Viewpoints 2 SB

[J Burlington Books

VIEWPOINTS For Bachillerato

STUDENT'S

Elizabeth Grant Kevin Payne

BOOK

[) .Burlington Books

VIEWPOINTS For Bachillerato

STUDENT'S

Elizabeth Grant Kevin Payne

BOOK

READING

VOCABULARY

GRAMMAR

Star for a Day

Fame Verb collocations Suffixes

Present Perfect Continuous Past Perfect Continue Gerunds and i nfi n itiv

The environment Phrasal verbs

Modals Modal perfects

\dioms

should I had bet

Computers Verbs and prepositions Verb collocations

The Passive The Ca usa ·=

The senses

Reported sp==-

Ll

Review 5

page

1

Fame 9

page

2

The G reat Pacific Garbage Patch

Going Green page

3

Predicting content G u essing meaning from context

Reading for general

u nderstanding G uessing meaning from context

21

S m ile- You're on Google Street View

Online World page

Identifying the main idea G uessing mea n i ng from context

33

What's That S mell?

4 Sense It -

page 45

5

Families page

57

6 A Good Buy page

i nformation G uessing meaning from context

Idioms

The Kite Run n e r

Fam i l ies Word fam i l ies P h rasal verbs

Relative cla uses

Consu merism Col locations Phrasa l verbs

Cond itionals I mperatives, modals and time clauses Wish clauses

Listening Practice

Speaking Practice

Pronoun reference G uessing meaning from context

Exan1 Preparation :�age

Phrasal verbs

Burning of the Brands

69

e·

Scanning for specific

Making inferences G uessing meaning from context

Exa� 0rac 1ce

-

-

Ei

Appendices

•

•

Gra m m a r A p p e n d i x

•

Pron u nc i a t i o n Practice

•

:a;;e �SS

oage 121

Glossa ry

•

P h r a s a l Verbs

•

page 123

page 130

Prepos i t i o n s

page 131

I rreg u l a r Ver bs

page 132

-

"

AR

LISTENING

SPEAKING

WRITING

A rad i o tal k

Ta l k i ng about a picture

A for and against essay Connectors of addition, contrast and exam ple I m p rove You r Style: Ru n-on sentences

A personal statement

A conversation

Reac h i n g a decision

A formal letter I e-mail Formal and i nformal la nguage I m p rove Your Style: Para l lel construction

PowerPoi nt presentations

A conversation

Personal i nterviews

An opinion essay C o n nectors of cause, result and pu rpose I m prove You r Style: The apostrophe

A debate

A report

Comparing pictures

A description of a n event Adjectives a n d adverbs I mprove Your Style: M isplaced modifiers

British etiquette

Personal accounts

Expressi n g an opinion

A narrative Expressions of time and sequence I m prove You r Style: Verb agreement

A job interview

A rad i o progra mme

Role play

A summary Paraphrasing I m p rove Your Style: Writing concisely

Phone messages

nti nuo 1fi nitivE

mer

h

dais s

:e

•

eview of Read i n g Strateg i e s

;ge 134

• ."/rit i n g G u id e =ge 135

SKILLS

READING 1. Read the dialogue between Denise (A) and Carl ( B). Where are they?

A B A B A B A B A B A B A B A B A B A B A B A B A B

H i , ea rl ! H i , Denisel Hey, good to see you ! You look great ! You too ! How have you been? I ' m al right, but it's hard bei ng back. I know what you mean . . . I hate getting up so early. it's not just that . . . I ' m nervous about all the exams we' l l b e having this year. Me too ! Still, it's n ice to see everybody. it's been a pretty boring summer. Everybody was away at one time or another . . . except m e ! Did you stay at home a l l summer7 Yes, I was worki n g . I'm going to ta ke a gap year next year, so I need the money. Where did you work? I was a waitress i n a cafe. I know it doesn 't sound very exciting, but I earned lots of money. That's great ! So what did you do7 I went to Fra nce for th ree weeks. You ' re so l ucky ! Did you go with you r family? No, I was at a summer school i n Marse i l les. I lived with a French family - it was brilliant ! You ' re doing French this year, are n 't you 7 Yes, and we've got a huge ora l exam this year, so I wanted to improve my spea k i n g . Did it help? Oh, yeah I Before the summer school, I'd never really spoken to French people. Did you meet a nybody i nteresting! Wel l, a friend of the guy I was staying with . . . her name's Marianne . . How romanti c ! lt looks l i ke you' l l be practising you r written French too ! You ' re rig ht. We chat every day ! And what about you ? Are you and Tom sti l l together? Actua l ly, I have n 't seen m uch of him lately. The last time I phoned, he was surfing with his friends . . . Oh, that's the bel l . I'd better go. Yeah, I 'll see you around.

2. Answer the questions.

1. 2. 3. 4. 5.

Why is it difficult for ea rl to go back to schoo l ? What did Den ise do a l l summer? Why did ea rl go to a summer school i n Fra nce/ Why did ea rl enjoy his trip so m u c h ? How do ea rl a n d Marianne keep i n touch? 6 . What was Tom doing when Den ise phoned?

.

3.

The adjectives below are used in the dialogue. Use five of them to describe the following events and your feelings about them. h a rd

•

b ri l l i a nt

n e rvo u s •

l ucky

• •

boring

•

excit i n g

i nterest i n g

•

g reat

1 . you r summer holiday 2. returning to school 5

c�

2. Choose the correct answer.

GRAMMAR PRESENT TENSES -

IIIJ

1 . Look at the verbs i n bold i n the paragraph below. Identify the tense of each verb. We usually spend the first day of school arranging our timetables. Our school offers lots of courses, so it isn't easy. At the moment, we're discussing what subjects to study. Tomorrow we're starting our normal classes. 2.

Wh ich verb a bove describes ... ?

1. somet h i n g that i s h a p p e n i n g now

1 . Susan went to school after she was eati n g I h a d eaten breakfast. 2 . What was T h o m a s wea r i n g I h a d T h o m a s w o r n when you saw h i m ? 3 . John looked so silly that we l a u g h e d I were l a u g h i n g when he ca me i n . 4. D i d you s p e a k I H a d you s p o k e n to the neighbo u rs last n i g ht! 5. I told him the news because he h a d n't h e a rd I d i d n 't h e a r it. 6 . The storm began wh i l e we w e r e d r i v i n g I d rove home. 7. By the time I arrived at the pa rty, everyone l eft I h a d l eft. 8.

Could you repeat that? I

3.

Complete the sentence i n several ways, using the words given. Use present and past tenses. Add any necessary words. B renda bought shoes . . while I she I tou r I Italy after I she I save I enough money and I she I wear them I the next day and I now I she I wea r them but I she I never I wear them although I they I be I expensive

2. a fut u re p l a n

3 . a reg u l a r ha bit o r routine 4 . a general fact 3.

Why is the Present Continuous not used in the sentence below?

I w a n t to go shopping for my school books now.

1.

Look at the verbs i n bold i n the paragraph below. Identify the tense of each verb.

1. 2. 3. 4. 5. 6.

w a s n 't l i sten i n g

I

h a d n 't l istened .

The students were still doing the test when the bell rang. The teacher gave them more time. She collected the papers after thev had finished. 2. 1.

Which verb/s a bove describe ... ?

a n action that took place before a n oth e r action

2. a com p l eted action in the past

3. a n i ncom p l ete action i nterru pted by a n other action

1. Complete the sentences with the verbs in brackets. Use the Present Simple or Present Continuous. 1 . Ms Rivers is busy at the moment. She . ........ (teach) 2. Now 1 . ..... . .... (remember) h i m' We met h i m at E m i ly's. 3 . What time ........... you ........... (leave) ton ight? 4. .. Mr Hall usually ........... (give) lots of homework! 5. We've got paper, so we ......... .. (not need) to buy any. 6. H1, Just1n . What .. ....... you ........... (do) here7 7. Ben . (not study) geography this year. 8. Kath ... ..... (p1ay) basketball twice a week.

6

� 4. Complete the passage with the verbs in brackets. Use present and past tenses. Then listen and check your answers. At the moment, I 1 ........... (consider) doing a first-aid cou rse. I 2 .......... . (want) to be prepared because of something that happened to my friend, C h ris. He 3· . .... . . (look after) his you nger brother when suddenly the child began to choke on a sweet. C hris 4 . .. . .. . .. . . (not panic). He knew exactly what to do because he 5 ........ . .. (do) a fi rst-aid course at h is school last year. C h ris 6·. (manage) to save his brother's l ife. Whenever people ask him about his experience, he 7 ..... .... . . (recommend) the cou rse. When I heard what 8· .. . .... (happen) to C h ris, I real ised how i m portant it is to learn fi rst aid.

PRESENT PERFECT SIMPLE AND PAST SIMPLE

1 . Look at the verbs in bold in the paragraph below and identify the tense of each one. I've loved dancing since I was a child, and I've finally decided to have lessons. I signed up yesterday. 2. 1.

Which verb above describes ... ?

u nt i l now 3. a com p l eted act1on that took place at a specifi c t i m e i n the past FUTURE TENSES

I,_

.H •

.

•

..

.H .

. H .

H

•

.

a n action that took place a t a n u nspecified t i m e 1 n t h e past a n d is releva nt t o t h e present

2. a n action that began i n the past a n d contin ues

1.

5. Complete the sentences with the verbs in brackets. Use the Present Perfect Simple or the Past Simple. 1 . Bil l (start) work when he was very youn g . 2 . ..... .. . you .. ..... (see) m y wallet/ I can't find it. 3. I'm sorry. M s Witkin (j ust leave). 4. you (go out) with Jason last night? 5. I ' m sorry. I .... .... (not mean) to insult you yesterday. 6. We ........... (not do) the was h i n g u p yet.

Read the sentences. M atch the sentence i n I to its use i n 11. I'm going to work hard this year.

6. Write sentences with the words i n brackets. Use the F uture Simple or be going to. Make any necessary changes. 1 . Is my ca r blocking the road ? (I I move I it). 2. I love Don 's parties ! (he I have one I this year)? 3. Rina n ever wears pink. (I' m sure I she I not like I this sweater). 4. Your passport is falling out of your pocket. (You I lose it) ! 5 . Don 't worry about me. (I I be I fin e) !

2. I'm sure we will enjoy this course.

3. Don't worry. Here, I'll help you. 4. This exam is going to be difficult because there's so much material.

11

H .

a . a p l a n ned future action b. a sponta neous decision

H

c. a future even t based o n p resen t evi dence d. a pred i ction 2.

7. Complete the sentences with the verbs in brackets. Use the F uture Perfect or the Future Continuous. 1 . By M a rch, we ........... (finish) five u nits of our book. 2 . At this time tomorrow, she (have) d i nner with her fam i ly. 3 . I'd l i ke to post the package tomorrow. you ........... (prepare) it by then? 4. They (not wait) for us when we arrive at the train station. 5 . We' l l need our garden chai rs on Friday. I hope that our neigh bours ........... (ret u rn) them by then. .

Look at the verbs i n bold in the sentences below. Wh ich verb is in the Future Perfect? Which is in the Futu re Continuous?

•

HO

This time next year, I'll be studying engineering. By the time I finish my degree, I'll have learnt a lot. 3.

Wh ich verb i n Exercise

2

1.

a n actio n i n p rog ress at a certa i n future t i m e

describes ... ?

2. a n action com p l eted at a certa i n fu ture t i m e ·

Grammar Appendix, pages

107-108

� 8. Choose the correct answers. Then listen and check your answers.

NI] ITIORE TE XT8001Lt5 i='

University students 1 always carried I have always carried bags full of heavy books. However, some experts predict that computers 2· w i l l soon make I a re soon going to make textbooks a thing of the past. Northwest Missouri State University 3· a l ready bega n I has a l ready beg u n to make this prediction a real ity. Last year, they 4 gave I have g iven their students electronic readers containing the textbook material . During the coming year, students 5 w i l l be u s i ng I w i l l have used these "e-readers" to read, take notes and even do interactive qu izzes. Some students 6· have criticised I criticised the move, saying they 7 a ren't going to stop I won't be stopping using textbooks, which are better for studying large amounts of materia l . However, the president of Northwest says that within five years, e-books and e-readers 8 · a re g o i ng t o replace I w i l l have replaced textbooks completely - at Northwest and in universities around the world. 7

....

c�

SKILLS LISTENING G 1 . Tom calls Denise after school. Listen to their conversation. What's the problem? Who wants to solve it and how? 2. Read the questions. Then listen again and

choose the correct answers. 1 . Tom says that when they meet, . . . . a . he'll tell Denise about h i s trip to Brighton b. he'll explain his behaviour c. they'll talk about surfing 2. When Tom tried to contact Denise . . . . a . she told him that she cou l d n 't tal k b. s h e sent h i m a text message c. she d i d n 't answer his messages 3. Denise is u pset because . . . a. Tom has not given her enough attention b. Tom has said something she doesn't l i ke c. Tom has gone out with a nother girl 4. Den ise is sure that in a week or two . . . . a . she will be able to forgive Tom b. she will have found another boyfriend c. she will have forgotten Tom 5 . Denise feels that seeing Tom a . is going to change thi ngs b. i s going to be useless c. is better than talking on the phone 6 . At 8 . 00, Denise . . . . a. will be shopping b. wi ll be watching TV c. will be tal king to Tom

8

SPEAKING 3.

Look a t the following expressions. Which d o you u s e ... ? 1. when g reeting someone 2. when d i scussing the sum mer holidays 3. when pa rting

b. c. d. e. f. g. h. 1.

And what about you ? D i d you meet anybody interesting? How a re you doing'� Good to see you ! Have a n i ce day. Did you have a good time7 I ' l l see you a ro u n d . What did you do this s u m mer?

4. Think of another expression for each category in Exercise 3. 5. lt's the first day of school, and you haven't seen your partner a l l summer. Greet each other and discuss your summer holidays. Tell your partner any goals you have for the new school year.

Unit Objective-; fn

Pc'>ll

rel'(tlli•UO'l'i

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P" Pc fttt Cm dll�

(,,

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1

V\rr t n c

Fame

'>kll

nd lt

,

to

1 J• 1

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c

t

r or

JLon�

11

•

dl

\ P,

Pl d

The Byrds So you waVIt to be a rock 'VI' roll star? TheVI listcVI MW to what I s ay. Just qct aVI electric quitar ThcVI take SO/MC titMC ltm;f fcarVI how to play. ltVId with your hair swuVIq riqht, ltVId your paVIts too tiqht lt's qOVIVIa be all riqht. TheVI it's titMc to qo dowVItOWVI Where the aqcVIt tMaVI woVI't let you dowVI. Se(( your soul to the COtMpaVIy Who arc waitiVIq there to scff plastic wares . .AVId iVI a week or two If you �Make the charts The qirls'ff tear you apart. The price you paid for your riches aVId fatMc, was it all a straV�qc qatMc? (ou'rc a little iVISaVIc. -he tMOVIcy, the fatMc, aVId the public accfaitM, 'OVI't forqct who you arc, ou'rc a rock 'VI' roll star.

• What do you think are the advantages and

disadvantages of being famous? WEB EXTRA

Read about rock 'n' roll schools at: u·u•u•.burllll[JIOI/booh.es,' ·eu·polllh2

L re

\t.;, iJ c;t

'it't ;

,.4 Listen to the song and read the lyrics. Then answer the q uestions. 1 . What advice does the si nger g ive to anyone who wants to be a sta r? 2. What does the singer say are the benefits of being a star? 3. Does the si nger t h i n k there are disadvantages to bei ng famous? H ow do you know?

SO YOV Wlf:NT TO B� lt ROCI< �N� ROLL STltR?

vt'i

R.ullo le lk I : �>o. DO

follow people around town. Hill was so overwhelmed by all the attention that she tried to run away at first, though she soon began to enjoy it. W hen they got to the club, the owners, fooled by the uproar, gave them VIP entry, letting them walk right past the queue and straight in. With this new kind of service, anyone can feel what it's like to be a star. A typical price list:

$300 buys you the basic package of four personal paparazzi who will pursue

you for up to

30 minutes. For $2,500, you get the deluxe treatment- two hours

with six paparazzi, including limousine service and your very own bodyguard . .-\re people actually willing to spend that much for some time in the spotlight? .-\bsolutely! S ince these services started, their phones have been ringing non-stop. ome social scientists despair at this new trend, calling it celebrity culture gone wild. nfortunately, fame and film stars have become more important than the environment

··

. r the economy. And reality shows make everyone think that they can be an instant star," 'ays Ronda Rivling, pop culture analyst. According to Professor Josh Gamson, who studies ,ociety and mass media, "We live in a culture where . . . if you don't have people asking who . ou are, you're nobody." The paparazzi companies, on the other hand, wonder what's wrong with ..1

little fun. "People are really excited when they call," says Lindsay

Chapin of Private Paparazzi in San Diego, California. "It's this whole ;·antasy they're playing out in their mind, and they want to experience H for one night."

