue for a long time pipe dream (n) /ˈpaɪp driːm/ a hope or plan that is impossible to achieve or not practical plummet (v) /ˈplʌmɪt/ to fall suddenly and quickly from a high level or position point-of-sale (terminal / advertising / display) (n) /ˌpɔɪnt əv ˈseɪl/ the place where a product is sold pop-up (shop / restaurant / gallery) (adj) /ˈpɒp ʌp/ that opens quickly somewhere and is designed to only use that location for a short period of time (be) poverty-stricken (adj) /ˈpɒvəti ˌstrɪkn/ extremely poor; with very little money premium (n) /ˈpriːmiəm/ an amount of money that you pay once or regularly for an insurance policy result (in / from) (v) /rɪˈzʌlt/ to make sth happen rocket (v) /ˈrɒkɪt/ to increase very quickly and suddenly seconds (n) /ˈsekəndz/ items sold at a lower price than usual because they are not perfect self-sufficient (adj) /self səˈfɪʃnt/ able to do or produce everything that you need without the help of other people set up a company /set ʌp ə ˈkʌmpəni/ to create or start a business that makes money by producing or selling goods or services set up a display /set ʌp ə dɪˈspleɪ/ to build an arrangement of things in a public place to inform or entertain people or advertise sth for sale set up an advertising agency /set ʌp ən ˈædvətaɪzɪŋ ˌeɪdʒənsi to create or start a business that provides a service designing and producing adverts on behalf of other companies sharp (adj) /ʃɑːp/ sudden and rapid, especially of a change in sth significant (adj) /sɪgˈnɪfɪkənt/ large or important enough to have an effect or to be noticed slump (v) /slʌmp/ to fall in price, value, number, etc., suddenly and by a large amount

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© Copyright Oxford University Press 4010528 Insight Advanced WB PL.indb 131

25/09/2015 09:26

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historical (adj) /hɪˈstɒrɪkl/ connected with the past hit head-on (idiom) /hɪt ˌhed ˈɒn/ to collide in such a way that the front part of one vehicle goes into the front part of another vehicle or thing hit the road (idiom) /ˌhɪt ðə ˈrəʊd/ to start a journey/trip hold-up (n) /ˈhəʊld ʌp/ a situation in which sth is prevented from happening for a short time hurtle (v) /ˈhɜːtl/ to move very fast in a particular direction jackknife (v) /ˈdʒæk naɪf/ (of an articulated vehicle) bend into a V-shape in an uncontrolled skidding movement latitude (n) /ˈlætɪtjuːd/ the distance of a place north or south of the equator, measured in degrees let-down (n) /ˈlet daʊn/ sth that is disappointing because it is not as good as you expected it to be longitude (n) /ˈlɒŋgɪtjuːd/ the distance of a place east or west of the Greenwich meridian, measured in degrees lose track of (idiom) /luːz ˈtræk əv/ to not have information about what is happening or where sb/sth is main (adj) /meɪn/ being the largest or most important of its kind major (adj) /ˈmeɪdʒə(r)/ very large or important make your way (into) (idiom) /ˈmeɪk jɔː(r) weɪ/ to move or get somewhere; to make progress notable (adj) /ˈnəʊtəbl/ deserving to be noticed or to receive attention; important noticeable (adj) /ˈnəʊtɪsəbl/ easy to see or notice; clear or definite (be) on the right track (idiom) /ɒn ðə ˌraɪt ˈtræk/ to think or behave in the right way (be) on the road (idiom) /ɒn ðə ˈrəʊd/ travelling, especially for long distances or periods of time only (adj) /ˈəʊnli/ used to say that no other or others of the same group exist or are there outbreak (n) /ˈaʊtbreɪk/ the sudden start of sth unpleasant, especially violence or a disease outcome (n) /ˈaʊtkʌm/ the result or effect of an action or event outlook (n) /ˈaʊtlʊk/ the probable future for sb/sth; what is likely to happen overshoot (v) /əʊvəˈʃʊːt/ to go further than the place you intended to stop or turn the Pacific Rim (n) /ðə pəˌsɪfɪk ˈrɪm/ the countries around the Pacific Ocean, especially the countries of eastern Asia, considered as an economic group parallel (n) /ˈpærəlel/ an imaginary line around the earth that is always the same distance from the equator; this line on a map (our) paths cross (idiom) /pɑːðz ˈkrɒs/ meet by chance prime meridian (n) /praɪm məˈrɪdiən/ a line of longitude at which longitude is defined as zero degrees principal (adj) /ˈprɪnsəpl/ most important; main prowl (v) /praʊl/ to move quietly and carefully around an area, especially with the intention of committing a crime pull up (v) /pʊl ˈʌp/ to stop real (adj) /rɪəl/ actually existing or happening and not imagined or pretended run-up (n) /ˈrʌn ʌp/ a period of time leading up to an important event; the preparation for this setback (n) /ˈsetbæk/ a difficulty or problem that delays or prevents sth, or makes a situation worse shatter (v) /ˈʃætə(r)/ to make sth suddenly break into small pieces shed its load (v) /ˌʃed ɪts ˈləʊd/ (of a vehicle) to lose or drop what it is carrying sheer /ʃiə(r)/ used to emphasize the size, degree or amount of sth skid (v) /skɪd/ to slide sideways or forwards in an uncontrolled way smash into (v) /ˈsmæʃ ˌɪntə, ˌɪntuː/ to move with a lot of force against sth solid smooth the path (for) (idiom) /smuːð ðə ˈpɑːθ/ to make it easier for sb/sth to develop or make progress ​

 

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(be) a long way off (idiom) /ə ˌlɒŋ weɪ ˈɒf/ at a long distance away or long period of time in the future absolute (adj) /ˈæbsəluːt/ total and complete accelerate (v) /əkˈseləreɪt/ to start to go faster advance (v) /ədˈvɑːns/ to move forward towards sb/sth, often in order to attack or threaten them or it alternate (adj) /ɔːlˈtɜːnət/ happening or following one after the other regularly alternative (adj) /ɔːlˈtɜːnətɪv/ that can be used instead of sth else the Antipodes (n) /ði ænˈtɪpədiːz/ a way of referring to Australia and New Zealand backdrop (n) /ˈbækdrɒp/ the general conditions in which an event takes place, which sometimes help to explain that event chief /tʃiːf/ (adj) most important chug (v) /tʃʌg/ to move making the sound of an engine running slowly collide (with) (v) /kəˈlaɪd/ to crash into another person or vehicle, etc. come a long way (idiom) /ˌkʌm ə lɒŋ ˈweɪ/ to have made a lot of progress complete with (adj) /kəmˈpliːt wɪð/ including sth as an extra part or feature compulsive (adj) /kəmˈpʌlsɪv/ that makes you pay attention to it because it is so interesting and exciting compulsory (adj) /kəmˈpʌlsəri/ that must be done because of a law or a rule crackdown (n) /ˈkrækdaʊn/ severe action taken to restrict the activities of criminals or of people opposed to the government or sb in authority crash into (v) /ˌkræʃ ˈɪntuː/ to hit an object or another vehicle, causing damage creep (v) /kriːp/ to move slowly, quietly and carefully, because you do not want to be seen or heard definite (adj) /ˈdefɪnət/ sure or certain; unlikely to change definitive (adj) /dɪˈfɪnətɪv/ considered to be the best of its kind and almost impossible to improve downfall (n) /ˈdaʊnfɔːl/ the loss of sb’s money, power, social position, etc.; the thing that causes this loss downpour (n) /ˈdaʊnpɔ:(r)/ a heavy fall of rain that often starts suddenly economic (adj) /ˌiːkəˈnɒmɪk, ˌekəˈ-/ connected with the trade, industry and development of wealth of a country, an area or a society economical (adj) /ˌiːkəˈnɒmɪklˌ ˌekəˈ-/ providing good service or value in relation to the amount of time or money spent equator (n) /ɪˈkweɪtə(r)/ an imaginary line around the earth at an equal distance from the North and South Poles entire (adj) /ɪnˈtaɪə(r)/ including everything, everyone or every part exact (adj) /ɪgˈzækt/ correct in every detail extreme (adj) /ɪkˈstriːm/ not ordinary or usual; serious or severe foremost (adj) /ˈfɔːməʊst/ the most important or famous; in a position at the front further down the road (idiom) /ˈfɜːðə daʊn ðə ˌrəʊd/ at some time in the future glide (v) /glaɪd/ to move smoothly and quietly, especially as though it takes no effort gross (adj) /grəʊs/ very obvious and unacceptable hemisphere (n) /ˈhemɪsfɪə(r)/ one half of the earth, especially the half above or below the equator historic (adj) /hɪˈstɒrɪk/ important in history; likely to be thought of as important at some time in the future  

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Unit 5

 

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visionary (adj) /ˈvɪʒənri/ original and showing the ability to think about or plan the future with great imagination and intelligence worship (n) /ˈwɜːʃɪp/ the practice of showing respect for God or a god, by saying prayers, singing with others, etc.

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interchangeable (adj) /ˌɪntəˈtʃeɪndʒəbl/ that can be exchanged, especially without affecting the way in which sth works introspective (adj) /ˌɪntrəˈspektɪv/ tending to think a lot about your own thoughts, feelings, etc. intuitive (adj) /ɪnˈtjuːɪtɪv/ obtained by using your feelings rather than by considering the facts kerbstone (adj) /ˈkɜːbstəʊn/ unsophisticated, without training or experience make up (v) /meɪk ˈʌp/ to form sth make out (v) /meɪk ˈaʊt/ to manage to see sb/ sth or read or hear sth memorize (v) /ˈmeməraɪz/ to learn sth carefully so that you can remember it exactly methodical (adj) /məˈθɒdɪkl/ done in a careful and logical way modest (adj) /ˈmɒdɪst/ not talking much about your own abilities or possessions modesty (n) /ˈmɒdəsti/ the fact of not talking much about your abilities or possessions observant (adj) /əbˈzɜːvənt/ good at noticing things around you pass on (v) /pɑːs ˈɒn/ to give sth to sb else, especially after receiving it or using it yourself pick sb’s brains (idiom) /pɪk ˌsʌmbədiz ˈbreɪnz/ to ask sb a lot of questions about sth because they know more about the subject than you do pin on (idiom) /pɪn ˈɒn/ to make sb be blamed for sth, especially for sth they did not do pull off (v) /pʊl ˈɒf/ to succeed in doing sth difficult put up (v) /pʊt ˈʌp/ to build sth or place sth somewhere rack your brains (idiom) /ræk jɔː(r) ˈbreɪnz/ to think very hard or for a long time about sth recall (v) /rɪˈkɔːl/ to remember sth receptive (adj) /rɪˈseptɪv/ willing to listen to or to accept new ideas or suggestions recite (v) /rɪˈsaɪt/ to say a poem, piece of literature, etc. that you have learned, especially to an audience recollect (v) /ˌrekəˈlekt/ to remember sth, especially by making an effort to remember it reel off (v) /riːl ˈɒf/ to say or repeat sth quickly without having to stop or think about it reflect (on) (v) /rɪˈflekt/ to think carefully and deeply about sth remember (v) /rɪˈmembə(r)/ to have or keep an image in your memory of an event, a person, a place, etc. from the past remind (v) /rɪˈmaɪnd/ to help sb remember sth, especially sth important that they must do reminisce (v) /ˌremɪˈnɪs/ to think, talk or write about a happy time in your past resolve (v) /rɪˈzɒlv/ to find an acceptable solution to a problem or difficulty revolutionize (v) /ˌrevəˈluːʃənaɪz/ to completely change the way that sth is done scatterbrained (adj) /ˈskætəbreɪnd/ always losing or forgetting things and unable to think in an organized way self-aware (adj) /self əˈweə(r)/ having or showing knowledge and understanding of your own character sociable (adj) /ˈsəʊʃəbl/ enjoying spending time with other people team up (with) (v) /tiːm ʌp/ to join with another person or group in order to do sth together the brains behind (idiom) /ðə ˈbreɪnz bɪˌhaɪnd/ the person who is responsible for thinking of and organizing sth transmit (v) /trænsˈmɪt/ to send an electronic signal, radio or television broadcast, etc. turn around (v) /tɜːn əˈraʊnd/ to make sth start being successful after it has been unsuccessful for a time upstart (n) /ˈʌpstɑːt/ person who has just started in a new position or job but who behaves as if they are more important than other people, in a way that is annoying variance (n) /ˈveəriəns/ the amount by which sth changes or is different from sth else varied (adj) /ˈveərid/ of many different types

 



Wordlist

 

132 Wordlist

Definitions adapted from Oxford Advanced Learner’s Dictionary 9e, Oxford University Press 2015 © Copyright Oxford University Press

4010528 Insight Advanced WB PL.indb 132

25/09/2015 09:26

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Definitions adapted from Oxford Advanced Learner’s Dictionary 9e, Oxford University Press 2015

Wordlist

 