I

this new phenomenon a worrying reflection of society's infatuation

·

ith fame, or just a harmless escape from the worries and pressures f life? It all depends on your point of view. W hatever your opinion,

.;· you see a crew of cameramen following a celebrity down the ·reet, don't be surprised if you have no idea who the big star is.

False friends excited (line 24) means entusiasmada ot excitada

/

11

c�

VO CABULARY

VERB COLLOCATIONS

Words from the Text

4. Which of the words can be used to form collocations with the verbs in colour? 1 . catc h sig ht of, a chance, a bus, a cold, someone's eye, a friend, fire, one's breath 2. ta ke a photo, for granted, one's time, a wedding , pride i n , charge, happi ness, someone b y surprise 3. g o wild, talking, mad, abroad, m issi ng, strong, blind, bald, fat

1 . Choose the answer that best explains the meaning of the fi rst sentence. Pay attention to the words in colour. 1 . Shopping on-line is a growing t r e n d . a. A lot of people do it. b. it's a great idea. 2. Elaine is always wi l l i ng to help. a . She a lways needs help. b. She is a helpfu l perso n . 3. The singer was a n i nsta nt sta r. a . He worked h a rd to reach the top . b. He beca me a celebrity very q u ickly. 4. We d rove stra i g h t to the theatre after work. a . We did n 't stop on the way. b. The road to the theatre had no turns. 2. The following sentences do not make sense.

1. 2. 3. 4. 5. 6.

�

3.

Make them logical by replacing each word in colour with a word in colour from a d ifferent sentence. He bought h i s p a sser-by a dia mond rin g . There was a large crew demonstrati n g outside Pa r l iament. The rabbit slowly p u rsued from its hole. We asked a crowd for directions. The pol icemen emerged the thief until he was fin a l ly caught. A f i a n cee of construction workers was h i red to restore the old buil d i n g .

---.- see Grammar Appendix, page

5. Complete the sentences with collocations from Exercise 4. Make any necessary changes. 1. My parents nea rly ........... with worry when I was in hospita l . 2 . T h e building . because a resident h a d been smoking in bed . 3. There's no hu rry. Please .. 4. The pol ice fou n d the c h i l d who ........... the day before . 5 . Patricia loves to paint and she .. her work. 6 . If you h u rry, you ' l l ... ...... the 5 o ' clock H

Com plete the passage with the words and phrases below. Then listen and check your answers. fool

•

overw h e l med

p ressu re f\-T- ::= V -<

•

•

s u rro u n ded

bodyg u a rds

•

in

•

i nfat u a t i o n

the spot l i g h t

� .... --.,.. :: ._. ... :: -....

o..../

Mich ael Jackson 1958-2009

.______ ::-_ ::_ ....

2

12

Ill

: ...:; ... a-_._ . -------------------

A victim offame?

U n it 1

Topic Vocabulary 11

4. Complete the sentences by adding suffixes to the words in brackets. 1. Many famous ........... (perform) live i n (luxury) homes. 2. The .. . .. (offend) behaviour of the paparazzi is often more (disg race) than the stories they cover. 3. Critics ag reed that E llen Page's ........... (perform) i n Juno was ........... (marvel). 4 . Most tabloids focus on celebrities from the world of .. .. (entertai n), but they also gossip about ........... (politics). 5. Madonna 's ........... (impress) career and i n credible (popu lar) has made her a n icon i n the pop world.

FAME

n• •

:;e

1 . Match the beginning of each sentence in I with its ending i n 1 1 . Pay attention to the words in colour. 1 . The daughter of very rich parents 2 . Brad Pitt's donations to charity 3. The gala pa rty was 4. Why do so many people today 5. Amy Wi nehouse is a great singer, 6 . Celebrities who take drugs 7. There's Tom C ruise' Let's 8. The teenage girls waited outside

11 a . get a lot of positive b. c. d. e. f. g. h.

n

n

p u b l i c i ty.

ask h i m for his a utog r a p h ! the most l av i s h event i n the city that nig ht. are very bad role m o d e l s. but her behaviour is o ut r a g e o u s. to catch sight of their i d o l . is a n h e i ress. wors h i p celebrities?

2. Choose two possible answers to complete each

�

�

J

sentence. Pay attention to the words in colour. If you are wea lthy, you have probably got a lot of m o n ey I property I rela t i ves. People often goss i p about c e l e b r i t i es I t h e m s e l ves I t h e i r n e i g h bo u rs . A ta l e nt scout spotted her and got her a job as a m o d e l I s i n g e r I d octor. Some celebrities a re n oto r i o u s for h e l p i n g the poor I atta c k i n g pa p a razzi I be i n g a rrog a nt . If you have d rive, you a re a m b it i o u s I l a zy I determ i n ed .

_

-

A

spoi lt

g e n e rous

I selfish I

i n consi d e rate.

� 5. Complete the passage with the words below. Then listen and check your answers. •

h e i ress goss i p

•

•

wea lthy •

d rive

outra g eo u s •

n ot o r i o u s

•

spoi lt

tabloid

Paris Hi/ton- Famous for Being Famous? .

Peop l e l ove to

n

the pa rty-h o p p i ng

a bo u t Pa r i s H i l to n, 2.

... .. ... . to the H i l to n . l . ... . . . .. for her

H o tel fortu ne. Pa ris i s

m a ny boyfrie n d s, her-

n

• •

c l othes

and her s c a n d a l o u s b e h a v i o u r. She c o n sta n tl y c reates s e n s a t i o n a l

s .

.

head l i n e s . Cri t i c s c l a i m th at s h e's fa m o u s s i m p ly for b e i n g fa b u l o u s l y

6

..

a n d p o s i n g for p h otogra p hers a t c e l e b ri ty p a rties. They s a y s h e's a

7

n

•

r i c h g i rl with no rea l

ta l e n ts . H owever, with severa l fi l m roles, h e r own s u c c e s s f u l

usually report s e n sat i o n a l I sca n d a l s .

n ews

best-se l l i n g book, s h e h a s proved that s h e h a s got

A sta r athlete m ight be a co ntrovers i a l f i g u re beca use of his h i g h s a l a ry I r u d e re m a rks I Ta b l o i d s

•

T V s h ow, a s o l o C D a n d a

person is probably

plenty of

a. .

... .. ... .

.

l t l ooks

l i ke Pa r i s H i lton is h e re

g reat a c h i ev e m e nts . "'

•

to stay!

I

fin a n c i a l issues

SUFFIXES _ __. ._ see Grammar Appendix, page

3.

111

In your notebooks, write the words below in two groups: nouns and adjectives. Use the suffixes to help you. •

confidence promotion

•

outra geous

p o l i tical

•

d e l i g htfu l

p u b l icity

•

fash ionable

•

si n g e r

•

expensive

•

•

a mazement •

m u si c i a n

a p peara nce

• Complete the sentences. Make them true for you.

1. 2. 3. 4. 5. 6.

I am usually willing to . . . . Something I take for granted is . . . . If I were wealthy, I . . . . I wou l d never ask a passer-by . . . . When I was young, my idol was . . . . I t h i n k it's disgraceful that . . . . Vocabulary Builder, pages 5 8 - 5 9

13

GRAMMAR

1 . Complete the sentences with the verbs in brackets. Use the Present Perfect Continuous or Past Perfect Continuous. 1 . We ........... (follow) h i m all day, but we haven 't got a good photo yet. 2 . Don't worry, 1 ........... (not wait) long . 3. Everyone was miserable beca use it .. .. (ra i n) for days. 4. Helen 's eyes a re red . ........... she ........... (cry)7 5. The waiter did n 't come, a lthough we .. .. (ca ll) him for half a n h o u r. 6. There you a re I I ........... (look) for you ! 7. H e plays the piano very wel l . H ow long .. .. he ........... (have) lessons/ 8 . They decided to vote since they ........... (discuss) the issue all morn i n g .

PRESENT PERFECT CONTINUOUS PAST PERFECT CONTINUOUS

Read the exam ples and answer the questions. a. Since these services opened, their phones have been ringing non-stop. (Present Perfect Contmuous) b. They were met by fans who had been waiting for hours. (Past Perfect Continuous) 1. 1.

Which sentence tal ks about ... ?

an action which continued u p to another past action

2 . a n action that sta rted in the past and conti n u es in

the p resent 2. 1.

2. Complete the sentences with the verbs below. Use a perfect tense (simple or continuous).

Com p lete the rules.

We u se have I has + .. .... .... . + verb the Present Perfect Conti n uous.

2. We u se

.. ... . . .

.

.

.

+

been

+

.... +

+

.. .. ...

ing to

... . to form

cry

form the Past

NOTE:

We do not usually u se stative verbs such as a n d want i n the Perfect Con t i n uous.

know

He has wanted to be a film star since he was a child. •

If the n u mber of ti mes somet h i n g has h a ppened can be cou nted, we don't use the Perfect Con t i n uous. He has been trying to call Celeb

4 A Day all day.

He has tried to call Celeb 4 A Day five times today.

�

3.

GERUNDS AND INFINITIVES

1 . Read the examples and answer the questions. a. Would you recommend hiring paparazzi? b. Vaz felt like surprising his fiancee. c.

Getting so much attention can be frightening.

d. I've always dreamed of being a celebrity. e. At first, Hill tried to run away.

f Are people prepared to spend that much?

1 . In w h i ch sentence a bove does the gerund .. . ?

fol low a verb • fol low a p re position fol low a n expression • a ppea r as the s u bj ect

2. I n w h ich sente nce a bove does the i nfi n itive . . . ?

fol low a verb

l 14

2.

•

fol l ow a n adjective

Look at the examples below. I n wh ich pair of sentences i s there a change in mean i n g ?

a. The paparazzi began snapping photos. The paparazzi began to snap photos. b. She stopped to sign her autograph for fans .

n ot h ave

•

l ose

•

n ot see

•

do

•

practise

1 . Where's D i a n a ? I . .. her all day. 2 . The baby fell asleep after he ... for an hour. 3. Rona ld felt ready for the concert as he ... for weeks. 4. None of the work is finished I What ........... you ........... all day'� 5. N icole was upset beca use she ........... her contact lens. 6 . I'm tired. I ........... enough sleep.

Perfect Conti n uous. •

•

Complete the passage with the verbs in brackets. Use the Past Simple or a perfect tense (simple or continuous). Then listen and check your answers. •

THE RIGHT TO

PRIVACY

•

People assume that if you are a celebrity, every de of your life belongs to the public. In the past 20 yea this trend

�..

(become) more extreme. Lately, howe'

L ..

celebrities

(fight) for the right to some level

privacy. One of the most impotiant cases in 2004, when a judge tabloid,

Campbell

to

"

pay

4...

supermodel

1...

(ace:

(order) T h e Mirror, a Brit Naomi

Campbell

£3,5'

(take) the tabloid to court for publishi

a photograph of her leaving a Narcotics Anonyme meeting. According to the paper, Campbell 6... cocaine for years. Before this. Campbell

7 ........

(u

always ...

(claim) that she never touched drugs, but apparently

H.

s

(hide) the truth all that time. The judge decid

that the newspaper had a right to print the facts, but tl· publishing the photograph was a violation of Campbel privacy.

U n it 1 ,, 4.

6. Complete the sentences. Use the Present Perfect Continuous, Past Perfect Conti nuous, an infinitive or a gerund. 1. I ca n't stand . 2 . My feet ached beca use 3. I don't remember . 4. This weekend, I plan 5 . Recently, I ... 6 . I speak English wel l . I . . . .

Complete the passage with the verbs in brackets. Use gerunds or infinitives. Then listen and check your answers.

ARE CELEBRITIES' SALARIES TOO HIGH? Can you i ma g i n e

1

(ma ke) €250,000 for one

.

week's work? That's the s a l a ry Cristi a n o Ron a l d o ca n expect

2 .... . .

.. ...

(get) every week that he plays

football for Real Mad r i d . And , n o d o u bt, Joh n ny Dep p was very pleased

3.

(ea r n ) $60 m i l l io n

for h i s latest Pirates o f the Caribbean fil m . Som e peop l e feel it's t i m e t o stop

4:..

(pay) top

athletes a n d fi l m stars so m u ch. Others th i n k that they d eserve h i g h salari e s for

5 . ... . . . . . .

REWRITES: CHANGE OF TENSE

(enterta i n )

I n rewrites that i nvolve a cha nge of tense, additional changes a re sometimes necessa ry, such as changing the time expressions.

fa n s a n d a u d i e n ces. They a lso point out that m a ny cel e b rities decide

6 .. .......

.

.

(use) their fa m e

a n d m on ey t o h e l p oth ers. I n a ny case, it's no u se

7 .... H• • • • •

S.._begt.r

(co m p l a i n ) a bout the h i g h salaries o f

fa m o u s people.

8·. . .. . .. . ..

.

(be) rich i s n 't s o m eth i n g

that cel e b rities a re l i ke l y 9...

.. .

___

'1"'

.u.rs nine years ago

•rl

She has been actmg in tilms for nine years

(g ive u p)!

Rewrite the fol lowing sentences starti ng with the words g iven. Do not change the orig i n a l mea n i ng of the sentences. 1. I got my driving licence when I was 17. I've . . . .

HOO"'' "'''

8 0 , ,_.,_.,, ,

2.

We studied all afternoon . Then we decided to take a break.

0

After . . . .

3. I haven't heard from Charles in two weeks. Oprah

George Lucas

Madonna

Celine Dion

Beyonce

Dr Phil

'early income in millions of dollars

WEB E XTRA

Read more about actors' lives at: 11'11'11'. bu rl i ngtoubooks. es/1•iell•poi 11 r.Q

deta yea r

• w ev �vel

(occu Britis :3,50

l ishir

ymoc. (us IS

H

ly si ecid lt the

pbell

5.

1. 2. 3. 4. :J.

6.

7.

The last time . . . .

4. This is his first acting role. He's never .. . . 5.

When did you start to work in this company? How long . . . .

6. He started playing for Chelsea when he left Hull City.

Rewrite the following sentences with the words in brackets. Use gerunds and infinitives. C harles played tennis as a boy, but now he doesn't play any more. (stopped) We cou l d n 't move the bookcase beca use it was too heavy. (tried) I shouldn't have asked Thomas to come with me. (regret) Susan does n 't think that she borrowed you r book. (remember) We took a break and had l u n c h . (stopped) I thought I mig ht l i ke swi m ming, but I fou nd it bori ng. (tried) We are sorry, but we m u st i nform you that you have not been accepted . (regret) I ' m glad you thought of leaving me a note. (remembered)

He has ....

Grammar Review D 7. Rewrite the following sentences using the words in brackets. Do not change the original meaning. 1 . I met Rachel two yea rs ago. (for) 2 . He sang for five m i n utes. Then the judges told h i m to stop . (had) 3 . I ca n't wa it to meet you . (looking forward to) 4. The boy wi l l be taller by the end of the summer. (grown) 5. Sue broke her a rm d u ring the h i ke. (wh i le) Extra gra m m a r exe rc i s e s at: ho•1k1 es 11 11

1c

p

11

15

(� l

SKILLS LISTENING � A RADIO TALK 1 . Look at the pictures and answer the questions. 1. What are the people doing ? 2 . Where do you thin k they are? 3. What do you thin k they have in com m o n ?

2. Listen to the first part of a radio talk and choose the correct answers. 1 . G reg says that . . . . a . you can become fa mous faster today than i n the past b. today, you have to work hard to become fa mous c. reality TV and the I nternet have become very popular d . being a celebrity today depends on talent 2. On M a g i bo n 's clip, she . a . tells viewers about herself b. spea ks fluent Japanese c. does al most noth i n g d . demonstrates g reat ta lent 3. Magibon . a . is Japanese b. is fa mous in America c. has n ever been to Japan d . is loved by the Japa nese 3.

1. 2. 3. 4. 5.

Susan B oyle

Listen to the second part of the talk and decide if the following statements are true or false. Matt's clip shows h i m dancing in va rious places. Matt's pu rpose was to become famous. A chewi ng-g u m company paid for his second trip . Matt is making money from his fame. Matt is a professional dancer.

4. Listen to the third part of the talk and fi l l in the m issing information. 1 . Wit h i n 24 hours of her appeara nce, Susan Boyle 2 . Her clip was seen by ........... people. 3. The speaker compares Boyle's voice to the voice 4. Boyle proves that you don't need ........... in order to become fa mous. 5 . According to the speaker, you still need to become famous. no n

• Do you think it's too easy to become famous nowadays?

Why or w hy not?