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ambling (adj) /ˈæmblɪŋ/ at a slow relaxed speed anti-Semitic (adj) /ˌænti səˈmɪtɪk/ that shows hatred of Jews or involves the unfair treatment of Jews back the wrong horse (idiom) /ˌbæk ðə ˌrɒŋ ˈhɔːs/ to support sb/sth that is not successful backdrop (n) /ˈbækdrɒp/ everything seen around an event that is taking place, but which is not part of that event bark up the wrong tree (idiom) /ˌbɑ:k ʌp ðə ˌrɒŋ ˈtriː/ to have the wrong idea about how to get or achieve sth bitterly disappointed (adj) /ˌbɪtəli dɪsəˈpɔɪntɪd/ extremely upset because sth you hoped for has not happened or been as good, successful, etc. as you expected brilliantly conceived (adj) /ˈbrɪliəntli kənˌsiːvd/ planned or thought through in your mind in an extremely successful way brisk (adj) /brɪsk/ quick; busy brush stroke (n) /ˈbrʌʃ strəʊk/ a mark made by moving a brush once across a surface building block (n) /ˈbɪldɪŋ blɒk/ a piece of wood or plastic used as a toy for children to build things with; parts that are joined together in order to make a large thing exist by the back door (idiom) /baɪ ðə ˌbæk ˈdɔː(r)/ in an unfair or indirect way canvas (n) /ˈkænvəs/ a piece of strong heavy rough material used for making tents, sails, etc. and by artists for painting on captivating (adj) /ˈkæptɪveɪtɪŋ/ taking all your attention; very attractive and interesting catchy (adj) /ˈkætʃi/ pleasing and easily remembered come up against a brick wall (idiom) /ˌkʌm ʌp əˌgenst ə ˌbrɪk ˈwɔːl/ to become unable to make any progress because there is a difficulty that stops you comprehensible (adj) /ˌkɒmprɪˈhensəbl/ that can be understood by sb conventional (adj) /kənˈvenʃənl/ following what is traditional or the way sth has been done for a long time dreary (adj) /ˈdrɪəri/ that makes you feel sad; dull and not interesting drive sb up the wall (idiom) /draɪv ˌsʌmbədi ˌʌp ðə ˈwɔːl/ make sb crazy or angry dull (adj) /dʌl/ not interesting or exciting eagerly anticipated (adj) /ˌiːgəli ænˈtɪsɪpeɪtɪd/ that sb looks forward to with great interest, pleasure and excitement elaborate (adj) /ɪˈlæbərət/ very complicated and detailed; carefully prepared and organized enchanting (adj) /ɪnˈtʃɑːntɪŋ/ attractive and pleasing enthusiastically received (adj) /ɪnˌθjuːziˌæstɪkli rɪˈsiːvd/ that produces a very positive reaction showing a lot of excitement and interest ethereal (adj) /iˈθɪəriəl/ extremely delicate and light; seeming to belong to another, more spiritual, world evocative (adj) /ɪˈvɒkətɪv/ making you think of or remember a strong image or feeling, in a pleasant way fascinating (adj) /ˈfæsɪneɪtɪŋ/ extremely interesting and attractive forefront (n) /ˈfɔːfrʌnt/ important or leading position in a particular group or activity  ​

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Unit 7

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trigger revolt /ˌtrɪgə rɪˈvɒlt/ to cause a protest against authority, especially that of a government, to happen suddenly and often involving violence use your head (idiom) /ˌjuːz jɔː(r) ˈhed/ used to tell sb to think about sth, especially when they have asked for your opinion or said sth stupid wage war /weɪdʒ ˈwɔː(r)/ to begin and continue a war, a battle, etc. wear your heart on your sleeve (idiom) /weə jɔː(r) ˌhɑ:t ɒn jɔː(r) ˈsliːv/ to allow your feelings to be seen by other people wrap sb round your little finger (idiom) /ræp ˌsʌmbədi raʊnd jɔː ˌlɪtl ˈfɪŋgə(r)/ to persuade sb to do anything that you want

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all-consuming (work / passion / state) (adj) /ˌɔːl kənˈsjuːmɪŋ/ taking up all of your time or energy amity (n) /ˈæməti/ a friendly relationship between people or countries (be) at sb’s beck and call (idiom) /ət ˌsʌmbədiz ˌbek ən ˈkɔːl/ always ready to obey sb’s orders betray the cause (idiom) /bɪˌtreɪ ðə ˈkɔːz/ to ignore or turn against the principle or belief that you had previously supported in order to achieve sth or gain an advantage for yourself compromise (n) /ˈkɒmprəmaɪz/ an agreement made between two people or groups in which each side gives up some of the things they want so that both sides are happy at the end contract (n) /ˈkɒntrækt/ an official written agreement deposit (n) /dɪˈpɒzɪt/ a sum of money that is given as the first part of a larger payment devotion (n) /dɪˈvəʊʃn/ great love, care and support for sb/sth drive a wedge between people (idiom) /ˌdraɪv ə wedʒ bɪˈtwiːn ˌpiːpl/ to make people start disliking each other drum up support (idiom) /ˌdrʌm ʌp səˈpɔːt/ to try hard to get e.g. support or business estate agent (n) /ɪˈsteɪt ˌeɪdʒənt/ a person whose job is to sell houses and land for people euphoria (n) /juːˈfɔːriə/ an extremely strong feeling of happiness and excitement that usually lasts only a short time feel-good (movie / story / factor ) (adj) /ˈfiːl gʊd/ making you feel happy and pleased about life get on each other’s nerves (idiom) /ˌget ɒn iːtʃ ˌʌðəz ˈnɜːvz/ to annoy each other get on like a house on fire (idiom) /get ˌɒn laɪk ə ˈhaʊs ɒn ˌfaɪə(r)/ to become friends quickly and have a very friendly relationship have a change of heart (idiom) /hæv ə ˌtʃeɪndʒ əv ˈhɑːt/ to have a change of attitude towards sth/sb, usually making you feel more friendly, helpful, etc.