16

1\larr Harding

U nit 1

SPEAKING TALKING ABOUT A PICTURE 1. Read the description of the picture below. Which part of the description ... ? 1 . describes what is probably happen i n g i n the picture 2 . discusses how the people feel and what might happen next 3. g ives a physical descri ption of the people, objects and background

:::

�

-

2 _

-

�

3

4. Work with a partner. Partner A: Choose a picture below and describe it. Use the expressions in colour from Exercises 1 and 2. Partner B: Describe the other picture.

people camping out. They've got tents and sleeping bags. They look q u ite happy. They seem t o b e i n a city street as you can see the pavement in the foregrou nd. lt cou l d be t h a t they ' re waiting to buy tickets for a concert or a sporting event. I i ma g i n e that they plan to spend the night there. I'd say t h at they're probably a bit uncomfortable, but it l o o ks l i ke they ' re having a good time a nyway. They' l l p r o b a b l y wa ke up very early to buy the tickets. Th i s p i ct u re s hows

Which sentences below express speculation by the speaker? You c a n te l l t h at they're quite you n g . P e r h a ps they're big footba ll fans. s u p pose they're outside the place where 1c ets are sol d . T h i s is a p i ct u re of people lying on a pavement. Look at the expressions in colour in Exercise 2. Which of them cou ld replace one or more expressions in colour in Exercise 1 ?

TALKING ABOUT A PICTURE Descri b e w h a t you see - peo p l e , o bjects and b a c k g ro u nd . Specu l ate a b o u t w h a t i s h a p pening o r w h a t h a s j u st h a p pene d . Specu l ate a b o u t h o w t h e p e o p l e fee l and w h a t w i l l h a p pen next. R e m e m b e r, t h e re a re no r i g h t or w rong answe rs. Just interp ret t h e p i ct u re in yo u r own w a y.

17

c�

WRITING A FoT and Against £ssa-y EXAM FOCUS In a for a n d agai nst essay, we p resent two opposing views of an issue a n d conclude by supporting one of the views. W h e n you w rite a for a n d a g a i nst essay: 1. Present the issue. Read the title and the first paragraph of the essay below. What issue does the essay deal with? 2.

Present arguments supporting each view. Read the rest of the essay b elow. What argum ents does the writer use to su pport each view? Where does he I she write them?

3.

Give your opin ion supporti ng one of the views. Which view does the writer of the essay below support? Where does h e I she say this?

. :�

Celebrities as Role Models Many young people worship and imitate celebrities. However, we should ask ourselves whether these are the people we want as role models. On the one hand, it is natural to look up to talented people, such as f1lm and sports stars, who have achieved great success. Celebrities are fabulously wealthy and constantly surrounded by adoring admirers. They are also very good-looking. What more could anyone want? On the other hand, celebrities are a symbol of the superficial values of the entertainment world, where physical appearance and money are the most important things in life. Moreover, celebrities are notorious for their short, stormy relationships, their outrageous behaviour and their abuse of drugs and alcohol. This makes them very negative role models. In conclusion, despite the talent, success and wealth of celebrities, I believe that they generally make poor role models. This is because of the values they represent and the way they conduct their personal lives.

CONNECTORS OF ADDITION, CONTRAST AND EXAMPLE

CON N ECTORS OF ADDITION AND CONTRAST

Connectors of addition a re used to connect similar ideas. Connectors of contrast a re used to connect opposing ideas. In the basic package. you ge rou papa.a

.

T

Celeb 4 A Do� is very popular in spite of r,, for

also

>vtde. you .v•th a bodyguard.

ts yutte expenstve.

CON N ECTORS OF EXAMPLE

Connectors O• exa mo1e 1f pie, exa m p l es that !IIJ)trate CJ rnam 1dea �·

for mstar,ce, sucf, a�l

.1•e u'-�d to

r

trorlJce

There are many celebnties who help others For instance Oora;, vVmtrey ou;tt '1 �chool

tn South Afnca.

18

U nit 1

1. 1. 2. 3.

In the model, find: two con nectors of addition th ree connectors of contrast one connector of example

Your Task • Write a for and against essay on the

topic

Being Famous - Advantages and

Disadvantages.

2. Choose the correct connector.

1 . Celebrities are often seen as selfish. F o r exa m p le, I H oweve r, I I n a d d it i o n , many of them contribute a great deal to charity. 2 . A l t h o u g h I Despite I I n contra st TV is enjoya ble, you shouldn't watch it all day. 3. Before my trip, my mother bought me a g u i debook a s we l l a s I a l so I a l t h o u g h a new suitcase. 4. Many people ca n 't manage without their mobile phones. O n t h e oth e r h a n d , I As we l l a s I F u rt h e r m o re, they're addicted to thei r computers. ). Celebrity ma rriages don't usually last M o reover, I N evert h e l ess, I For i nsta n ce, Jenn ifer Aniston and B rad Pitt broke u p after five years. o. People at h i g h-tech firms work long h o u rs. In contrast, I Desp ite th is, I Even t h o u g h govern ment workers are often home by 5 . 00 . Celebrities s u c h as I a l so I i n s p ite of Bruce Willis and H u g h G rant have been known to hit paparazz i . 3 . S o m e people are rea l ly obsessed with footba ll players. For exa m p l e, I M o reover, I Desp ite t h is, my friend's room is fu l l of And res lniesta posters.

WRITING A FOR A N D AGAINST E S SAY 1 . M ake sure you understand the issue.

2. Brainstorm the two sides of the issue. Write a l ist of pros and cons or advantages and disadvantages. • Look at the ideas below. Which are advantages? Which are disadvantages? - lack of privacy, papa razzi fol lowi ng you a round - fans who love you - wea lth - a glamorous l ifestyle - tabloid gossip about you r private l ife - assistants and bodyguards - competition and jealousy • Add your own ideas to the list. 3.

3.

Rewrite the sentences in two ways. Use the words in brackets. C h ristina Agu i lera has sold more than 42 m i l lion a l bu ms. In addition, she has won several G rammy awa rds. (a lso) 2. While Amy Wi nehouse is a marvellous singer, she has a very trou bled personal l ife. (yet) 3. Despite o u r heavy backpacks, we managed to wal k very quickly. (although) All planets move in an orbit. I n contrast, the sun and other sta rs are i m mobile. (wh i le) ) . India is known for its fascinating cultures. lt is also fa mous for its varied la ndscape . (as well as)

Write 1 00-1 50 words.

Decide which view you support. Then decide which of the ideas above to include in your essay.

4. Organise your ideas using the Exam Focus and the model on page 18 to help you. C H ECKLIST .I I followed

the. steps for lit for litl1.d qJiitiVI.ft

esslity.

.I I V�Sed .I

lit Vlitriety of COii!JitUtOrs of �itdditiovt-, covt-tmst litl1.d VCiitwtple. I checked my 3rlitwtwtlilr, spellivt.3 litl1.d puvt£tl{Q(tio vt-.

.I I

litVOided ruvt;-Ovt- sevt-tevt£es. -�-

Writing Guide, page

1 40

Improye Your Style Avo i d i n g R u n - o n Sentences

R u n -o n sentences a re two or more sentences that a re mcorrectly written as one sentence. They should be divided by a fu l l stop a nd a capital letter or by a con nector. cJ,,a K,cked the ball hard, si-Je d'dn'' se._. _ _ __ Jf X G,r,r, K,ckca tne brJI! nard, t,•J t 5h0 cNJro t \f'Ore a qoa/ ./

C'hr,r/es ran t,ome from �choo! ryrod chccke1 the r-ost nryrJ he found the letter and opened it nervC''�''r X ('l;r,m'� ran home trorn �,·noo/ rynd ct.ccke1 th" po ,t '.;r,cn 1-,f found tne letter he openeJ 1t nerVt'lAS,'r ./

Correct the run-on sentences below. Use a full stop and a capital letter or a connector. 1 . No one is going out ton ig ht, we have a n exa m tomorrow 2 . A stra nge man came into our garden last n i ght and he fel l over a chair and we heard h i m . 3. We h a d heard it was cold there, w e brought coats. 4. I wasn't ang ry, I was a l ittle h u rt 5 . The sky was clear and it was a beautiful day and Nora decided to explore the area .

19

....

,

SKILLS

.

\

A PERSONAL STATE M E NT You a re going to practise writing a perso n a l statement. Read the web page and the t i ps and a n swe r the Task Questions below.

Are you hoping to apply for higher education in the UK?

When you apply, you'll need to i nclude a personal statement. A persona l sta tement is an essay about yourself, focusing on your

in terests a n d abilities. The goal of a personal statement is to state

why you are a suitable candidate for the course you wan t to study.

• TASK QUESTIONS Look at the fol l owing excerpts from a perso n a l statement written by

Your statement should show: A. Why the course

a n a ppl ica nt to the Department of Perform i ng Arts a n d a n swer the q u estions.

interests you .

Do you feel that the a ppl icant is enthusiastic? Does he help the

Be enthusiastic about the subject. Show how much you love it and why.

reader u ndersta nd why he l oves act i n g ?

B. You r background i n

I have always wanted to act. O n the stage, I feel ! have magical powers! By transforming myself, I transport my audience to another place and time.

2.

Wh ich sentence below shows how the writer's pa rtici pation in pl ays

the subject.

has contri buted to h i s u n d e rsta n d i n g of the theatre?

Don't just list what you have done. State how the experience contributed to your knowledge of the subject.

I've performed in a wide range of theatre productions. My roles have included Vladimir in Wa iti n g for Godot and Rosencrantz in H a m l et. This experience has taught me how to see the world through someone else's eyes.

C. You r hobbies, work

3. W h i c h is better, a or b? Why?

and i nterests.

a. b.

D . You r future plans

4. a.

a n d a m bitions.

Be specific about how studying will help you achieve your goals. Emphasise your strong points and achievements. Provide evidence if you have it.

I am a keen sports player and a member of my school athletics team. When I was 1 6, I won a city-wide competition in the long jump.

Show how your hobbies and work experience have helped you develop the skills that you need for the course.

I am a keen sports player and a member of my school athletics team. I believe that the teamwork and dedication required in sport are also essen tial in putting on a thea trical performance. Wh ich of the fo l lowi ng is best to i n c l ude? Why? I am sure that the challenging learning experience and stimulating environment of a drama course will give me the tools I need to become a professional actor.

b.

My ambition is to be a professional actor. I would like to act both on the stage and in film, and one day I hope to see my name up in lights.

• USE YOUR SKILLS I m a g i n e that you w o u l d l i ke to a p p l y for u n ivers i ty i n the U K . Th i n k o f a c o u rse you w o u l d l i ke a n d wr ite yo u r own perso n a l state m e n t .

Ul'it 1 t

Objunve-; , ron 1

..11

r

p

Going Green

'1 1

( (

,J

1 . Look at the cartoons. M atch each cartoon to a caption below. Explain the i dea behind each cartoon. a. What the future holds. b. " I 've been coming to this spot for 25 years, and the fishing keeps getting worse. " c. " Anywhere with ice . . . a lot of ice. "

2. Which of the following problems does each cartoon illustrate? water p o l l u t i o n

•

defo restation

•

g l o b a l wa r m i ng

•

a i r p o l l ut i o n

• What do you do in your everyday life to help the environment?

Which of your actions contribute to harming the environment? WEB E XTRA

Read about a family who took recycli n g to an extreme at: ll'll'll'. bu rii HgtoHbooks. es/I'Ieu•polllls2

c�

READING 1 . Reading for General Understanding: Read the text quickly, ignoring d ifficult words. Then try to answer the questions below. 1 . What problem does the writer describe? 2. What sol u tion does he suggest?

2. G uessing Mea n i ng from Context: Find the following words in the text. As you read the text again, try to g uess each word's meaning. endless (line 4) • tang led up (line 2 5) wiped out (line 34)

EXAM FOCUS HOW TO ANSWER M U LTI PLE CHOICE QU ESTIONS 1. Read the q uestion and a l l the answer options. M a ke sure you u n dersta nd each option. 2. Find the releva nt parts of the text by looking for

keywords or their synonyms. 3. Compare each option with the text and decide if it is correct or not. Don't decide on a n a nswer before considering a l l of the options. Example Question Choose the best a nswer accord i n g to the text. While crossing the Pacific Ocean, Captain Moore ... . a. saw a rainbow c. participated in a race b. enjoyed the view d. saw something which shocked him Answer Analysis •

Option a: I ncorrect. Moore saw rai n bow-coloured plastic frag ments.

•

O ption b: I ncorrect. The text doesn't say that Moore enjoyed the view.

•

Option c: I ncorrect. Moore had a l ready com peted in a race and was on his way home.

•

Option d: Correct. Moore saw an endless amount of floati n g rubbish, i n what should have been a clear b l ue sea (line 3). What he saw was u nexpected, and therefore, shocki ng.

3.

1.

2.

3.

4.

Choose the best answer according to the text. The a rea descri bed i n paragraph 2 is a. popular a mong fishermen b. dangerous to sa i lors c. very big d . near t h e African coast The debris i n the G reat Pacific Ga rbage Patch . . . . a. is carried there by ocean currents b. comes mainly from the USA c. includes every piece of plastic waste from Asia d. eventu a l ly moves to other pa rts of the world The pu rpose o f Moore's latest trip was t o . . . . a . document t h e va rious types of debris b. d iscover the main locations of the debris c. find out what creatu res i n habit the area d . show how wildl ife i s affected by t h e debris The main pu rpose of the text is to . . . . a. describe Capta i n Moore's research b . make us awa re o f an environ mental d isaster c. wa rn us that many fish contai n toxins d . persuade u s to join a n environmenta l orga nisation

4. Answer the q uestions in your own words. 1 . What did Moore decide to do after discovering the plastic7 2 . Plastic is not biodegradable. What effect does this have on the G reat Pacific Ga rbage Patch? 3. I n what way does the G reat Pacific Garbage Patch affect h u ma n health? 4. What a re two reasons that the particles cannot be vac u u med u p ? 5 . How do you know it will take a long time t o solve t h e problem? 5. Which of the following would be a good a lternative title for the article? Explain your choice. a. Wa r n i n g - Poisonous Fish b. A Disaster in the Ocean c. The Research of C ha rles Moore

6. Find words or phrases i n the text that mean the opposite of: 1 . has got (paragraph 2) 2 . s h r i n k i n g , getting smaller (paragraph 4) 3 . huge (paragraph 6) 4. u nwanted (paragraph 7) 5 . increase (paragraph 8)

• In what ways could people cut down on their

use of plastic? Do you think that there should be laws forcing people to do this? 22

by Charl es Moore

a I

I

5

In l997, Captain Charles Moore took a short cut while crossing the Pacific Ocean on his way home from a yacht race. During his voyage, he discovered something that would change his life. Day after day, as he looked out at what should have been a clear blue sea, Moore found himselffloating in an endless ocean of rainbow-coloured plastic fragments. Since his discovery, he has devoted himself to researching this environmental nightmare.

There is a large part of the Pacific Ocean, about halfway between California and Japan, that no one ever visits and only a few ever pass through. Sailors avoid it because it lacks the wind they need to sail. Fishermen know they should stay away because its lack of nutrients makes it an oceanic desert. Surprisingly, this is the largest ocean realm on our planet. It's about · o the size of Africa - over 1 0 million square miles. Circular ocean cutTents here spiral into a centre, bringing with them debris from all over the world. This includes every piece of plastic left on the beaches of the Pacific Ocean, and all the trash that washes down rivers of Asia and North America to the sea. This is where the debris stays. This 5 is the place now refetTed to by oceanographers as the Great Pacific Garbage Patch. The problem is that it's not a patch - it's the size of a continent, and it's still growing. This is because plastic doesn't biodegrade. Instead, it photodegrades: it is broken down by sunlight into smaller and smaller 20 pieces, but it never disappears. On some beaches of Hawaii, there are now more multi-coloured plastic particles than there are particles of sand. On my latest voyage, we spent weeks documenting the effects of this floating plastic on the creatures that inhabit this area. Our photographers : 5 captured rare, endangered monk seals hopelessly tangled up in bits of plastic nets, and delicate, transparent jellyfish with colourful plastic fragments in their bellies that they aren' t able to digest. The stomach contents of dead albatrosses looked like a convenience store, full of toothbrushes, cigarette lighters and combs. There is an even darker side to plastic fragment pollution. As these fragments float around in 30 the ocean, they accumulate huge amounts of DDT and other man-made poisons. These are ingested by tiny organisms, which are then eaten by fish - fish which eventually make their way to our dinner tables. I am often asked why we can't vacuum up the particles. This might have been possible when the area was smaller, but today it would be more difficult than vacuuming every square inch of the entire United States. In any case, great numbers of organisms would be wiped out in the process. Only elimjnation of 35 the source of the problem will result in an ocean nearly free from plastic, and the desired result will only be seen in the distant future. The battle to change the way we produce plastics, and cut down the amount we consume, has just begun. I believe that we must fight this battle now, and we had better win if we are to survive.

�

VO CABULARY

PHRASAL VERBS WITH MULTIPLE MEANINGS ---- see Grammar Appen d i x , page

Words from the Text

3.

1. Replace the words in bold with the words and expressions below. •

belly

s h o rt cut

wi ped o u t

•

•

debris

voyage

•

•

trash

devote

•

cut down

1 . The sq u i d had a large nu mber of fish i n its sto m a c h .

2 . G reen peace activists d e d icate themselves to protecting the environ ment. 3. We should try to red uce the amount of energy we use. 4. M uch of the average family's r u b b i s h can be recycled . 5 . E m i ly kept a journal of her long sea t r i p . 6 . All the sea ls i n the a rea cou l d be k i l l e d . 7 . The q u i c k e r route to school is m uddy in the winter. 8 . B ro ke n p i eces from the crashed plane covered the field.