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Unit 6

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have a soft spot for sb (idiom) /hæv ə ˈsɒft spɒt fə ˌsʌmbədi/ to like sb have an old head on young shoulders (idiom) /hæv ən ˌəʊld hed ɒn ˌjʌŋ ˈʃəʊldəz/ used to describe a young person who thinks and acts in a more sensible way than you would expect for a person of their age have somebody to lean on (idiom) /hæv ˌsʌmbədi tə ˈliːn ɒn/ to have sb on whom you can depend for help and support hotly disputed (subject / theory / claim) (adj) /ˈhɒtli dɪˌspjuːtɪd/ that is argued about in an angry or excited way or with a lot of strong feeling infatuation (n) /ɪnˌfætʃuˈeɪʃn/ very strong feelings of love or attraction for sb/sth, especially when these are unreasonable and do not last long keep your head (idiom) /ˌkiːp jɔː(r) ˈhed/ to remain calm in a difficult situation landlord (n) /ˈlændlɔːd/ a person or company from whom you rent a room, a house, an office, etc. lease (n) /liːs/ a legal agreement that allows you to use a building, a piece of equipment or some land for a period of time, usually in return for rent letting agent (n) /ˈletɪŋ ˌeɪdʒənt/ a person whose job is to manage your affairs when sb pays money to live in your house for a period of time level-headed (adj) /ˌlevl ˈhedɪd/ calm and sensible; able to make good decisions even in difficult situations live in each other’s pockets (idiom) /ˌlɪv ɪn iːtʃ ˌʌðəz ˈpɒkɪts/ used to refer to two people who are too close to each other or spend too much time with each other long-lasting (battery / effect / relationship) (adj) /ˌlɒŋ ˈlɑːstɪŋ/ that can or does last for a long time long-term (objective / prognosis / employment) (adj) /ˈlɒŋ tɜːm/ that will last or have an effect over a long period of time loyalty (n) /ˈlɔɪəlti/ the quality of being faithful in your support of sb/sth mania (n) /ˈmeɪniə/ an extremely strong desire or enthusiasm for sth, often shared by a lot of people at the same time mortgage (n) /ˈmɔːgɪdʒ/ a legal agreement by which a bank or similar organization lends you money to buy a house, etc., and you pay the money back over a particular number of years; the sum of money that you borrow much-respected (idea / person / type of love) (adj) /ˈmʌtʃ rɪˌspektɪd/ admired or held in very high opinion narcissism (n) /ˈnɑːsɪsɪzəm/ the habit of admiring yourself too much, especially your appearance not have the heart to (idiom) /ˌnɒt hæv ðə ˈhɑːt tə/ to be unable to do sth because you know that it will make sb sad or upset notice (n) /ˈnəʊtɪs/ a formal letter or statement saying that you will or must leave your job or house at the end of a particular period of time pledge allegiance /pledʒ əˈlɪːdʒəns/ to formally promise continued support for a political party, religion, ruler, etc. rally the troops (idiom) /ˌræli ðə ˈtruːps/ to bring people together in order to help or support sb/sth rent (n) /rent/ an amount of money that you regularly pay so that you can use a house, etc. rose-tinted (glasses / lens / view) /ˈrəʊz ˌtɪntɪd/ used to describe an idea or a way of looking at a situation as being better or more positive than it really is rout (the enemy) (v) /raʊt/ to defeat your opponents completely in a competition, a battle, etc. sack (a town) (v) /sæk/ to destroy things and steal property in a town or building seven-year (itch / campaign / romance) (adj) /ˈsevn jɪə(r)/ occurring after seven years take sth to heart (idiom) /teɪk ˌsʌmθɪŋ tə ˈhɑ:t/ to be very upset by sth that sb says or does tenant (n) /ˈtenənt/ a person who pays rent for the use of a room, building, land, etc. to the person who owns it  ​

 

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sole (adj) /səʊl/ only; single specific (adj) /spəˈsɪfɪk/ detailed and exact stop dead in your tracks (idiom) /stɒp ˌded ɪn jɔː(r) ˈtræks/ to suddenly stop because sth has frightened or surprised you stride (v) /straɪd/ to walk with long steps in a particular direction stroll (v) /strəʊl/ to walk somewhere in a slow relaxed way the Subcontinent (n) /ðə ˌsʌbˈkɒntɪnənt/ a large land mass that forms part of a continent, especially the part of Asia that includes India, Pakistan and Bangladesh swerve (v) /swɜːv/ to change direction suddenly, especially in order to avoid hitting sb/sth technical (adj) /ˈteknɪkl/ connected with the practical use of machinery, methods, etc. in science and industry technological (adj) /ˌteknəˈlɒdʒɪkl/ connected with technology (reach) the end of the road (idiom) /ði ˌend əv ðə ˈrəʊd/ the point at which sth can no longer continue in the same way total (adj) /ˈtəʊtl/ including everything tropic (n) /ˈtrɒpɪk/ one of the two imaginary lines drawn around the world 23° 26’ north or south of the equator upbringing (n) /ˈʌpbrɪŋɪŋ/ the way in which a child is cared for and taught how to behave while it is growing up uprising (n) /ˈʌpraɪzɪŋ/ a situation in which a group of people join together in order to fight against the people who are in power utter (adj) /ˈʌtə(r)/ used to emphasize how complete sth is veer (v) /vɪə(r)/ to change direction suddenly washout (n) /ˈwɒʃaʊt/ an event, etc. that is a complete failure, especially because of rain write off (v) /ˌraɪt ˈɒf/ to damage sth, especially a vehicle, so badly that it cannot be repaired

133

© Copyright Oxford University Press 4010528 Insight Advanced WB PL.indb 133

25/09/2015 09:26

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abundant (adj) /əˈbʌndənt/ existing in large quantities; more than enough acute (adj) /əˈkjuːt/ very serious or severe alleviate (pressure / suffering / a shortage) (v) /əˈliːvieɪt/ to make sth less severe antisocial (adj) /ˌæntiˈsəʊʃl/ harmful or annoying to other people, or to society in general assert (v) /əˈsɜːt/ to state clearly and firmly that sth is true building site (n) /ˈbɪldɪŋ saɪt/ an area of land where sth is being built chaotic (adj) /keɪˈɒtɪk/ in a state of complete confusion and lack of order city dweller (n) /ˈsɪti ˌdwelə(r)/ sb who lives in a city commence (v) /kəˈmens/ to begin to happen; to begin sth congested thoroughfare (n) /kənˌdʒestɪd ˈθʌrəfeə(r)/ crowded public street used by traffic, especially a main road in a city (a(n) political / economic / humanitarian) crisis (n) /ˈkraɪsɪs/ a time of great danger, difficulty or confusion when problems must be solved or important decisions must be made desist (v) /dɪˈzɪst, -ˈsɪst/ to stop doing sth elicit (v) /iˈlɪsɪt/ to get information or a reaction from sb, often with difficulty emigrant (n) /ˈemɪgrənt/ a person who leaves their country to live in another endeavour (v) /enˈdevə(r)/ to try very hard to do sth fall into the trap (of doing sth) (idiom) /ˈfɔːl ˌɪntə ðə ˌtræp/ to do sth that is a mistake but which seems at first to be a good idea fasten (v) /ˈfɑːsn/ to fix or place sth in a particular position, so that it will not move fight an uphill battle (idiom) /faɪt ən ʌpˌhɪl ˈbætl/ to take part in a struggle or argument that is difficult to win and takes a lot of effort over a long period of time have the upper hand (idiom) /hæv ði ˌʌpə ˈhænd/ to have an advantage over sb so that you are in control of a particular situation human (adj) /ˈhjuːmən/ of or connected with people rather than animals, machines or gods humane (adj) /hjuːˈmeɪn/ showing kindness towards people and animals by making sure that they do not suffer more than is necessary illicit (adj) /iˈlɪsɪt/ not allowed by the law immigrant (n) /ˈɪmɪgrənt/ a person who has come to live permanently in a country that is not their own impoverished (adj) /ɪmˈpɒvərɪʃt/ very poor; without money inflict (v) /ɪnˈflɪkt/ to make sb/sth suffer sth unpleasant migrant (n) /ˈmaɪgrənt/ a person who moves from one place to another, especially in order to find work panacea (n) /ˌpænəˈsiːə/ sth that will solve all the problems of a particular situation (a(n) possible / potential / obvious) pitfall (n) /ˈpɪtfɔːl/ a danger or difficulty, especially one that is hidden or not obvious at first (a desperate / sad / tragic) plight (n) /plaɪt/ a difficult and sad situation principal (adj) /ˈprɪnsɪpl/ most important; main principle (n) /ˈprɪnsɪpl/ a moral rule or a strong belief that influences your actions quick fix (n) /kwɪk ˈfɪks/ a rapid solution to a problem, especially an easy or temporary one remedy (n) /ˈremədi/ a way of dealing with or improving an unpleasant or difficult situation resolve (a dispute / crisis / situation) (v) /rɪˈzɒlv/ to find an acceptable solution to a problem or difficulty scarce (adj) /skeəs/ that there is not enough of and that is only available in small quantities seize (v) /siːz/ to take sb/sth in your hand suddenly and using force sewage system (n) /ˈsuːɪdʒ ˌsɪstəm/ the connected pipes for carrying away used water and waste substances that are produced by human bodies ​