� 2. Complete the passage with the words below. Then listen and check your answers. •

i ngest i n h a bit

•

n i g ht m a re •

h a l fway

•

made t h e i r way a mo u nt

•

•

l ack

avoid

I N VA S I O N OF THE JUM B O S Q U I D It's every fisherman's 1 · . .. . ... . . .. : giant Humboldt squid are invading. Wherever they go, these fierce, two-metre-long predators 2· . . ..... . huge numbers of fish, while the fish that aren't eaten try to 3 . . ... ...... the squid by abandoning the area. Previously limited to the warm waters near Mexico, the squid were found 4· . H up the California coast in 2002, and today they have 5 .... . .. as far north as Alaska. According to researchers, the reason is global warming. As the water gets warmer, the 6· . of oxygen it holds decreases. Oxygen-poor areas, normally found only near the equator, have expanded northward. Unlike most fish, the squid actually like the 7· . of oxygen, so they can move north as well. This is just one example of the damage climate change is doing to the ocean and the marine animals that 8· . .H . it. .

. .

..

H

•

113

.

Read the sentences and match each phrasal verb to the correct definition. 1 . 1 . Plastic is broken d own by s u n l ight. 2. Thei r car may have b r o k e n d own on the way to the wedding. 3 . She b r o k e d o w n when she heard the news. a . stop working b . begi n to cry c. d ivide into small parts

2 . 1 . You should n 't have b ro u g ht that u p now it's a sensitive issue. 2 . My father was b r o u g h t up on a fa rm. a . start to tal k about somethi n g b . look after a child u ntil he I she is a n a d u lt 3. 1 . We'll p i c k you u p i n half a n hour. 2 . B usi ness is defin itely p i c k i n g u p this month . 3. Where did you p i c k u p your French 7 a . learn a new language or skill b . collect someone who is waiting c. i mprove after a bad period

4. Complete the sentences using the correct form of a suitable phrasal verb from Exercise 3. 1 . Could you please ........... me ........... after schoo l ? 2 . He ........... and cried when s h e refused to marry h i m . 3 . What poi nts a re you pla n n i n g t o . . H at the meeti ng? 4. I was H . to believe that ed ucation is i m portant. 5. We' l l have to cal l a tec h n icia n . The was h i n g machine h a s ........... aga i n . 6 . S h e . H swim m i n g q u ite easily d u ring their summer at the lake last year.

U n it 2

IDIOMS

Topic Vocabulary 113

3.

THE ENVIRONMENT

•

h a r mf u l

•

e nv i ro n m e nt a l ly frie n d ly d estroyed

2. 3. -. ).

5.

-

•

•

used u p •

po l l ut i o n

G rains and vegeta bles g rown on farms a re . . . . Poisonous substances i n the a i r, land and water cause . . . . When something is pro h i bited, it is . A substance burned to provide heat or power is a . If something ca uses damage, it is . . . . Someth ing that doesn't damage the environ ment is We are running out of o i l ; soon it wi ll be . . . Many ra inforests have been cut down and . . . .

•

d own to e a rt h

1 . You can buy whatever you want.

! He's very practical and .. We don't want a ny trouble, so don't it's not that serious. You ' re .. These problems a re only ........... . There's a lot we don't even know a bout. 6 . After those boring speeches, Jane's fascinating presentation was l i ke 7 . I ca n 't find my keys a nywhere . How could they j u st .. . .. ? 8 . O u r efforts to stop g lobal wa r m i n g a re j ust Much more needs to be done. H

•

2. 3. 4. 5.

'4 4. Complete the letter with the words and phrases below. Then listen and check your answers. fuel

•

g ree n house effect

carbon d ioxide

renewa b l e

•

carbon foot p r i n t

a . solar energy b. oil 2 . What does the g re e n h ouse effect do? a. lt creates ideal conditions for plants to grow. b. lt traps heat from the s u n . 3 . What i s you r ca r b o n foot p r i n t ! a . the negative i m pact you make on the environment b. the mark you make with you r foot Where does l og g i n g take place? a. in the ocean b. in the forest 5 What do motor veh i cles e m it ? a. fresh a i r b. green house gases What is a l a n d fi l l ? a . a place to put rubbish b. an a rea where a lake has dried up What do trees do with ca r b o n

a d ro p i n t h e ocea n

m a k i ng a m o u nta i n out of a m o l e h i l l

e n e rgy/

n

•

t h e t i p of t h e i ce be rg

v a n i s h i nto t h i n a i r

2. Choose the correct answer.

What is an example of

•

t h e sky's t h e l i m it

crops

b a n ned

a b reath of fresh a i r m a ke waves

1 . Complete the sentences with the words or expressions below. fuel

Complete the sentences with the idioms below.

e m it •

•

•

b a n n ed

h a rm f u l

po l l ut i o n

Stop 4x4s Dear Editor, People who drive 4x4 vehicles should know that they burn much more

1

.

. HO

per kilometre than small cars, increasing the

amount of gases such as 2

.. .. . in the atmosphere. This causes the ..... ... , which traps heat from the sun, leading to global warming. Another 4 · . . ..... effect: 4x4s s ... . ... . twice as much toxic carbon 3·

.

..

..

..

..

.

. .

.

monoxide as smaller cars, causing dangerous smog and

6·

.H •

•

In short, every 4x4 owner has got a giant-sized

7

4x4s are meant for farmers and foresters, not for driving to the office. In my opinion, they should be

8·

H O

from our cities!

A concerned citizen

�

WEB EXTRA

Read more abou t the 4x4 debate at: ll'll'll'. burlill{IIOilbooks.cs,'l'ieu•p o l l l ts2

d io x i d e ?

a. They a bsorb it, slowing global wa rming . b. They convert it to carbon monoxide, causing poll ution. What is the source of l itter? a. car engines b. people

• Complete the sentences. Make them true for you.

1. 2. 3. 4. 5. 6.

I'd l i ke to cut down on . I'd l i ke to protest agai nst . . . . One of my worst nightmares is . . I usually try to avoid . . . . I was brought up to . . . . I devote m uch of my time to Vocabulary Builder, pages 6 0 - 6 1

, 25 '---

....

1 . Complete the sentences with the modals and semi-modals below.

GRAMMAR

1.

MODALS

Modals a re usua l ly the same for a l l persons. Sem i-modals a re not. Wh ich words in the cha rt are semi-moda ls? Modals Uses can I cou l d I a b i l ity be able to inabi l ity I can't d isbe l i ef I

r

formal request I offer must I have to obl igation I necessity need to

Modals must

m ustn't

sha l l

Uses strong belief prohibition

offe r

MODAL PERFECTS

Read the exam ples a n d answer the questions. a. We should have kept h e sec le·"' b. Moore must have felt te•rib/e wnen h e s a w all the plastic

c He would have sailed to take act on.

I e Vacuun' ng may I migh t have been po s1ble wntn 1 the area was smaller Tha t b1rd couldn 't have swallowed a ooth brush'

g. You needn't have checked Moo f. s s, ory it's tr •e.

Which modal perfects are used to express ... ? 1.

7. 8.

2. Choose the correct answer. 1. Don't carry so many plates ! You m i g ht d ro p I m i g ht h a ve d ro p ped the m ! 2 . I u nderstand. You need n 't exp l a i n I n eed n 't h a ve exp l a i ned a ny more. 3. They look rel i eved . They m u st so lve I m u st h ave s o l ved the problem. 4. My computer has a vi rus. I s h o u l d n 't o p e n I s h o u l d n 't h a ve opened that e-ma i l . 5 . M a y I h e l p I M a y I have h e l ped you ? 6 . Why d idn't you come? You co u l d j o i n I co u l d have j o i ned our protest. 7. I ' m going to the new park. You s h o u l d come I s h o u l d have come !

er, hut •!Jcre was YJO wmd.

d. He could have ignored 'e problem b u t he creoded

f

2. 3. 4. 5. 6.

certa i nty that someth i n g was true

8 . I don't have my wa l let. I m i g ht m i g ht have l eft it at home. 3.

1. 2.

2 . poss i b i l ity that someth i n g was true

3. a b i l i ty to d o someth i n g w h ich i n the end was not done

3.

4. d es i re to d o someth i n g w h ich in fact cou ld not be done

4.

5. criticism or reg ret after a n eve nt 6.

5.

a n u n necessa ry past action

7. d isbe l i ef

6.

SHOULD / HAD BETIER Read the exam ples and answer the q uesti on. a. You should

c Kt

r

b. You had better

Which sentence ... IS a cv r r 2. g ives adv1ce

26

?

I

m u stn't • ought to • would • m i g ht be a b l e to • shall • don't have to • can't I ' m not angry. You ........... apologise. ........... you please help me with my suitcase? You ' re jo k i n g. You ....... ... be seriou s ! You ........... cheat during a n exa m . I hope I will .. ... .... finish t h e project next week. I ' m not sure, but we .. ....... have a flat tyre . Let's get out and check. I know you l i ke Pete . I th i n k you ........... ask h i m o u t on a date. ........... I get you somet h i n g to d r i n k !

7.

8.

l eave

I

Complete the sentences with a modal or modal perfect affirmative or negative, using the modal and the verb i n brackets. Could you please move over a bit? I .. ....... (can I see) a thing. I fa i l ed the exa m . 1 . . .... (should I revise) the material more. Come in and sit down . You ........... (must I be) t i red. There were no cars i n those days. Travel .. (m ust I be) very slow. M ichael didn't congratulate me. He . .. ... (might I hear) that I won . I did n't know Beth had been i n town. I .. (would I ca ll) her. Kyle is t h i n k i n g of ordering tickets on the I nternet. ........... he ........... (be able to I find) cheap ones/ (may I forget) o u r Va l d i d n 't turn up. She meeti n g . H

H

U n it 2

4. What would you say i n each situation below? Write a sentence using a modal perfect, affirmative or negative. There may be more than one correct answer. Use each modal once. 1. I 've eaten three pieces of cake. Now I feel i l l . 2 . Kathy didn't answer t h e phone last night. 3 . Sharon is q u ite wealthy. Why did she buy such a cheap car? 4. The meat has disappea red, and the dog looks quite happy ! 5 . The floor was clea n . Why did you wash it? 6. I wrote this by hand beca use my pri nter isn't work i n g . 7 . S h e c l a i m s s h e did the j o b a lone, but I don't believe it.

d

t

5.

•

e

Kingsnorth Six

.

.u

H

7. Complete the sentences. Use should or had better, affirmative or negative. 1 . There's a hu rrica ne com i n g . We . . . . 2 . There's no l ifeg uard here. You . . . 3 . A new fa mily has moved i n next door. We 4. My bus leaves at exactly 5 . 00 . I . . . . 5 . That colour doesn't suit her. She .

-------

2007, six activists climbed the inside of the

�ryey of Kingsnorth power sta tion in Kent, England, to protest '1St the plant's carbon emissions. However, things didn 't go ·dmg to plan.

- - six had expected to find a spiral staircase, but instead they ere able to

I had to climb up a ladder. Using a staircase, they

ould finish I would have finished the climb in two hours, but

·::ad it took them nine. They soon realised that they e brought

•

bother • forget • touch • read • stop 1 We a re destroying o u r own planet. We .. ...... ! 2 . Vera is i n a bad mood . You her. 3 . I ' l l need my C D tomorrow. You ........... to bring it. 4. This i nstruction manual is i m portant. You .. ....... it. 5. That dog is dangerous. We .. . ... it.

Choose the correct answer. Then listen and check your answers.

Sth October,

_

6. Complete the sentences. Use had better, affirmative or negative, and the verbs below.

uld n't go

3

should

I should bring more food and water, but they

I can't go back. Worst of all, they were arrested

REWRITES: M O DALS A N D MODAL PERFECTS

I n rewrites that i nvolve modals, check the tense of the original sentence. The present o r future tenses usually change to a modal + infinitive, while the past tense usually changes to a modal perfect. Perhaps Jack is at the protest. (Jack may be at the protest.) Perhaps lac was at the protest. (Ja· K may have been at prate· .) Rewrite the sentences with the words i n brackets. Do not change the original meaning of the sentences. 1. I'm certain that Fran is glad you 're here. (must)

::n they got back down . In the end, however, their trial proved

2.

�e a blessing - and not just because they won. Without the

3. it's possible that Van Gogh didn 't paint this. (may)

city, people all over the world : ... the protesters' message: we

5

must

6·

must have reduced

I may not have heard I must

it's a good idea to bring a camera. (should)

4. it wasn 't necessary for you to try so hard. (needn 't) 5. it was wrong of Paul to say that. (shouldn 't)

:l u c e carbon em issions to slow climate change. Perhaps in

� 'e. people

7

should listen

I should have listened more to

.., \.J�� .

.

•

.

_

.

6.

1. 2. 3. 4. 5.

6.

Rewrite each sentence using two passive structures. We' re sending you a new password . They've g iven some old computers to our school. He should have shown h is essay to the teacher. Everyone knows that computer games are addictive . Users t h i n k that I nternet ads are a nnoyi n g . People believe that paying t h rough the I nternet is unsafe.

7. Complete the sentences w ith the verbs below. Use the correct causative form.

1. 2. 3. 4. 5.

6.

paint • delete • wash • deliver take • repair I don't l i ke dirty cars, so I ........... m i n e .. quite often . N igel .. .. .... a new computer ........... tomorrow We .. . ... o u r name . ........ from the l ist last week. I .... ..... my mobile phone .... . .... yesterday. I tried to smile wh i l e I ........... my picture .. Please excuse the mess I We . ........ the kitchen

8. Complete the sentences using the causative. 1 . O u r pri nter is working aga i n . We .. . ... . (repa i r) 2 . All o u r pictures a re on the computer. We never ........... . (develop) 3. " My tooth h u rts . " " You should ... . . " (check) 4 . I ' m not buying my wedd i n g d ress in a shop. I ........... . (ma ke) 5. " I don't feel l i ke going out to get the pizza . " " O K . Let's .. ........ . " (del iver) =·

EXAM FOCUS

REWRITES : ACTIVE AND PASSIVE

When cha n g i ng a sentence from active to passive, you may h ave to remove the agent w h e n it is i rreleva n t o r u n necessa ry. I n cha n g i ng passive to active, you may have to add a n agent. The added agent i s often neutra l ( you, they, someone, anyone). Your password should not be shown. You should not show your password. Rewrite the sentences starting with the words g iven. Do not change the original m ea n i ng of the sentences. 7.

You have to finish the job by tonigh t. The job ... .

2.

Your essay may have been copied from the In ternet. You ... .

3. They don't pay the bills on time. The bills ... . 4.

The package had been opened before we received it. Someone ... .

5. The new game is going to be launched next year. They ... . 6. Has the cat been fed? Have ... .

Grammar Review IIIJ 9.

1. 2. 3. 4. 5.

6.

Rewrite the followi ng sentences using the words in brackets. Do not change the original meaning. I started revising for the test at 1 1 .00. (since) When will your roof be repai red? (have) lt was wrong of you to spend so m uch money. (shouldn't) Experts believe that this is a dangerous virus. (lt) it's a bad idea to buy a cheap netbook. (had better) The meal had been served before we arrived . (They) E x t r a g ra m m a r e x e r c i s e s a t : w w w. b u r l i n g t o n b o o k s . e s / v i e w p o i n t s 2

39

SKILLS LISTENING G A CONVERSATION 1 . Look at the websites. What have they got i n common? What can you do on these websites? flmyspace.

lff>m �

Jll�ol (1 >

•

P 0f • o

I" �

J< o

" � -'' �

V d�t>

M�r� o

-- � c;;;;g.;:

II� hM P �<

�""! l>h >\"olice again ,

3

. .. . . . the fact that he had seen an i mage of himself

- and the two men fol lowing him - on Google Street View. The ol ice sent a special request to Google for the original photos

.. .

.. . ... people's faces are blurred on Street View. After the police had explai ned that the photos were needed 5 .. . .. . . they could 'olve a crime, Google agreed to send them.

6 ..

. . . . . . , the police

\ ere able to find the twin thieves and arrest them.

Your Task • Write an opinion essay a bout t h e following

statement:

Online socialising has a bad effect

on real communication.

Write 1 00- 1 50 words.

WRITING AN OPINION E SSAY 1 . Make sure you understand the issue. 2. Decide if you agree or disagree with the statement. 3. Brainstorm ideas you can use to support your opinion. Look at the points below. Which could be used by someone who agrees with the statement a bove? Which could be used by someone who disagrees? - spend more time a lone with computer - can com m u n icate more often - can stay in touch with old friends - face-to-face com m u nication - deeper, more mea n i ngful - ca n get message to several people at one time - avoid dea l i n g with d ifficult issues face-to-face - meet new people - i m personal and su perficial - have a bigger circle of friends 4. Decide which ideas to include in your essay. Think of facts, details and exa mples to support your arguments . 5. Organise your ideas using the Exam Focus and the model on page 42 to help you.