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(be) a no-brainer (n) /ə ˌnəʊ ˈbreɪnə(r)/ a decision or a problem that you do not need to think about much because it is obvious what you should do (be) a storm in a teacup (idiom) /ə ˌstɔːm ɪn ə ˈtiːkʌp/ a lot of anger or worry about sth that is not important  ​

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Unit 8

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perspective (n) /pəˈspektɪv/ the art of creating an effect of depth and distance in a picture by representing people and things that are far away as being smaller than those that are nearer the front post-industrial (adj) /ˈpəʊst ɪnˌdʌstriəl/ no longer relying on heavy industry post-war (adj) /ˈpəʊst ˌwɔː(r)/ existing, happening or made in the period after a war, especially the Second World War predate (v) /ˌpriːˈdeɪt/ to be built or formed, or to happen, at an earlier date than sth else in the past primitive (adj) /ˈprɪmətɪv/ very simple and old-fashioned pro-democratic (adj) /ˌprəʊ deməˈkrætɪk/ in favour of a system where a country is controlled by representatives who are elected by the people profoundly moving (adj) /prəˌfaʊndli ˈmuːvɪŋ/ causing very deep feelings of sadness or sympathy provocative (adj) /prəˈvɒkətɪv/ intended to make people angry or upset; intended to make people argue about sth raucous (adj) /ˈrɔːkəs/ sounding loud and rough repellent (adj) /rɪˈpelənt/ very unpleasant; causing strong dislike silhouette (n) /ˌsɪluˈet/ a picture that shows sb/sth as a black shape against a light background, especially one that shows the side view of a person’s face simply enchanting (adj) /ˌsɪmpli ɪnˈtʃɑ:ntɪŋ/ very attractive or pleasing, especially in a natural way sluggish (adj) /ˈslʌgɪʃ/ moving, reacting or working more slowly than normal and in a way that seems lazy soothing (adj) /ˈsuːðɪŋ/ that makes sb who is anxious, upset, etc. feel calmer soppy (adj) /ˈsɒpi/ silly and sentimental; full of unnecessary emotion (be) spot on (idiom) /spɒt ˈɒn/ exactly right strike the right note (idiom) /ˌstraɪk ðə ˌraɪt ˈnəʊt/ to do, say or write sth that is suitable for a particular occasion subway (n) /ˈsʌbweɪ/ a path that goes under a road, etc. which people can use to cross to the other side; an underground railway system in a city superstructure (n) /ˈsuːpəstrʌktʃə(r)/ a structure that is built on top of sth, for example, the upper parts of a ship or the part of a building above the ground surging (adj) /ˈsɜːdʒɪŋ/ moving quickly and with force in a particular direction swallow your words (idiom) /ˌswɒləʊ jɔː(r) ˈwɜːdz/ to admit that what you said was wrong theme (n) /θiːm/ the subject or main idea in a talk, piece of writing or work of art thundering (adj) /ˈθʌndərɪŋ/ making a very loud deep noise tone (n) /təʊn/ a shade of a colour transparent (adj) /trænsˈpærənt/ easy to understand underachiever (n) /ˌʌndərəˈtʃiːvə(r)/ a person who does less well than they could do, especially in school work uninspiring (adj) /ˌʌnɪnˈspaɪərɪŋ/ not making people interested or excited unobtrusive (adj) /ˌʌnəbˈtruːsɪv/ not attracting unnecessary attention utterly appalled (adj) /ˌʌtəli əˈpɔːld/ totally horrified by sth unpleasant or wrong whimsical (adj) /ˈwɪmzɪkl/ unusual and not serious in a way that is either amusing or annoying (be / fall) wide of the mark (idiom) /ˌwaɪd əv ðə ˈmɑːk/ not accurate ​