CHECKLIST ./ I followed

4.

Complete the sentences in a logical way. We can access i nformation easily beca use of 2 . I gave my credit card n u m ber onli ne . As a result, . . . . 3 . You need a password so t h at . . . . .1 She doesn't use Facebook, s i n ce . . . . 5. You should copy all your photographs i n order not to

U nit 3

tl-te- steps for &'111- opi.l1io11- esse>�y.

./ I

used �oi1J1.Utors of �e>�use e>�M result, e>�M �Oit!J1Utors of pvtrpose. ./ I ��ked my spelli.f13, 3re>�mme>�r e>�M pvt�t�tL011.-.

. . ... .

... .

.

Improve Your Style The A postro p h e

Choose the correct a nswers.

Apostroph es ca n be used to : • show w he re l etters have been o m i tted i n contractions. it's [it is} time to eave no�t�<

1 . What were peop l e's I peop l es' reactions to the speech? 2. It's I I t s strange that the restau rant had m istakes i n i t s I it's English men u . 3 . You r I You ' re breathing slows down when yo u r I you're asleep . 4 . This does'nt I doesn't make any sense. 5 . They're I T h e i r getti ng ready for they' re I t h e i r holiday. 6 . We could hea r t h e g i r l 's I g i rls' voices in the next room .

•

show possession.

'

singular nouns (' + s) : my mother's parents p l u ra l nouns (s + ) : the students' lockers p l u ra l nouns n ot ending i n s (' + s) : women 's righ ts Do n ot use a postrophes with possessive personal pronouns: The hotel had all of its ooms patnted.

43

t t

SKILLS

A D E BATE You a re going t o l e a r n how t o cond u ct a debate a n d how t o j udge t h e spea kers. Read t h e t i ps on prepa ring a debate. Then a nswer t h e Task Questions bel ow.

TIPS In a debate, one speaker speaks in favour of a proposal or statement w h i le the second speaker speaks a g a i nst the proposa l or statement.

Remember: 1 . Yo u r presentation

should be based o n

research a n d structured logical ly.

2. F i n d expert o p i n i o n s and statistics to

s u p port your view

3.

Don't i g n o re evi d e nce su pport i n g the opposite point of view I n stea d , use it to pred i ct what your opponent will say.

4.

Keep your speech short a n d be persuasive.

5.

Yo u should a lso use logic and general k nowledge to persuade you r a u d i e n ce .

You m u st present the view you are g iven, even if you don't a g ree with it!

• TASK QUESTIONS

1.

� 2.

Which tip a bove do you th i n k is the most i m portant? Listen to extracts from a debate on the proposa l : There should be a law banning the use of mobile phones in cars.

a . What a rg u ments does each spea ker use to support thei r view? b. Which speaker uses rea l evidence? c.

Which speaker uses logic and genera l knowledge?

• USE YOUR SKILLS H ave a debate on a current issue. Use the t i ps above to prepare your debate . Te l l the cl ass to vote for the best spea ker. Before vot i n g , read the notes below. H ow to J udge a Debate •

Vote for the best spea ker. (Th is may not be the spea ker that you agree with ! ) Was the presentation wel l organised, with a n i ntroduction, body and conclusion? • Did the spea ker use rational and persuasive a rguments? • Did the speaker u se expert opi nions, statistics, logic or general knowledge? • Did the speaker establ ish eye contact and spea k loudly and clearly? •

Unit

Objectives

*

The Srnses

•

Repo11rd Speech

*

Comparing Pictures

.. Listrn i n g to •

*

a Report

Wri t ing a Description of an Evem

Li fe Skil l s : British Etiquettr

Sense It 1 . The five traditional senses are sight, hearing, taste, smell and touch. Can you think of any other senses? 2. How much do you know about the senses? Read the

sentences below and decide whether they are true or false. Then check your answers on page 1 47.

Ama z i n g Fa cts­ Tr u e

or

Fa l s e ?

1 . See i ng red ca n d i stu rb yo u r con centration. 2. The h u m a n nose ca n detect d a n ger. 3 . A mother's h u g ca n re l ieve her ch i l d's pa i n . 4. lt i s h a rder t o ba l a nce on o n e foot if yo u c l ose you r eyes. 5. Men a re m o re sensitive than women to smel l a n d taste. 6. H u m a n s have got a b l i n d spot. 7. All h u m a n s ca n feel pa i n . 8 . S o m e peo p l e ca n ta ste words or see m u sic. 9 . When yo u h o l d a sea s h e l l next to yo u r ear, you h e a r the sound of yo u r b l ood fl owing thro u g h your ear.

Which of the five senses do you think is the most i mportant? How do you think your life would change if you lost it?

Find out how colours affect us at: www. b u rl i ngto nbooks. es/viewpoi 11 ts2

c�

READING 1. Scanning for Specific Information: Scan the text to find the fol lowing information. 1 . the na mes of two businesses in the U K 2 . the n u mber of perfumes made by Demeter Fragrances 3 . the yea r that the Jorvic Viking Centre contacted Dale Air 4. the location of the Natural History M useum 5 . the yea r that smoking was banned i n B ritish pubs 2. Guessing Meaning from Context: Find the following words in the text. As you read the text, try to guess each word's meaning. mouth-watering (line 1 5) • pu mped (line 1 8) stench ( l i n e 53) R e d 1 r q Strategies, r�qe

_

1 34

EXAM FOCUS

ANSWERING OPEN QUESTIONS 1.

Read the question carefu lly and see what type of i nformation (reason, example, pu rpose, etc.) you have to provide. Use the q uestion word s to help you.

2. Look for keywords and synonyms to l ocate the relevant parts of the text.

3. Note the tense in the q uestion. You r a nswer will genera l ly u se the same tense. 4. Write the a nswer in your own words whenever possible. Do not add u n n ecessary i nformation or g ive you r opinion. 5. Check for errors i n la nguage, spel l i ng a nd punctuation.

Example Question

3. Answer the questions. 1 . Why does the Thomson travel agency use a coconut smell i n its offices? 2. What possible objection cou l d be made to scent marketi ng? 3 . I n what way a re the perfu mes at Demeter Fragrances different from most perfumes? 4. How do you know that 1 984 was a significant year for Dale Air? 5 . What is the purpose of the ashtray scent produced by Dale Air? 4. Are the following statements true or false? Find evidence in the text to support your answers. 1 . Smells, emotions and memories come from the same place i n the bra i n . 2 . T h e chocolate smell a t Su perdrug is artifici a l . 3 . Most customers real ise that businesses u se smel l . 4. it's d ifficult t o manufacture Pu ppy's Breat h . 5 . T h e smells made b y D a l e A i r are used to i nfluence customers to make a p u rchase. 5. Choose the best meaning for each word or phrase according to the text. 1 . setting off (line 2 ) c. blocking a. changing d. evoking b. i nfluencing 2 . tantalising ( l i n e 1 3) c. i ncredible a . wea k d. u nwanted b. tempti ng 3 . s u btle (line 2 1 ) c. delicate a . obvious b. strong d. u n usual 4. accurate (line 3 2 ) c. strong a . exact d . l uxurious b. i nexpensive 5. tou g h (line 40) c. i m possible a . easy d. difficult b . enjoya ble

Why is smell useful to some businesses?

Answer Analysis •

The word why i n dicates that you n eed to provide a reason. You r a nswer should therefore include the word because or to + i nfi nitive.

•

The keyword is businesses.

•

Different busin esses a nd the way i n which they use scents is d iscussed i n paragraphs 1 and 2.

Answer: Scents a re useful to some businesses because they a re u sed to h e l p promote and sell p rod ucts.

46

• Do you think that scent marketing

is a leg itimate sales tactic? In what ways are other senses used to make customers spend more?

U nit 4

Of all the senses, sme l l is the most powerfu l for bringing back memories and setting off emotions. This is because smells are processed in the limbic system, which is both the emotional centre of the brain and the place where long-term memories are stored. Many businesses have discovered this amazing power and are currently using artificial smells to trigger a purchase, evoke an emotion or create a realistic experience.

Dollars and Scents

A pleasant scent in a shop puts you into a positive

mood, making you rel ax, stay longer - and spend more. This concept, call ed scent marketing, is all the rage. The tantalising coconut aroma in Thomson's UK travel agencies, for example, puts you in the mood for a tropical holiday. The mouth-watering smell of chocolate in London's Superdrug on Valentine's Day isn 't really coming from the boxes on sale - it's being pumped into the building's ventilation system. But it will sti l l remind you to buy some chocolate for your girlfriend. The scents are subtle and almost imperceptible not enough to irritate people, but enough to form a particular association in their minds. The question remains whether this tactic takes advantage of innocent customers, who are quite unaware that it is being used. .\.1emory

in a Bottle

.-\ smell can bring back a memory so intensely that you feel you are going back in time. Could we somehow bottle these memories, to be used whenever we wish? That's exactly what perfumers at Demeter Fragrances of New York do. They make over 200 amazingly accurate - grances, such as Rain, Christmas Tree, Thunderstorm, Chocolate Chip and Glue. According to the company, their goal is for each scent to transport the user back

40

to a special place or time, such as a childhood on the family farm. But not every smell can be easily copied. The company said that many customers had requested Puppy's Breath, which is so chemically complicated that it's very tough to capture. The question is, would you really like to smell of black pepper or turpentine on your next date?

Weird Whiffs

45

5o

55

6o

Dale Air started out as an air-freshener firm. However, things changed in 1 984, when the company was approached by the creators of the Jorvik Viking Centre, a replica of a British village at the time of the Viking invasions. They asked company founder Fred Dale whether he could manufacture nasty smells as wel l as pleasant ones, explaining that they wanted to add smell to make their exhibits more realistic. So the company manufactured the odours of fish, burning logs, a marketplace, and even the stench of a Viking toilet! S ince then, Dale Air has produced aromas such as Egyptian Mummy for the City M useum of Stockholm, Sweaty Feet for the inside of a submarine at the I mperial War Museum and Dinosaur Breath for the Natural H istory M useum in London. Since the 2007 ban on smoking, one of their most popul ar products has been the scent of ashtrays, supplied mainly to pubs. I t seems customers miss this smell, which is so much a part of the pub experience .

Fa l se friends currently (line 7) mea n s actualmen te not corrientemente supplied (line 61 ) means suministrado not suplido

I --

/

� �

VO CABULARY

PHRASAL VERBS 3. Read the sentences and choose the logical continuation for each one.

Words from the Text 1. The following sentences do not make sense. Make them logical by replacing each word i n colour with a word i n colour from a d ifferent sentence. 1 . I saw a fantastic yesterday.

mood

3 . They'll a pp roach here after the party to help

tidy up. a l l the r a g e .

5 . Seeing a n old photo can re m a i n happy

memories. 6. This maths problem is too accu rate for me. 8 . She works for a large financial

exh i b it .

9 . He's afraid to t r i g g e r his boss about a sa lary rise.

� 2. Complete the passage with the correct form of the words and phrases below. Then listen and check your answers. •

mouth-water i n g n a sty

•

p u rchase

scent •

•

store

•

a. I 've never seen one. b. I 've a lways wanted my own blog. 5 . Her speech set off angry reactions i n the

aud ience. a . People began to shout. b. Everyone calmed down .

7 . This b r i n g s b a c k my fi rst day of school . a . I don't remember it very wel l . b. I remember exactly how I felt. 8 . Ja net brought Dennis a l o n g to the party. a . I t h i n k he enjoyed h i mself. b. He ca me with E m i ly.

we i rd

t a ke advantage of

THE SMELLDPHDIE

Imagine sending someone you love the fragrant 1 · of a rose or the 2· aroma of a cinnamon bun from your mobile phone. This may sound 1 but it will soon be possible. The Tokyo Institute of Technology has invented a device that can record smells just as a video camera records pictures. It then 4· the smells in its memory and they can be played back later. Aside from personal messages, there ' 11 be plenty of other ways to 5· this amazing new technology: you could smell pizzas before deciding what to order, or sample petfumes before making an online 6· It sounds fun, but it might have some disadvantages: what if someone sends smell ? you a 7· ,

4. I ' d l i ke to set u p a blog.

6. This is going to set us b a c k . a . it's rea lly u nfortu nate . b. We' re very lucky.

so don't bother me.

firm,

a . We' re doing very wel l . b. We've made too many mista kes. a . She's j ust h i red two employees. b. She got the job yesterday.

2 . Flora l perfu mes are tou g h this yea r.

7. I'm i n a bad

2. We' l l have to sta rt over .

3 . She's started up a graphics compa ny.

at the m useu m

4. I don't think you r i nformation is

1 . He started o ut as a sa les assistant. a . He stil l enjoys the job. b. Now he owns the shop.

4. Complete the sentences with the correct form of the phrasal verbs in Exercise 3. 1 . Fa mous actress Jennifer Lopez . .. ... . as a dancer i n the ea rly 1 990s. 2. I ca n 't believe that Dad actual ly ........... his work ........... to the beach . 3 . We' re thinking of . . . a new theatre gro u p .

Would you l i ke t o join ? 4 . I f I ' d had enough money, 1 ........... a h i g h -tech

business.

5. That song always . . memories of my

childhoo d . 6. W h y a re y o u late? Now w e have t o ........... t h e game ........... aga1n.

7. Several staff members left, which ........... the project ........... by severa l weeks. 8. In the last 24 hours, the new laws .. protests.

.. violent

U n it 4 � 5. Complete the passages with the words below. Then listen and check your answers.

Topic Vg��b�Ja.. r.y THE SENSES

•

sta re

savoury •

f la vo u rs

•

pale

p l easant

•

•

b r i g ht

tasty

•

stroke

Choose the correct answer. Which kind of food do people usually enjoy? a. b i tter food b. t a sty food Which colour is lighter? a. a b r i g ht colo u r b. a p a l e colour 3 . Which kind of smell do people enjoy? a. a p l ea s a nt smell b. a d i sg ust i n g smell Which sound is louder? a . a fa i nt sou n d b. a d e a fe n i ng sound J . What type of texture does silk have? a. a smooth texture b. a rou g h texture 2. Divide the words below i nto categories of sight, hearing, smell, taste •

odour rhyt h m 3.

savo u ry •

•

whisper

sti n k •

and •

sta re

touch.

stroke •

•

Thinking of pa i nting your room yellow? Thi n k again ! Strong, L . . ... colou rs such as yel low reflect a lot of light, which sti m u l ates the eyes. You should therefore never 2 . .... .. . at a yellow wall as it might g ive you a headache. On the other hand, a soft, 3 ... . . ...... yellow can m a ke a dark room look lighter and more cheerful. . . ...

.

. .

How about a cou rse i n baby massage? You ' l l learn how to 4 . .......... your infant gently for a com plete a n d relaxing treatment. T h e results are a mazing, from i mproved sleep to better health. In any case, both you a n d your baby a re sure to find it a 5 . . ... . . experience. . .. .

Ice cream is a lways sweet, isn't it? Not accordi n g to ice cream maker Peter Arendsen, whose 6· ... . . . .. include several types of 7 · . . .. . .. . . ice cream, such as cheese and bacon . Sou nds wei rd, but his products m ust be 8 · .... ... .. they're sold i n several top restaurants ! .. .

flavour

pattern

.

Complete the sentences using words from the list in Exercise 2.

1 . This song has a g reat .. .. .. . Let's dance! 2 . You r shoes .. . ..... . Why don't you wear socks? 3. Strawberry's my favou rite .. . . What's yours? 4. Don't .. . .... at people. lt isn't polite! 5 . I ' d love to ........... your dog. Does it bite? 6 . This herb has a horrible taste and a strong 7 . We' l l have to . . ... . . I don't want to wake my parents. 8. I feel l i ke someth ing . .. . Have you got any crisps? 9 . This carpet has a beautiful . . .. . Is it from India?

IDIOMS 4. Complete the sentences with the words below. taste

•

ear

•

touch

•

sense

•

see

•

W E B E XTRA

tooth

Read about a tasteful job at: www. bu rli ngto11books. es/viewpoi 11 ts2

1 . If you l i ke lots of sugar, you 've got a sweet

2 . If someone ignored what you were saying, it went i n o n e ........... a nd o u t the oth e r .

3 . If you treat someone as badly as they have treated you, you ' re g iving them a . .. ... of t h e i r own medicine .

4. If you agree with someone, you .. ...... eye to eye . 5 . If you don't want to lose contact with someone, you keep i n 6 . I f you act logically, you ' re using you r .

c o m m o n ...

• Complete the sentences. Make them true

for you. 1 . Some savoury foods I l ike are . . . . 2 . This year, . . . is I a re all the rage at my school.

3. If I ' m i n a bad mood, I . . . . 4. I find it pleasan t to . . . . 5 . I t h i n k it would be tough to . . . . 6 . I often don't see eye to eye with . . . because . . . . Vocabulary Builder, pages 64- 6 5

49

GRAMMAR REPORTED SPEECH

Read the exa m ples a n d a nswer the q uestions that follow. Statements "Many customers have requested Puppy's Breath, " he explained. He explained that many customers had requested Puppy's Breath. 1.

What happens to the main verb in a reported sentence?

2. What other words change in a reported sentence? Questions a. "Can you create nasty smells?" they asked Fred Dale. They asked Fred Dale ifI whether he could create nasty smells.

b.

"What perfume are you buying today?" Laura asked me.

1 . Complete the sentences with the correct form of the verbs. 1 . " I 've been looki n g for you si nce yesterday. " An ita insisted that she ........... for me si nce the day before. 2. " Do you understa nd the answer now? " The teacher asked me if I ........ .. . the answer then. 3 . " We may go abroad next summer. " My pa rents mentioned that they ........... abroad the followi ng s u mmer. 4. " Do n 't let the dog out ! " Dad sai d . D a d o rdered u s ........... t h e dog out 5. " How did you m a ke this sa lad ? " E l len i n q u i red how we . ........ that salad. 6. " O K, I'll come with you, " sa id my sister. My sister agreed ........... me. 7 . "I think we should cancel o u r lesson today. " My teacher suggested ........... o u r lesson that day. 8. What perfume a re you wearing? Robert wondered what perfu me I

Laura asked me what perfume I was buying tha t day.

What word/s do we add in a reported yes I no question? 2. What happens to the word order in a reported question? 1.

O rde rs

2. Look at the reporting verbs i n Exercise 1 . Which are used for questions? Which are used for statements?

a. "Turn on the aroma generator, " her boss told her. Her boss told her to turn on the aroma generator. b. "Don't tell anyone my secret formula, " ordered Fred. Fred ordered me not to tell anyone his secret formula. 1. W h ich form of the m a i n verb do we use i n reported o rd ers? 2. What do we add to the verb in negative reported o rd e rs? Suggestions "You should try our famous Rain fragrance, " suggested the shop assistan t. The shop assistant suggested tha t I try their famous Rain fragrance. The shop assistant suggested trying their famous Rain fragrance.

For report i n g suggestions w i th the verbs suggest and recommend, we u se tha t + subj ect + the base form of the verb. What other verb form can we use w h e n reporting a suggestion or reco m mendation? Reporting Verbs w ith Other Structures

I

a. He prom •sed to produce c 1 ashtray s ·e b. The compan, de 1 ed taking

rantaqe of customers. . 7• ' ·e L L ,V

c George a• :sed "7e to buy so e ·

What structu res a re u sed with the fo l l owing reporting verbs? 1 . p rom ise, a g ree, refuse 3. advise, rem i n d , warn 2. de ny, a d m i t Note: T h e verbs promise, deny a n d admit a l so u s e the reg u la r form for reported speech ( that + clause). Da1e prom•sed wt 1e vowd 'duce a 1s, ··ay scent.

3. Lau ra Sinclair is a psychic. She uses her sixth sense to help solve crimes. A reporter asked her the following questions. Write them in reported speech. 1 . " How did you find the m issing g i rl last yea r? " 2 . " Have you ever solved a m u rder case? " 3 . " Do you ask people to pay you for you r help? " 4. " Are you working on a ny i m portant cases now? " 5 . " C an you use you r sixth sense for other t h i n g s as wel l ? "

4 . Write the sentences in reported speech. 1 . "I haven't been feeling well lately, " complained my g ra ndmother. 2 . "Are you going to return my books today? " Maggie asked me. 3. " Don't touch any of these t h i n gs ! " warned the detective. 4 . " You should see this film tomorrow, " recommended Pamela . 5 . " My students did most of the work an h o u r ago, " clai med t h e teacher. 6 . " What were you doing d u ring the match yesterday? " asked J o h n . 7 . " I u s u a l l y swi m on Wednesdays, " A n d i told me. 8 . " You should n't get u pset about it, " my sister advised me.

lfi£i,U.rfi£lb.!§.Hf8itli#iilijllfM

••

U n it 4 5. Write the sentences in direct speech. 1 . My dad wanted to know whether Tim had got a h i g h mark. 2. Sam explai ned that they had discussed that the day before. 3. My brother suggested that we go camping. 4. My coach asked me whether I could run faster. 5 . The woman wondered how long I had been waiting. 6. Harriet rem i nded me not to mention the pa rty. 7 . The boy said that he had never ridden a bicycle. 8. I asked my neighbour where the post office was. •

6.

Complete the passage with the correct form of the verbs in brackets. Then listen and check your answers.

The Sound of Silence ti h composer Mike Batt was sued for including minute of complete silence in his album ical Graffiti. The John Cage Trust claimed (plagiarise) a 1 952 work by famous : Batt 1 · "l.poser John Cage, which consisted of 4.33 (copy) the ute of silence. Batt admitted 2· (not expect) from Cage, but he said that he 3· ued. ·ever, Batt's lawyers wondered whether Cage's 4· (be) really a musical work. They added (not support) the Cage case, opyright law 5· ·h re were no actual musical notes in the piece. e end, Batt agreed 6· (pay) a large sum of y in compensation. He said that he 7· (make) ayment out of respect for Cage.

7. Imagine that M i ke Batt was interviewed by

a reporter. Using the i nformation i n Exercise 6, write 2-3 of the reporter's questions and Batt's answers. Beg i n your sentences with the following or similar words. A reporter asked Batt . . Batt explai ned that . . .

REWRITES: D I RECT SPEECH TO REPORTED SPEECH

When rewriting sentences that i nvolve changing d i rect speech to reported speech, first identify the type of sentence (statem ent, q uestion, order, etc). Then check the sentence for words that are l i kely to change. Don't forget all n ecessary changes i n word order, tense, pu nctuation, t i m e expressions and p ronouns. Rewrite the sentences using the words i n brackets. Do not change the orig i n a l m ea n i n g of the sentences. 7.

2.

"I didn't steal the money, " said Jim. (denied) "Have you ever seen an opera?" Chloe wanted to know. {whether)

3. "I won't be at home tonight, " Cart said. (told me) 4.

"What are you looking for?" asked the shop assistant. (me)

5. "/ won't speak to anyone here," said Mark. (refused) 6. "Let's go out for coffee, " Jenna said. (suggested}

·

- t was the point of Cage's original idea? . �xplained that each future live performance (be) quite different, depending on the sounds by the audience. �..

Jo hn Cage

Grammar Review '1'1' 8. Rewrite the following sentences using the words in brackets. Do not change the original meaning. 1 . " Phone me when you get home tonig ht, " my father said. (remi nded) 2. lt is said that the world is getting warmer. (to) 3 . They have a l ready del ivered the package. (has) 4. lt wasn't necessary to help h i m . (needn 't) 5. "Where did you get this beautiful dress? " asked Anna. (me) 6 . Mark started running an hour ago, and he's sti l l r u n n i n g . (for)

Extra grammar exercises a t : 11' 11' 11' . b 11 r l i 11 [J I 0 11 b o o k s . e s / 1 i c ll' p o i ll l s 2

51

LLS L I STENING G . .

..

. . .. .

... . ...

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

.

.. .

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

.

. ..

.

·····

.

. .. .

.

A REPORT 1 . Look at the screen below. Can you see a pattern i n the numbers? Look for a shape. How long does it take you to find it? If you are having difficulties, look at the coloured screen o n page 1 47. 5

5 5

5

5 5

5 5

5

2

5 5

5

2

5

2 5

5

5

5

5 5

2. Listen to the first part of the report and

choose the correct answer. 1 . People with synesthesia . . . .

a. b. c. d.

have sharper senses than others experience two o r more senses together are q u ite rare have highly developed i mag i nations

2 . Sarah Turner m ixes . . . . a . taste a n d sight b. hearing and touch c. sight and hearing d. sight and taste

�

5 5

5 5

5 5

5

5

5

5

5 5

5

5

5 5

5

5

5

5 5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5 5

2

5 5

5

5

5

5

5

2

2

5

5

2 2

5

5

5

5

5

5

5 5

5

5

5

5 5

5 5

5

5 5

5

5

3. Read the statements below. Then listen to

the second part of the report and choose the correct a nswer. 1. The reporter saw the pattern i m med i ately I after a wh i l e .

2 . The colours a synesthete associates with each n u m ber a re constant I somet i m es c h a n g e . 3 . The resu lts of the tests are a lways I usu a l l y val i d . 4 . Bra i n scans show d i fferences I s i m i l a rities between a synesthete's brain and a n ord i n a ry bra i n . 5 . Scientists believe that there i s a psych o l og ica l I g e n et i c cause for synesthesia. 6. The majority of synesthetes a re confused by I e nj oy their a b i l ities.

• Would you like to be a synesthete?

Why or why not?

U n it 4

SPEAKING COMPARING PICTURES 1 . Look at the pictures. Where are the people? Which of the five senses are they using? G ive examples.

2. M atch each beginning in I to a logical ending i n 1 1 .

11

I 1 . The two p i ct u res a re s i m i l a r beca use

a . that both places

2.

A n ot h e r t h i n g t h ey've g ot i n common i s

b.

3.

H owever, i n s o m e ways t h ey a re very d i fferent.

4. I wou l d i m a g i n e that t h e peo p l e i n p ictu re A

ca n probably smell popcorn and other foods, 6.

crowded and noisy.

w h i l e i n p i cture B, it's q u ite l i ke l y that

they're l istening to loud m usic. c.

ca n hea r the cheers of the fans, 5. A n ot h e r d i fference i s that in pict u re A the people

seem to be

they ca n probably smell beer and cigarette smoke.

whereas i n p i ct u re B ,

d . go to a pub. e.

F o r exa m p le, the people in picture A are watching the game, w h i l e the people in picture B have come to social ise.

f.

t h ey b o t h show

Pers o n a l ly, I ' d rather

places of entertai n ment.

3. Which of the expressions in colour in Exercise 2 describe ... ?

a . what the pictures have i n com mon 4.

I

b . the differences between the pictu res

In pairs, compare and contrast the pictures below. Use the phrases in colour in Exercise 2 to help you.

COMPAR I N G PICT U R ES •

D i sc uss t h e pictu res' s i m i l a ri t i es.

•

D i sc u ss t h e d i ffere n ces betwe e n t h e p i ctu res.

•

Discuss the atmosphere in each p i c t u re.

•

Ta l k a bo u t w h i c h s i t u a t i o n

I

p l a ce

I

•

Specu l ate a bo u t how the people feel a n d what t h ey can see and h e a r.

a ct i v i ty you w o u l d p refer.

.:.,.

Pronunciation Practice, page

122

53

� WRITING A Description of an Event · .:

EXAM FOCUS

When describing an event, we want to g ive readers a clear p ictu re of what we experienced. When you w rite a description of a n event: 1.

State what the event was, and when a n d where it took place. Give a personal opinion. Read the first paragraph of the model description below. What event d i d the writer attend? When and where d i d it take place? I s the writer's opinion positive or n egative? 2.

Describe the event in deta i l . Exp l a i n what happened, how you felt, and what you saw heard I smel l ed I tasted. Read the rest of the d escri ption. Which of the senses a re d escribed?

I

3.

Sum u p the event and you r opinion. Did the w riter enjoy the event?

A

Pleasant Surprise

Last night, I went t o a jazz concert a t Mike's Club. I'm not a huge jazz fan, s o I wasn't expecting much, but it turned out to be a fantastic evening. The club was dark, quite tiny and extremely crowded. A strong smell of cigarette smoke hung in the air. More and more people came in, talking excitedly and laughing. My friends and I ordered Mike's famous salty chips and sour pickles -

delicious!

On stage, the shiny gold trumpets and saxophones made an impressive sight, and when the musicians began to play, I was immediately captivated by the powerful sound. The music had a lively rhythm, and soon the walls were shaking from both the music and the audience's enthusiastic applause. All in all, the concert was a great experience. From now on, if there's a jazz band in town, I'll be the first to buy tickets!

ADJECTIVES AND ADVERBS

Adjectives a re u sed to describe nou ns. disgusting smell

tasty food

Adverbs of manner and fre q uency mod ify a verb. v. 1

slowly

often play

Adverbs of degree can modify a nothe r adverb or a n adjective. quite qu1c y

sligh tly

c

Using a variety of adjectives and adverbs w i l l make you r descriptions more interesting.

L

-

1 . look at the adjectives and adverbs in the model description. Find: 1 . adjectives that describe what the writer sees, hears, smel ls, tastes 2. adjectives that describe the writer's opi n ion of the event 3 . adverbs that modify verbs 4. adverbs that mod ify adjectives

U n it 4 I adverbs below that have got a similar meaning to the word in colour in each sentence.

2. Find all the adjectives p roperly

•

•

d is a p p o i n t i n g •

overpowe r i n g •

successfu l ly

d e l i g htfu l

c a re l essly

•

•

powerf u l •

Your Task • Write a description of an event that you

wonderfu l

have attended. Write 1 00-1 50 words.

d i sco u ra g i n g

outsta n d i n g

•

W RITING A DESCRIPTION

poorly

1 . Last night's a rt festival was g reat.

1 . Brainstorm your description. • Think of an event that you would like to write a bout. The following are some possibilities: - a wed d i n g or birthday celebration - a concert or show - a festival or fa i r - a contest o r sports event

2 . We were upset to hear the b a d news. 3. The new employee has done his work we l l . 4 . The strong smell of petrol filled the room . 5 . I 've never seen h e r play s o b a d l y. 3.

Divide the adverbs below into two categories adverbs of frequency and adverbs of degree. a bit

•

usu a l ly

not at a l l a bsol ute ly seldom

•

•

•

q u ite

pretty •

•

c o m p l etely

often

•

•

rare l y

f a i rly •

•

•

a lways

freq uently

n ever

h a rd l y •

•

•

Think of aspects of the event that you can describe. Which of the following aspects could you describe for each event above? - the players - the competition - the food - the g uests - the acting - the atmosphere - the audience - the spectators - the m usic

•

Think of the opinion you want to express a bout the event. Use positive or negative adjectives.

s l i g htly

ter r i b l y

4. Choose the correct adverb to complete each sentence. 1. I ' m com p l etely I a bit lost. I have no idea where we a re. 2 . Peter is f a i rly I extre m e l y ta lented, but he's not the best. 3. Don't worry. I ' m very I n ot at a l l i nsulted . 4. it's terri b l y I s l i g htly hot outside. Let's stay indoors. 5. it's h a rd l y I rathe r expensive, but I ' m going to buy it. 5. Add one adverb of degree and one adverb of frequency to each sentence below. Do not use the same adverb more than once. 1 . We buy our pizza at Luigi's beca use it's delicious. 2. Janet goes to the gym a n d is i n bad shape. 3. While many cats are u nfriendly, this one is affectionate. 4 . His doctor was shocked to learn that he smoked . 5 . I was happy to hear that Kath visits her a unt.

2. Organise your ideas using the Exam Focus and the model on page 54 to help you.

CHECKLIST ./ I followed

the pl17tl't for

17tl't evel'tt.

l7t

desuiptiol't of

used l7t rick V17triety of �7tdjutives 17tM �7tdverbs.

./ I ./ I

6. Describe the following in one or two sentences. Use at least one adverb and one adjective. 3 . your neighbou rhood 1 . your school 2 . your favourite singer

./

e-kuked my 3r17tWt.W!-17(r, spelliV!!f 17tM p Lil'l£t1A.Pftio 11,, I used �7tdverbs 17tM �7tdverbil7tl pkr17tses e-orrutly. ��Writing Guide, page

I mprove Yqur Style M i sp l aced Mod ifi e rs

Be carefu l to place mod ifiers such as only, just, almost and nearly close to the words that they modify. I only tasted the coffee. (but I d i d n 't d ri n k it) I tasted only the coffee. (not the othe r d r i n ks) A/ice nearly earned £50. (but a nother person g ot the JOb) A/ice earned nearly £50. (she ea rned £49.95)

B e careful with adverbi a l p h rases (phrases that say when o r where something happens). These c a n often be p u t at t h e beg i n n i n g o f t h e sentence. The boys found a dead deer walking through the woods. X Walking through the woods, the boys found a dead deer. ./

1 43

Correct the sentences below by moving the words in bold. 1 . Many people came to watch the match from fa r away.

2.

M y father has been urging m e to g o to the dentist every d a y .

3.

We o n ly had the dessert because we were late.

4.

I heard that there has been an accident

o n the

eve n i ng news.

5.

You can a l most fi nd a ny paint i n this art shop. 6 . I ' m hungry. I j u st h a d a sandwich for lunch.

� 55

SKILLS

B RITI S H ETI Q U ETTE You are goi n g to f i n d out how m u c h you know about B ritish cu lture a nd etiq u ette. Do the q u iz. Then check you r a nswers in the Task Questions below.

it's g reat to travel to the U K, but how l i kely a re you to m a ke e m ba rrass i n g m istakes in soc i a l situations? Choose the correct a nswers.