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frenetic (adj) /frəˈnetɪk/ involving a lot of energy and activity in a way that is not organized genre (n) /ˈʒɒnrə/ a particular type or style of literature, art, film or music that you can recognize because of its special features get off on the wrong foot (idiom) /get ˌɒf ɒn ðə ˌrɒŋ ˈfʊt/ to start a relationship badly with colleagues, neighbours, etc.; to start from an incorrect idea glass ceiling (idiom) /glɑːs ˈsiːlɪŋ/ the way in which unfair attitudes can stop women, or other groups, from getting the best jobs in a company, etc. although there are no official rules to prevent them from getting these jobs highbrow (adj) /ˈhaɪbraʊ/ concerned with or interested in serious artistic or cultural ideas highly controversial (adj) /ˌhaɪli ˌkɒntrəˈvɜ:ʃl/ causing a great deal of angry public discussion and disagreement hit the nail on the head (idiom) /ˌhɪt ðə ˌneɪl ɒn ðə ˈhed/ to say sth that is exactly right hit the roof (idiom) /hɪt ðə ˈruːf/ to become very angry hugely influential (adj) /ˌhjuːdʒli ɪnfluˈenʃl/ having a great deal of influence on sb/sth immediately obvious (adj) /ɪˌmiːdiətli ˈɒbviəs/ easy to see or understand without delay impenetrable (adj) /ɪmˈpenɪtrəbl/ impossible to understand intellectual (adj) /ˌɪntəˈlektʃuəl/ connected with or using a person’s ability to think in a logical way and understand things; well educated and enjoying activities in which you have to think seriously about things intensely private (adj) /ɪnˌtensli ˈpraɪvət/ never wanting to share thoughts and feelings with other people at all intricate (adj) /ˈɪntrɪkət/ having a lot of different parts and small details that fit together intriguing (adj) /ɪnˈtriːgɪŋ/ very interesting because of being unusual or not having an obvious answer jarring (adj) /ˈdʒɑːrɪŋ/ having an unpleasant or annoying effect jaunty (adj) /ˈdʒɔ:nti/ lively; showing that you are feeling confident and pleased with yourself lavishly decorated (adj) /ˌlævɪʃli ˈdekəreɪtɪd/ made to look attractive by putting generous amounts of decorations on it lay the foundations (idiom) /ˌleɪ ðə faʊnˈdeɪʃnz/ to put forward a principle or an idea on which sth is based and from which it grows lilting (adj) /ˈlɪltɪŋ/ rising and falling in a pleasant way lowbrow (adj) /ˈləʊbraʊ/ having no connection with or interest in serious artistic or cultural ideas medium (n) /ˈmiːdiəm/ the material or the form that an artist, a writer or a musician uses mellow (adj) /ˈmeləʊ/ soft, rich and pleasant menacing (adj) /ˈmenəsɪŋ/ seeming likely to cause you harm or danger monorail (n) /ˈmɒnəʊreɪl/ a railway system in which trains travel along a track consisting of a single rail, usually one placed high above the ground motif (n) /məʊˈtiːf/ a design or a pattern used as a decoration that is repeated and developed in a work of art, literature or music multifaceted (adj) /ˌmʌltiˈfæsɪtɪd/ having many different aspects to be considered multifarious (adj) /mʌltiˈfeəriəs/ of many different kinds; having great variety offensive (adj) /əˈfensɪv/ rude in a way that causes you to feel upset, insulted or annoyed open doors (idiom) /ˌəʊpən ˈdɔ:z/ to provide opportunities for sb to do sth and be successful overrated (adj) /ˌəʊvəˈreɪtɪd/ that is too highly thought of or valued palette (n) /ˈpælət/ the colours used by a particular artist peculiar (adj) /pɪˈkjuːliə(r)/ belonging or relating to one particular place, situation, person, etc., and not to others; strange or unusual

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Wordlist

 

134 Wordlist

Definitions adapted from Oxford Advanced Learner’s Dictionary 9e, Oxford University Press 2015 © Copyright Oxford University Press

4010528 Insight Advanced WB PL.indb 134

25/09/2015 09:26

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(be) at your wits’ end (idiom) /ət jɔː(r) ˌwɪts ˈend/ to be so worried by a problem that you do not know what to do next atmospheric (adj) /ˌætməsˈferɪk/ related to the earth’s atmosphere blue-collar worker (n) /ˈbluː ˌkɒlə ˌwɜːkə(r)/ sb who does physical work in industry career ladder (n) /kəˈrɪə ˌlædə(r)/ a series of stages by which you can make progress in your career celestial (adj) /səˈlestiəl/ of the sky or of heaven cone (n) /kəʊn/ a solid or hollow object with a round flat base and sides that slope up to a point cosmic (adj) /ˈkɒzmɪk/ connected with the whole universe crescent (n) /ˈkresənt/ a curved shape that is wide in the middle and pointed at each end cube (n) /kjuːb/ a solid or hollow figure with six equal square sides cylinder (n) /ˈsɪlɪndə(r)/ a solid or hollow figure with round ends and long straight sides ellipse (n) /ɪˈlɪps/ a regular oval shape, like a circle that has been squeezed on two sides galactic (adj) /gəˈlæktɪk/ relating to a galaxy get the green light (idiom) /get ðə ˌgriːn ˈlaɪt/ to be given permission for a project, etc. to start or continue getting on a bit (idiom) /ˌgetɪŋ ˈɒn ə bɪt/ becoming old go down with something (idiom) /gəʊ ˈdaʊn wɪð ˌsʌmθɪŋ/ to have or catch an illness a golden opportunity (idiom) /ə ˌgəʊldən ˌɒpəˈtjuːnəti/ a special or wonderful chance to do or achieve sth golden years (idiom) /ˈgəʊldən jɪəz/ the time of life after retirement gravitational (adj) /ˌgrævɪˈteɪʃənl/ connected with or caused by the force of gravity  ​

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Unit 10

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a level playing field (idiom) /ə ˌlevl ˈpleɪɪŋ fiːld/ a situation in which everyone has the same opportunities a race against time (idiom) /ə ˌreɪs əˌgenst ˈtaɪm/ a situation in which you have to do sth or finish sth very fast before it is too late a slave to (idiom) /ə ˈsleɪv tə/ sb who is so strongly influenced by sth that they cannot live without it or cannot make their own decisions across the board (idiom) /əˌkrɒs ðə ˈbɔːd/ involving everyone or everything in a company, an industry, etc. addiction (to) (n) /əˈdɪkʃn/ condition of being addicted to sth harmful adrenaline junkie (n) /əˈdrenəlɪn ˌdʒʌŋki/ sb who craves, and cannot exist without, the feeling of excitement when your heart beats faster and your energy levels increase aficionado (n) /əˌfɪʃəˈnɑːdəʊ/ sb who likes a particular sport, activity or subject very much and knows a lot about it agonizing (adj) /ˈægənaɪzɪŋ/ causing great pain, anxiety or difficulty ailing (adj) /ˈeɪlɪŋ/ ill/sick and not improving; having problems and getting weaker anguish (n) /ˈæŋgwɪʃ/ severe pain, mental suffering or unhappiness association (with) (n) /əˌsəʊʃiˈeɪʃn, -siˈeɪʃn/ a connection or relationship between people or organizations aversion (to) (n) /əˈvɜːʃn/ a strong feeling of not liking sb/sth chronic (adj) /ˈkrɒnɪk/ lasting for a long time; difficult to cure or get rid of compulsion (n) /kəmˈpʌlʃn/ a strong desire to do sth, often sth that others feel is wrong, silly or dangerous conformity (with) (n) /kənˈfɔ:məti/ behaviour or actions that follow the accepted rules of society crumb of comfort (idiom) /ˌkrʌm əv ˈkʌmfət/ sth very small that helps you not to worry or suffer quite as much deficiency (n) /dɪˈfɪʃnsi/ the state of not having, or not having enough of, sth that is essential dependence (on) (n) /dɪˈpendəns/ the state of needing the help and support of sb/sth in order to survive or be successful depletion (n) /dɪˈpliːʃn/ the reduction of sth by a large amount so that there is not enough left