1 . When a rriving for a business meeting, . . . .

a . it's acceptable to be up to 3 0 m i n utes late b. it's i m portant to be on time c. you shoul d arrive 1 5 m i n utes early 2. The main meal in Britain is eaten . . . . a . at about 6 pm b. at about 2 pm c. at about 9 pm 3. If you wa nt to smoke in a restaurant . . . . a . ask the person next to you if you may smoke b. go a head and smoke c. don't l i g ht u p ! You may not smoke i n restau ra nts i n the U K 4. When you greet an acquaintance i n Brita i n , . . . . a . kiss them on both cheeks b. don't kiss them - just say hello c. hug them

5.

When waiti ng at a bus stop, . . . . a . go to the back of the queue b . go to the front of the q ueue c. stand next to the q ueue 6 . When going t o a n i g htcl u b or d iscotheq u e, . . . . a . you can wear whatever you want b. formal dress is requ i red c. you should check the d ress code 7 . When speaking to someone, . . . . a . be friendly and stand close to them b. stand far apart from them c. use your hands as you speak 8. When you ask for something in a shop, say . . . . a . " G ive me . . . " b . " Could I please have . . . ? " c. " l want . . . "

• TASK QUESTIONS The cu lture t i ps wi l l te l l you whether you a nswered the q u iz q u estions correctly. Match each t i p to a question in the q u i z, then check you r answers.

TIPS a. The British don't touch very much. H ugging and kissing are reserved for fam ily or very close friends. b. In some British nig htclubs and discos, jeans and trai ners are not a l lowed. c. No matter how long a q ueue is, always go to the back. d. Punctuality is considered very i mportant in Britain; if you are going to be delayed (even by five minutes), you should phone ahead. e. The British usually have a light l unch at about 1 2- 1 pm. The main meal is dinner, eaten at about 6 or 7 pm. f. Personal space is very i mportant to the British . Don't stand too close and keep hand gestures to a m i n i m u m . g . Smoking i s now banned in a l l public places in the U K . h . it's i m polite t o tel l someone d i rectly t o g ive you something, s o use t h e polite req uest form . • USE YOUR SKillS Beverley is a B ritish student who plans to spend a yea r wo rking in you r city. Read her e-m a i l and write a reply. Use the i nformation in the q u i z for i deas.

Hi! M y job begins i n August, so I ' l l be arriving i n m id-July. Thanks for offering to take m e round looking for a flat ­ that'd be ever so helpful . I was wondering if there's anything I should know about Spanish culture a n d etiquette. C o u l d you give m e some tips? I don't want t o make a n y s i l ly m istakes ! Looking forward to seeing you ! Beverley

'

Unit Objectives F a m i l ies •

Rel ative C l ti/

Unit 3

DIPHTHONGS (1) 1. Listen to the words below, paying attention to the vowel sounds in colour. Then listen again and repeat. 1. /er/ ava i l a b l e ; updated

2 . /;:>u/ cl ose- u p ; dow n l oa d

3 . /a1/ ti dy; d evi ce

4 . /JI/

overjoyed ; bo i l

121

2. Choose the word that does not contain the

sound shown by the phonetic symbol. listen and check your answers.

2.

I er/ play wait ape neig hbour said I 'du/ choke snow toad to toe

3.

/ar/ shy lie a i r kite sigh

1.

each sentence? That's exactly what I t h i n k I 2 . You ea n 't be serious ! 3 . H ow can you say that? 4. That's not the way I see it 5. I know what you mea n .

4

DIPHTHONGS (2)

W e u s u a l ly stress t h e words w i t h t h e m ost i m po rta n t i nfo r m a t i o n i n t h e s e n te n ce.

1 . Listen to the words below, paying attention to the vowel sounds in colour. Then listen again and repeat. 1 . laul south; down 2 . /r'dl wei rd; deer 3. le'dl stare; cha i r 4 . lu'dl tou r; cu re 2. Look at the sentences below. Write the

1. 2. 3.

3. listen and repeat. Which words are stressed i n 1.

4. hr / boy r u i n voice toi l oyster

Unit

SENTENCE STRESS

phonetic symbol for each vowel sound in colour. Then listen and repeat. This beer is dark brown . There's a mouth-watering smell i n the a i r. Don't stare at that poor m a n .

Unit 6 DIFFICULT CONSONANT SOUNDS 1. Listen and choose the correct phonetic symbol that you hear at the beginning of each word. 1 . f I tf 4. e I o b 2. V I 5 . d3 I tf 3.

rlw

6.

jlh

TRIPHTHONGS 2. Listen to the words below, paying attention

PHRASAL VERBS - STRESS 1.

3 . Listen and repeat. 1 . set off 2.

2.

start out 4. bring back 3.

start over

3.

W h e n we p ro n o u n ce p h ra sa l ve rbs, we u s u a l ly stress the seco n d word (the pa rt i c l e) .

3 . Listen and choose the word you hear. 1. 2. 3.

Unit 5 THE LETTER

'o'

1 . Listen and repeat.

/n/

I A/

hu/

/u:/

h/

nod

something

open

lose

op i n i on

2. Complete the table above with the following

words. Then listen and check your answers. overheard • construction • brother who • crops • on ion • lottery to • impol ite

•

odour

to the vowel sounds in colour. Then listen again and repeat. lar'dl bonfi re lau'dl tower ler'dl player

flour I flier layer I lower power I pyre

GL O S SARY

-

oneself in: enfrasca rse e n ,

ensim ismarse con)

a breath of fresh a i r /;:} bre8 ;:}\' fref 'e;c)/ un soplo de

a i re fresco a drop in the ocean j;) drop

rn

O;:} ';)ufnl u n a gota en

el ocea no access ( n ) / ' :ri;}l/ tutorial

stroke / str;}uk/ acariciar

u

stro l l

I str;}u]/ paseo

str u g g l e / ' stngl/ l ucha

(be) unaware

I (bi:)

An;) 'we;}/ ig norar

stuff / s tA f/ cosas, bartulos

u pdated

subtle / ' sA!]/ suti l , suave

u p roar / 'Apr::>:/ a lboroto, ja leo

s u p p l y / s;) ' plai/ s u m i n istrar, p roporcionar

u rge (n) / J:cl3/ i m p u lse, deseo

I .\p'dertrd/ actualizado/a

s u rrounded /s;)'raundrd/ rodeadola

u rg e (v) / J:d3/ instar, a n i m a r

sweatshop

use u p

/ swe tfop/ fabrica I taller donde se explota '

a Ios trabajadores

I ( h;}v

(have a ) sweet tooth

d) swi:t ' tu:8/ ser golosola

user-fri e n d ly

',\p/ agotar, gastar

1 ju:dfrendli/ facil de util izar I u sar

V

T

vac u u m up / 'veekjudm Ap/ aspi ra r

ta b l o i d s / ' teebb:dz/ prensa amarilla, peri6d i cos

sensacional istas take a break / t e1 k d 'brerk/ tomarse un respire I

desca nso

take a p h oto / tetk d f;}u t;}u/ saca r una fotograffa '

take advantage of / te1k dd'va:n ucl3 ;}v/ aprovechar;

a p rovecharse de

take after / te i k 'o:ft,) / parecerse I sa l i r a

take charg e / terk ' do:d3/ encargarse, hacerse cargo take for g ra nted / teik fd 'gro:n ud/ dar por sentadola,

asumir t a k e o n / ter k ' o n / enfrentarse a take o ne's t i m e /teik w.\nz

' taun/ tomarse tiempo,

hacer las cosas con calma take pride i n / terk 'prard rn / enorg u l l ecerse de take someone by s u r prise / teik sAmw,\n bar sd'prarz/

eager a a l g u ien por sorpresa, sorprender a a l g u i e n

ta l e n t scout / ' t ee l ;} n t skaut/ cazatalentos

ta n g l e up / ' teengl ,\p/ e n redar, e n maranar tanta l i s i n g / ' teent;}larzilJ / tentadorla tap /teep/ grifo

I ju:z

va n ish i nto th i n a i r j \·eentf m t;} e m e ;} / desaparecer,

esfumarse voyage /'v::>ud3/ viaje por mar

w war-torn / 'w::>:t::>:n/ destrozad ola por la g uerra wealthy / 'wel8i/ ricola, a d i neradola wei rd /wr;}d/ raro/a, extrano/a whack /week/ golpe fuerte w h i ff / WJf/ olorc i llo, tufi l l o w h i sper / 'wiSp;}/ hablar en voz baJa, susu rrar wi dow / 'wtd;}u/ viuda w i l l i n g / 'wrltl)/ d ispuestola wipe out /warp ' aut/ exterminar

wors h i p / 'wJ:ftp/ idolatra r, a dorar

y yelp

I jelp/ g rita r, c h i l l a r

1 1 27

-

. ·-

Glossary

Functional Language Unit 1

Unit 3

TALKING ABOUT A PICTURE

PERSONAL INTERVIEWS How l o n g have you . . . ? /hau 'Iou hcev ju:/ ( C u a nto

This p i ct u re shows . . .

/ois 'p1ktfd f;:luz/ Esta fotograffa

m u estra . . . , En esta fotograffa se ve . . They seem to b e . . .

/ I t b d 'bi: ocet/ Podrfa ser que . .

l t c o u l d b e that . . . I i magine . . .

/oei 'si:m t;:l bi:/ Parecen ser I estar. . .

/ai 1'mced3m/ l m a g i no . . . , Supongo . .

I ' d say that . . .

/aid 'se1 ocet/ Yo d i rfa que . . .

i t l ooks l i ke . . .

/It 'luks la1k/ pa rece que . .

They ' l l probably . . .

/oeii 'pmbdbli/ Probablemente I Es

p robable que e l los/as . . You ca n te l l that

. . . I ju: kcen ' tel ocet/ S e nota I ve

que . . perhaps

/p;:l'hceps/ q u iza(s), tal vez

I s u ppose . . .

/ai s;:l'p;:luz/ S u pongo q u e . . .

T h i s i s a pict u re of . . .

/o1s

1z

d 'p1kt}d ;}V/ Esta es una

fotograffa de . . You ca n see . . .

I ju: kcen 'si: I Puedes ver. . .

I n the bac kgro u nd, th ere is I there a re . . .

/m O;:l 'bcekgraund oed Iz/ oe;:l aJ En el fondo, hay . . .

tiempo has . . I

H ow often do you . . ? .

frecuencia . . . 7

What do you . . . ? Do you ever . . . ?

/hau 'ofn du: ju:/ L Con que

/ 'wot dd ju: 1 ( Q ue . . . I, L E n q u e . .

/

/du: ju: 'ev;:l/ (Aiguna vez . . . ?

/m jJ: ;:l'pmi;:ln/ En tu o p i n i o n , .

In your o p i n i o n, . . . Have you ever . . . ?

What types of . . . ?

/ hcev ju: 'ev;:l/ (Aiguna vez has

( Normal mente c6mo . . . ?

Do you th i n k . . ?

. .

/wot 'ta1ps ;}V/ ( Q ue ti pos de . . . ?

H ow do you us u a l l y . . . ? .

.

?

/ hau du: ju: 'ju:zu:;:lli/

/du: ju: '81\.)k/ ( C rees que . . . ?

What I Who is your favo u r ite . . ?

/wot/hu: 1z jJ: 'feiv;:lnt/ ( C u a l I Quien es tu . . . favorito/a l Where is your favo u r ite . . . ? /wed 1z jJ: 'feiv;:lnt/ .

L D6nde esta tu . . favorito/a 7

What wo u l d you l i ke to . . ?

/wot wud ju: 'la1k t;:l/

What a re your p l a n s for . . . ?

/wot a: jJ: 'plcenz [;:lj

.

L Que te g u starfa . . . ?

L Que p lanes tienes para . . ? .

Unit 2

Unit 4

REACHING A DECISION N ot rea l ly. /not 'n;:lli/ En real idad no.

COMPARING PICTURES

I had n 't thought of that.

/ ai hcedn t '8:x t ;}V ocet/ No

habfa pensado en eso. you've got a p o i nt

I ju:v got d 'pJmt/ en eso I ahf

tienes raz6n Yo u ' re right.

I jud 'rart/ Tienes raz6 n .

Oh, c o m e o n !

/ ;:lu kAm 'on/ i Venga ya !

That's true, but . . .

/ocets 'tru: bdt/ Eso es cierto I

verdad, pero . . I see what you m ea n .

/ai si: wot ju: 'mi:n/ Veo I

E ntiendo lo que q u ieres decir. A l l right t h e n , let's . . .

/ J:l 'rait oen lets/ De acuerdo

entonces, va mos a .. . O K . So we've decided . . .

/ ad tu: 'simdld brkoz/ Las dos fotograffas son

The two p i ct u res a re s i m i l a r because . . .

piktf;:)z

a:

parecidas porq ue . .

/ ;:l'nAO;:l 8r1J oe;:lv got m kom;:ln 1z/ Otra cosa que tienen en

Another th i n g they've got i n c o m m o n i s . . .

com u n es . . H owever, i n some ways they a re very d ifferent.

/hauev;:l m 'sAm we1z oe1 a: veri difr;:ln t/ S i n embargo, en cierto sentid o s o n muy d iferentes. I wo u l d i m a g i n e that the people in pict u re A . . .

/a! wud I 'm;:ed3m ocet 0 ;:) pi:pl Ill plktf;:l A/ l m a g i n a rfa I D i rfa q u e la gente de la fotograffa A. .

/;:l'nAO;:l difr;:lns Iz/ Otra

Another d iffe rence is . . .

d iferencia es . .

/ ;:lukei S;:lU wi:v di'saidid/

Va le. Asf que I Entonces hemos decid ido . . .

Perso n a l ly, I ' d rather . . .

/ 'pJ:s;:ln;:l!i ard ra:o;:l/

Personalmente, preferi rfa . .

/wail m piktf;:l B Its kwart laikli ocet/ mientras (q ue) en la

w h i l e i n p i ct u re B, it's q u ite l i kely that . . .

fotograffa B es bastante proba ble que . whereas i n pict u re B . . .

/we;:lr;:ez

m

prktf;:l B/ m i e ntras

(que) en la fotograffa B . . . For exa m p l e while

/fd Ig'za:mpl/ Por ejemplo

/wail/ m ientras (q ue)

they both show . . .

m uestran . .

/oei 'b;:lu8 f;:lu/ a m bos/as

Glossary

Unit 6

Un it 5 EXPRESSING AN OPINION In my o p i n ion, . . . /m ma1 ;:J'pmj;m / En mi opinion, I t h i n k that . . .

/ai '8I!Jk oxt/ Pienso I C reo q u e .

If you ask me,

000

ROLE PLAY (SHOPPING) . o o

0 0

/ If ju: 'a:sk mi:/ Para m f (q ue) I E n m i

opinion, . . . I b e l i eve that

1 a g ree that

0 0 .

000

/ai b1' li:v ort

11-ijht.

The C.OI1-Ve.tti.e.�Ue of Livi.V13 i11.. t/tte, c.e11-tre

of tOW11... {1r0t{p 5 - The rec.ret>rtWI1-t'fL be11..efits of li.vi.V�_g i11.. t/tte, c.e11-tre of tOI'v%. (1rot{p C - The d.i.st>rd.Vt>rl1-tqges of li.vi.V�_g i11.. t/tte, c.e11-tre of tOW11...

-

STEP 5: CHECK YOUR WORK • Use the Writer's C h ecklist on this page to improve your work. COIW't:-J1lel1i' to Live. i�-t- the ce.l-1-tre. of toW�-t-. First of Ci!LL, It i.s very c Lwe. people. wko LJ,ds i�-t- the ce.l-1-tre. Cifre. dose. to diffe.re.l-1-t kiMs of

�

Ar Cif res_lilt, it i.s e.Cilsy for them to b!iy wl-ulte.ve.r they wt.Cii Y I�-t- Ci!ddr.tuJ�-t11-e.e.d. �r, they Cilre. Cilble. to 3e.t � �to wt.Cil�-t-y pLCi!Ce.J',

shops.

� MVI.� so tl-ult they CCil�-t- ofte.�-t- wt.Ci111-Cilje. to 3e.t CilrO!iM witlw!it WCil�fi'. � liSe. Cif cCilr,

ji5m: fo r bliSes.

or w

STEP 6: WRITE A FINAL D RAFT • If you are writing by hand: copy you r corrected work neatly onto a clean sheet of paper. • Use a pen and leave a margin on the left-hand side. • M a ke sure you r paragraphs are clearly i n dicated . N OTE You can i n dicate the beg i nning of a paragraph by: 1 . i ndenti ng (moving the first word of the paragraph to the right). 2. skipping a l i n e before beg i n n i n g a n ew paragra p h . Each paragraph begins at the left-hand marg i n . Both styles are correct, b u t b e consistent i n you r writ i n g . T h e i n dented style is preferred for informal letters. WRITER'S CHECKLIST I LAN(jlAA(jE

0Rf.JANI5ATION

CONTENT

0

I or:gCill't-i.se.d. my wo rk Ci!Ccordi� to Cif pLCi!�-t-.

0

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0

My 3rCilmwt.Cilr i.s correct.

0

ECi!ch pCi!rqgrCi!ph 1-uls

o

I bl'::fJCill-1- with Cif s!ii.tCil b le. ope.l't-i.VLJ se.l-1-te.l't-Ce..