recovery (n) /rɪˈkʌvəri/ the process of becoming well again after an illness or injury; the process of improving or becoming stronger again reliance (on) (n) /rɪˈlaɪəns/ the state of needing sb/sth in order to survive, be successful, etc.; the fact of being able to rely on sb/sth restriction (on) (n) /rɪˈstrɪkʃn/ a rule or law that limits what you can do or what can happen serenity (n) /səˈrenəti/ the quality of being calm and peaceful set the pace (idiom) /ˌset ðə ˈpeɪs/ to do sth at a particular speed or to a particular standard so that other people are then forced to copy it if they want to be successful something like (idiom) /ˈsʌmθɪŋ laɪk/ used to show that a description or an amount, etc. is not exact somewhere around (idiom) /ˈsʌmweər əˌraʊnd/ approximately the number or amount mentioned strip of land (n) /ˌstrɪp əv ˈlænd/ a long narrow area of land susceptibility (to) (n) /səˌseptəˈbɪləti/ the state of being very likely to be influenced, harmed or affected by sth take a fancy to (something) (idiom) /ˌteɪk ə ˈfænsi tə/ to start liking sth or sb, often without an obvious reason tenacity (n) /təˈnæsəti/ the quality of not giving up sth easily; the quality of being determined terminal (adj) /ˈtɜːmɪnl/ that cannot be cured and will lead to death, often slowly torment (n) /ˈtɔːment/ extreme suffering, especially mental suffering; a person or thing that causes this torrent of criticism (idiom) /ˌtɒrənt əv ˈkrɪtɪsɪzəm/ a large amount of disapproval expressed suddenly and violently tranquillity (n) /træŋˈkwɪləti/ the state of being quiet and peaceful wall of silence (idiom) /ˌwɔːl əv ˈsaɪləns/ unanswered questions which stop you from making progress win hands down (idiom) /ˌwɪn hændz ˈdaʊn/ to win sth very easily

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Unit 9

devotee (n) /ˌdevəˈtiː/ a person who admires and is very enthusiastic about sb/sth diagnosis (n) /ˌdaɪəgˈnəʊsɪs/ the act of discovering or identifying the exact cause of an illness or a problem endemic (adj) /enˈdemɪk/ regularly found in a particular place or among a particular group of people and difficult to get rid of exhaustion (n) /ɪgˈzɔːstʃən/ the state of being very tired fatigue (n) /fəˈtiːg/ a feeling of being extremely tired, usually because of hard work or exercise fixation (with) (n) /fɪkˈseɪʃn/ a very strong interest in sb/sth, that is not normal or natural fortitude (n) /ˈfɔ:tɪtjuːd/ courage shown by sb who is suffering great pain or facing great difficulties get your fix (idiom) /ˌget jɔː(r) ˈfɪks/ get an amount of sth that you need and want frequently, especially a drug, but also informally sth that is done to excess, e.g. watching television give or take (idiom) /ˈgɪv ɔː(r) ˌteɪk/ approximately correct go cold turkey (idiom) /gəʊ ˌkəʊld ˈtɜːki/ stop taking a drug in a sudden way that produces an unpleasant state grain of truth (idiom) /ˌgreɪn əv ˈtruːθ/ a very small amount of truth handicap (n) /ˈhændikæp/ sth that makes it difficult for sb to do sth have a weakness for sth (idiom) /hæv ə ˈwiːknəs fə ˌsʌmθɪŋ/ have difficulty in resisting sth/sb that you like very much hurdle (n) /ˈhɜːdl/ a problem or difficulty that must be solved or dealt with before you can achieve sth in round numbers (idiom) /ɪn ˈraʊnd ˌnʌmbəz/ presented as a whole number, usually one ending in 0 or 5 in the region of (idiom) /ˌɪn ðə ˈriːdʒən əv/ used when you are giving a number, price, etc. to show that it is not exact (be) in the running (idiom) /ˌɪn ðə ˈrʌnɪŋ/ having some chance of succeeding or achieving sth insistence on (n) /ɪnˈsɪstəns ɒn/ an act of demanding or saying sth firmly and refusing to accept any opposition or excuses kick the habit (idiom) /ˌkɪk ðə ˈhæbɪt/ to stop doing sth harmful that you have done for a long time live and breathe sth (idiom) /ˌlɪv ən ˈbriːð ˌsʌmθɪŋ/ to be very enthusiastic about sth lapse of time (n) /ˌlæps əv ˈtaɪm/ a period of time that passes menace (to) (n) /ˈmenəs/ a person or thing that causes, or may cause, serious damage, harm or danger more or less (idiom) /ˌmɔːr ɔː ˈles/ approximately neck and neck (idiom) /nek ən ˈnek/ level with sb in a race or competition obsession (with) (n) /əbˈseʃn/ a thing or person that sb thinks about too much or so (idiom) /ɔː ˈsəʊ/ about or thereabouts (idiom) /ɔː ˌðeərəˈbaʊts/ used to say that a particular number, quantity, time, etc. is not exact par for the course (idiom) /ˌpɑː fə ðə ˈkɔːs/ just what you would expect to happen or expect sb to do in a particular situation take sth with a pinch of salt (idiom) /teɪk ˈsʌmθɪŋ wɪð ə ˌpɪntʃ əv ˈsɒlt/ to take sth with a pinch of salt means to be careful about believing that sth is completely true preoccupation (n) /priˌɒkjuˈpeɪʃn/ a state of thinking about sth continuously; sth that you think about frequently or for a long time prognosis (n) /prɒgˈnəʊsɪs/ an opinion, based on medical experience, of the likely development of a disease or an illness; a judgement about how sth is likely to develop in the future ray of hope (idiom) /ˌreɪ əv ˈhəʊp/ a small amount of hope  ​

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slum tenement (n) /ˈslʌm ˌtenəmənt/ a large building divided into flats/apartments, in a very poor area of a city squalid (adj) /ˈskwɒlɪd/ very dirty and unpleasant stand-alone building (n) /ˈstænd əˌləʊn ˌbɪldɪŋ/ building that is not joined to any others stark (adj) /stɑːk/ very different to sth in a way that is easy to see tackle (crime / an issue / a challenge) (v) /ˈtækl/ to make a determined effort to deal with a difficult problem or situation take the bull by the horns (idiom) /teɪk ðə ˌbʊl baɪ ðə ˈhɔːnz/ to face a difficult or dangerous situation directly and with courage throw cold water on sth (idiom) /θrəʊ ˌkəʊld ˈwɔːtər ɒn ˌʃʌmθɪŋ/ to give reasons for not being in favour of sth; to criticize sth unprecedented (adj) /ʌnˈpresɪdentɪd/ that has never happened, been done or been known before unsociable (adj) /ʌnˈsəʊʃəbl/ not enjoying the company of other people; not friendly unsocial (adj) /ʌnˈsəʊʃl/ outside the normal times of working (be) up in arms about/over (idiom) /ʌp ɪn ˈɑːmz əˌbaʊt, ˌəʊvə(r)/ to be very angry about sth and ready to protest strongly about it urban infrastructure (n) /ˌɜːbən ˈɪnfrəstrʌktʃə/ the basic systems and services that are necessary for a town or city to run smoothly, for example buildings, transport and water and power supplies yield (v) /jiːld/ to stop resisting sth/sb; to agree to do sth that you do not want to do

Wordlist 135  

Definitions adapted from Oxford Advanced Learner’s Dictionary 9e, Oxford University Press 2015 © Copyright Oxford University Press 4010528 Insight Advanced WB PL.indb 135

25/09/2015 09:26

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solar (adj) /ˈsəʊlə(r)/ of or connected with the sun spell the end (idiom) /ˌspel ði ˈend/ to have sth, usually sth bad, as a result; to mean sth, usually sth bad sphere (n) /sfɪə(r)/ a solid figure that is completely round, with every point on its surface at an equal distance from the centre spiral (n) /ˈspaɪrəl/ a shape or design, consisting of a continuous curved line that winds around a central point, with each curve further away from the centre stellar (adj) /ˈstelə(r)/ connected with the stars tangent (n) /ˈtændʒənt/ a straight line that touches the outside of a curve but does not cross it terrestrial (adj) /təˈrestriəl/ connected with the planet Earth the beginning of the end /ðə bɪˌgɪnɪŋ əv ðɪ ˈend/ the first sign of sth ending the end is nigh /ði ˌend ɪz ˈnaɪ/ sth is about to finish or die the public sector (n) /ðə ˈpʌblɪk ˌsektə(r)/ the part of the economy of a country that is owned or controlled by the government underprivileged (adj) /ˌʌndə ˈprɪvəlɪdʒd/ having less money and fewer opportunities than most people in society visually impaired (adj) /ˌvɪʒuəli ɪmˈpeəd/ partially blind; having a problem with sight white-collar worker (n) /ˈwaɪt ˌkɒlə ˌwɜːkə(r)/ working in an office, rather than in a factory, etc.; connected with work in offices with flying colours (idiom) /wɪð ˌflaɪɪŋ ˈkʌləz/ very well; with a very high mark/grade zero-hours contract (n) /ˌzɪərəʊ ˌaʊəz ˈkɒntrækt/ a contract where the employer has no obligation to offer a fixed number of hours and the employee has no obligation to accept the work  ​

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a grey area (idiom) /ə ˈgreɪ ˌeəriə/ an area of a subject or situation that is not clear or does not fit into a particular group and is therefore difficult to define or deal with hard of hearing (adj) /ˌhɑːd əv ˈhɪərɪŋ/ unable to hear very well holiday entitlement (n) /ˈhɒlədeɪ ɪnˌtaɪtlmənt/ the amount of holiday that you have the right to take human resources (n) /ˌhjuːmən rɪˈsɔːsɪz, -ˈzɔːsɪz/ the department in a company that deals with employing and training people in reduced circumstances (idiom) /ɪn rɪˌdjuːst ˈsɜːkəmstənsɪz, -stɑːnsɪz/ the state of being poorer than you were before (be) in the red (idiom) /ˌɪn ðə ˈred/ to owe money to your bank because you have spent more than you have in your account job application (n) /ˈdʒɒb ˌæplɪˌkeɪʃn/ a letter and / or completed form detailing your qualifications, skills and experience that you send to a prospective employer in connection with a specific post light at the end of the tunnel (idiom) /ˌlaɪt ət ðɪ ˌend əv ðə ˈtʌnl/ sth that shows you are nearly at the end of a long and difficult time or situation lozenge (n) /ˈlɒzɪndʒ/ a figure with four sides in the shape of a diamond that has two opposite angles more than ninety degrees and the other two less than ninety degrees lunar (adj) /ˈluːnə(r)/ connected with the moon meet an untimely end (idiom) /ˌmiːt ən ʌnˌtaɪmli ˈend/ to finish or die sooner than is normal or expected (be) no end (to sth) in sight (idiom) /ˌnəʊ ˌend ɪn ˈsaɪt/ a situation which is impossible for anyone to find or see of advanced years (idiom) /əv ədˌvɑːnst ˈjɪəz/ used in polite expressions to describe sb as ‘very old’ of limited means (adj) /əv ˌlɪmɪtɪd ˈmiːnz/ not having very much money (be) on the receiving end of (idiom) /ˌɒn ðə rɪˈsiːvɪŋ ˌend əv/ to be the person that an action, etc. is directed at, especially an unpleasant one out of the blue (idiom) /ˌaʊt əv ðə ˈbluː/ unexpectedly; without warning pension scheme (n) /ˈpenʃn ˌskiːm/ a system in which you, and usually your employer, pay money regularly into a fund while you are employed and which then pays you money when you retire planetary (adj) /ˈplænətri/ relating to a planet or planets polygon (n) /ˈpɒlɪgɒn/ a flat shape with at least three straight sides and angles, and usually five or more a purple patch (idiom) /ə ˈpɜːpl ˌpætʃ/ a period of success or good luck arc (n) /ɑːk/ part of a circle or a curved line pyramid (n) /ˈpɪrəmɪd/ a solid shape with a square or triangular base and sloping sides that meet in a point at the top radius (n) /ˈreɪdiəs/ a straight line between the centre of a circle and any point on its outer edge; the length of this line raise the white flag (idiom) /ˌreɪz ðə ˌwaɪt ˈflæg/ to show a sign that you accept defeat and wish to stop fighting ray (n) /reɪ/ a narrow line of light, heat or other energy recruitment agency (n) /rɪˈkruːtmənt ˌeɪdʒənsi/ a business or organization that provides a service on behalf of other businesses or organizations to find new people to join a company, an organization, the armed forces, etc. red tape (idiom) /red ˈteɪp/ official rules that seem more complicated than necessary and prevent things from being done quickly redundancy payment (n) /rɪˈdʌndənsi ˌpeɪmənt/ a sum of money paid when sb has to leave their job because there is no more work available for them ring (n) /rɪŋ/ a round mark or shape sick leave (n) /ˈsɪk liːv/ permission to be away from work because of illness; the period of time spent away from work

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Wordlist

 

136 Wordlist

Definitions adapted from Oxford Advanced Learner’s Dictionary 9e, Oxford University Press 2015 © Copyright Oxford University Press

4010528 Insight Advanced WB PL.indb 136

25/09/2015 09:26