0

My word order i.s correct.

0

I pre.se.�-1-te.d. my i.de.Cils de.Cilrly.

0 11-e..

topic.

0

My pCi!rqgmphs Cifre. de.Cilrly iMicCilte.d..

0

My ide.Cils Cilre. i�-t- Cif LojicCi!L order.

0

I liSe.d sliitCilble. co�tors to Lil-1-k my ide.Cils.

I

0

I i11-el!ide.d omy re.le.VCill-1-t ide.Cils.

0

I s!ippo rte.d my ide.Cils with de.tCi!iLs Ci!M exCi!mples (opil't-i.o�-t-, fo r Ci!M CiljCiliVW't essCi!y) .

0

I e.Me.d with Cif S!iLtCilble. dosiVLJ se.l-1-te.l't-Ce..

0

I liSW co �tors to Lil-1-k my ide.Cils.

0

My spe.L li� i.s co rrect.

0

My p!il't-CtliCiltio�-t- i.s co rrect.

0

I liSe.d Cildjecti.ves correctly.

0

I liSW CCi!pitCi!L Le.tte.rs co rrectly.

Writing G u ide

Writing Skills WORD ORDER Word order is very i m po rtant i n English. The usual order is: s u bject + verb + object + additions Note the follow i n g : 1 . If a sentence h a s both a d i rect and a n indi rect object, there are often two possibil ities: I told Sam a joke . ./ I told a j oke to Sam . ./ 2 . Many time expressions can come at the beg i n n ing or the end of the sentence. I n the even ings, we wa l k our dog . ./ We wal k our dog i n the eve n i n g s . ./ 3 . Never separate the verb from its object(s). We can not say: We wal k in the eveni ngs our dog. X 4. Adverbs of manner can come i n several positions, but not between the verb and the object. Quietly, she closed the door. ./ She q u ietly closed the door ./ She closed the door q uietly . ./ She closed � the door. X 5 . Adverbs of frequency come before the main verb. Some can come at the beg i n n i n g and I or t h e e n d o f a sentence as wel l . W e sometimes eat di nner together. ./ Sometimes we eat di n ner together. ./ We eat dinner together sometimes . ./ Never we eat d1nner together. X We n ever eat d inner together. ./ .

S U BJ E CT-VERB AGR E E M ENT The verb is singular or p l u ral, depend i ng on the subject. The o l d woman walks slowly. (si ngular) I The old women walk slowly. (plu ral) N ote the follow i n g : 1 . Sing u l a r n o u n s that refer t o g roups c a n have either s i n g u l a r o r plural verbs. My fam i ly goes I go on tri ps together.

2 . Amounts and quantities usually have singular verbs. Five h u ndred euros is missi ng . 3 . Words l i ke anyone, everybody and nobody have singular verbs. Does anyone want to watch a fi l m ? I thin k everybody i s hungry. Nobody believes you . 4. Most uncountable nouns have got singular verbs. You r hel p was excel lent. The information is very i nteresting . 5 . Some u ncou ntable nouns have got pl ural verbs. The scissors are very sharp !

U S E OF ADJ ECTIVES 1 . Adjectives come before nouns and after certai n verbs. a tall building ./ a bu i l d i n g 19..U X He looks embarrassed ./ .

2 . The adjective form for sing u l a r and p l u ra l nouns is the sa me. a fun n y story I funny stories ./ fu n n i es stories X 3 . Adjectives fol low a specific order: opinio n + size or age + colou r + origi n + materi a l . a beautiful, new g lass table ./ a beautiful glass new table X

CONN ECTORS Connectors are l i nking words which join ideas and show how those ideas are related to one another. David went to medical school because he wanted to be a doctor. (to g ive a reason) He wants to be a good doctor so he studies very hard . (to descri be a resu lt) He spends a lot of time studyi ng, but he sti l l finds time to have f u n . (to express a contrast) They a lso help us to organise our writing and m a ke it easy for the reader to follow. Many people feel that teenagers spend too much time watching TV. First of all, they claim that teens who watch an excessive amount of television do not have enough opportu nities to develop their social skills. In addition, they say that too much time spent i n front of a TV screen prevents teens from getting enough exercise. However, television viewing also has advantages. For example, there a re many programmes on television which can provide teenagers with val uable i nformation in an i nteresting and sti mulating way. As a res u lt, teenagers are exposed to new ideas and can learn many exciting things.

Study the chart of connectors and p h rases below. Purpose m

m

'

m

,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,

to add points on the same topic to express a contrast

m

�

a mples mm m

m•m••••

and I i n addition I f u rthermore I moreover I what's more I besides I a lso I too I as well as

but I however I nevertheless I yet I sti l l I although I even if I even though I i n of I

to describe a cause or reason

because (of) I si nce I due to I as I as a result of I one/another reason for . . . is .

to describe a result

so I therefore I consequently I thus I as a resu l t I as a consequence I for this reason I that is why

to show

to express personal o p i n i ons

i n my opin ion I I (strongly) believe (that) I I think/feel (that) I i n my view I I as I see it it seems to me (that) I '''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''' m

to i ntroduce facts to make

statements

'''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''

I the truth is (that)

to l ist poi nts to g ive examples to introduce opposin g points

on the one h a n d I on the other h a n d I in contrast I contrary to I it can a lso be argued that I but there a re people who (that)

••••· · •· ••·•·························

to show sequence to show time to conclude

1 3 81

first I at fi rst I i n the beg i n n i n g I before I next I then I soon I meanwhile I later I I when I finally I in the end I after that I afterwards I at last I in conclusion I to sum up I in short I all in a l l

Writin g G u id e

WRITIN G A PARAGRAPH A paragraph consists of several sentences about a certain topic. lt has the following parts: 1 . a topic sentence which g ives the main idea of the paragraph 2. supporting sentences wh ich add reasons, deta i l s and exa mples 3 . a concluding sentence which leads on to the next paragraph or summarises the m a i n idea

OPENIN(J

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I would rutlly love. to �ve.

do3. For o� thiVf9, if I �d

"flw"fys je.e.l t�t I �d some.ODY (j i.ves i..-ifO rwu:tti.o Vl lif.M detlif.i.ls

CL05IN(j Closi.11:9 rewu:trks

Dear Sir or Madam,

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In view of the great distress we experienced, I would appreciate a ful l refund of the cost of our stay. I trust that you will deal with this matter promptly and I look forward to your reply. Yours faithfully, Paul Brown

U S E F U L LAN GUAGE Greetings

Opening Remarks

Useful Expressions

Closing Remarks

Signing Off

Dear Sir or Madam,

I am writi ng to complai n about . . .

To make matters worse, . . .

I n view of the . . .

You rs faithfully,

Instead of . . .

I strongly u rge you to . . .

You rs sincerely,

I a m writi ng to express my concern regarding . . .

Dear M r I M rs I Ms . . . , To whom it may concern,

The problem began when . . . I find it u nacceptable that . . . I would like to point out that . . .

I trust that you will . . . I woul d appreciate it if . . . I suggest . . . I look forward to your reply.

AN OPINION E S SAY An opinion essay states a n opinion and tries to convi nce the reader that this opinion is correct. Look at the topic below. Then study the plan and read the model .

TOPIC: Write an opinion essay on a topic con nected to teen d rivers.

PLAN: Adult S upervision for Teen Drivers - Good or Bad? OPENIN(j Pre..sel1i'e1ti.ov. of issue C1M opi.Vci.ov.

�ODY 5puijic ree1sO vtS C1M je1cts to support OpHUOV.

It is well known that teen drivers are often involved i n fatal driving accidents. In order to help deal with this issue, some governments around the world have proposed that new teen drivers should be required to drive with adult supervision for a period of time. While this suggestion may sound l ike a good way to save l ives, in my opinion, i t w i l l not solve the problem. First of all, a person's age doesn't determine their level of responsibility or their driving ability. It's a fact that many accidents have involved experienced adult drivers. Secondly, I believe that the more time a driver spends on the road, the better his or her driving ability will be. By preventing new drivers from driving without adult supervision, new drivers will inevitably gain less driving experience since they will only be able to drive when an adult supervisor is free to accompany them. In short, forcing young drivers to drive with adul t supervision will not reduce the number of teen fatalities. It is only by educating teenagers and adults about the importance of safe driving that we can hope to make a difference.

U S E F U L LAN G UAGE Many people think that . . .

Therefore, . . .

In my opinion, however, . . .

As a result, . . .

I d isagree

lt is clear that . . .

In my view, . . .

I n short, . . .

I bel ieve that . . .

To sum u p, . . .

However, . . .

I n conclusion, . . .

Despite this, . . . First of a l l, . . . Secondly, . . . I n add ition, . . .

1421

·- --'

Writing G u ide

A D E S CRIPTI O N OF AN EVENT A description of a n event g ives a clear i m p ression of what the writer experiences. lt usually includes details of the writer's senses and how the writer felt there . Look at the topic below. Then study the plan and read the mode l .

TOPIC: Write about a fam ily event that you have attended .

PLA N : The Wedding OPENIN(j N&�Wte, l.outtiol-1-, tiWte &�vtd writers opi.i1W1-1- of evw

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80DY Desc.riptio�-1- with WUJre det&�i.Lr I wh&it writer sees, �rs, sWtells, t&�stes

Last week, I went to my cousin's wedding. I hadn't seen my cousin for many years and I didn' t know many of the other guests, so I wasn't expecting to enjoy myself. In the end, I had a great time. When I arrived, the wedding hall was already ful l of people. People were standing around talking excitedly and there was a real buzz in the air. The room was beautifully decorated with flowers and balloons and the sweet smell of the flowers hung in the air. I couldn 't help but fee l excited. It felt a s if something very special was about to happen. Suddenly the musicians began to play. Everyone stopped talking at once and turned to face the door. As the bride entered, many of the guests had tears in their eyes. I felt so moved.

CL05IN(j Covu.l�-tdi.I1!J se.l-1-te.vu.e. &�vtd opi.l-'ti.o�-1-

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U S E F U L LAN G UA G E

Last week . . . When . . . Suddenly . . . I felt . . . I hea rd . . . lt seemed . . . The atmosphere was . . . The crowd I people were . . . lt tu rned out to be . . . All i n a l l , . . . I n the end, . . .

As she walked past in her beautiful white dress, my cousin turned and smiled at me. She looked so happy. I realised that I wouldn 't have missed this occasion for the world !

A NARRATIVE A narrative is a story about a series of events and the people i nvolved i n them . Look at the topic below. Then study the plan and read the model. TOPIC:

Write a na rrative about a m isu nderstanding you once had . PLA N :

Jumping to the Wrong Conclusion OPENIN(g The YIM!i.�-t c./.utrl/fc.te.rs, wMe-re. 1/!M wMe-�-t tMe­ story tl/!ku pll/!c.e.

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Last Saturday I visited my grandmother, who lives on the other side of London. I had not seen her for ages and I was looking forward to eating a piece of her delicious cake. It was a cold day, so I dressed warmly in a hat and scarf. I got onto the train and looked for a place to sit. I walked up and down the aisles for some time until I found an empty seat next to an elderly man who was reading a newspaper. Relieved, I sat down and took out my book. As soon as I had begun reading, I fel t that the man was watching me. I felt very uncomfortable. I wanted to move but there were no empty seats. Finally, the train pulled into Kings Cross station. I rushed off the train, eager to escape the stare of the old man.

E>ODY Eve.vr.ts 1/!M proble.wt.s i.�-t tMe- story, how tMe­ c./.utrl/!c.te.r je.e.Ls 1/!M tri.e.s to solve. problem

I left the station and began walking towards my grandmother's house. After a few moments, I had a strange feeling that someone was fol lowing me. I turned round. To my surprise, the elderly man who had sat next to me on the train was running towards me. I started to run. I coul d hear the man coming up behind me. In a minute he would catch up with me . . .

CL05IN(g The e.ftdi.� of tMe­ sto ry, how tMe­ proble.m i.s resolved

U SEFU L LAN G U AG E

[

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

"Wait ! " he shouted. I stopped. The man stretched out his hand and I could see that he was holding something. "Your hat," he said. "You l eft it on the train." At that moment I realised that I had j umped to the wrong conclusion.

····· ····· .... ......... .... .................. ........... .....

Time Expressions

m ...

m

m

: Connectors of Seq uence

Last weekend I s u m mer I yea r, . . .

at first

as soon as

Two years ago, . . .

before

soon

it was a cold I hot I stormy day . . .

after

suddenly

it a l l began when . . .

next

while

One afternoon . . .

later

during

Fortunately, I U nfortunately, I Lucki ly, . . . To my su rprise, . . .

when

eventually

then

in the end

I

u ntil

mea nwhile

felt . . .

The funny t h i n g is that . . . Before I knew it . . .

Writing G u ide

A SUMMARY A summary provides the reader with the m a i n poi nts of an a rticle in as few words as possible. A summary usually does not include the writer's opinion and it is written i n h i s o r her own words where possible. Look at the topic below. Then read the orig inal article and the model summary. TOPIC:

Write a summary of the a rticle, using 50-70 words.

Baby Einstein DVDs: Educational or Not? Baby Einstein DYDs are specifical l y aimed at babies and toddlers. These popular DYDs feature classical music, and babies seem to love watching them. Not only do the DYDs provide busy parents with a break from having to care for their infant, they are also said to have educational benefits. Yet recent research suggests that these DYDs may not be as beneficial to children as parents may like to believe. In fact, there is evidence to suggest that television viewing between the ages of 1 and 3 could in fact be harmfu l to them. Research at the University of Washington found that babies who had watched baby videos scored about 1 0% lower on language skills than those who had not. In addition, experts have shown that baby videos may also be associated with attention problems later on. They claim that the more television children watch in their early years, the shorter their attention spans later in l ife. The Campaign for a Commercial-Free Childhood is a group which has been fighting baby media companies for some time in an attempt to get them to admit that baby videos are not educational. They clai m that the entire marketing strategy of companies like Baby Einstein is based on false and misleading c laims that the videos are educational. Recently, the B aby Einstein company announced that they would give a ful l refund to anyone who had bought one of the DYDs in the last five years and wished to return it. The campaigners see the recent announcement as an unspoken admission that they did mislead the public and that the DYDs have no educational value. Yet it will be interesting to see how many parents will actually c laim the refund and return the DYDs to the company. Although the videos may not turn their children into geniuses, as they might have hoped, they continue to keep them occupied and stimulated, without the need for parental involvement. That may well be something that parents are not willing to give up.

DYDs designed specifically for babies and toddlers are very popular. Yet recent research has suggested that they may i n fact be harmful to children's development. In view of these findings, a recent campaign has accused media companies of deliberately misleading parents by implying that these products have educational value. Consequently, the Baby Einstein company has agreed to give a refund to parents wishing to return the DYDs, although it is uncertain how many parents will accept their offer.

lf'U.Ludu o�y i.mport(!fvtl i.Mjo rwt(!fti.o �-t 0 1'3(ifvWed i.vtlo o 11.e c.ohesi.ve p(!fr(!f_Jr(!fph TIP:

Leave out less i m portant examples and deta ils. Shorten or combine sentences and try to use your own words. U S E F U L LANG UAGE Being Concise

Apparently, .. .

Finally, .. .

If

C learly, . . .

Consequently, . . .

I n short, . . .

Presently, . . .

although

J

A CURRI CULUM VITAE When applying for a job, you w i l l often have to s u p p ly the em ploye r with yo u r perso n a l deta i ls, as well as you r ed ucatio n a l q u a l ifications a n d work experience. Be low i s a n exa m p l e of a CV which ca n be used as a model for you r own .

PERSONAL INFORMATION Name Address Telephone no. E-mail Nationality Da te of birth

Ana Rodrfguez Val lejo Cl Salvador de Madariaga, 5, 3°-C, Madrid 635423 1 79 anarodvallej o @ hotmail .com Spanish 8th April , 1 992

WORK EXPERIENCE Da tes Name o f employer Occupa tion or position held Main activities and responsibilities

2008-20 1 0 Hard Rock Cafe Waitress (part-time) Preparation and service of food, wine and beverages

EDUCATION AND TRAINING Da tes Name of school Principal subjects covered Title of qualifica tion awarded

2008-20 1 0 IES Juan De La Cierva English l anguage, history, literature Secondary School Graduate - B achillerato

PERSONAL SKILLS AND ABILITIES LANG UAG ES Mother tongue Other languages

Spanish English (good level written and spoken) French (fluent)

COMPUTER S K I LLS General Graphics or multimedia Programming

OTH E R SKI LLS AND ExPERIE NCE D RIVI NG LICENCE

M icrosoft Word, Excel, PowerPoint Photoshop, InDesign Visual B asic 2007-2009: school theatre group Licence for 1 25cc motorbike

QUIZ ANSWERS Unit 3, page 3 3 1 .c 2.a 3.c 4.b

S.a

6.a

7.b

8.b

7-8 correct answers:

You know q u ite a lot about computers. Keep up the good work, but remember: there is l ife beyond the computer screen . Maybe do some sport as wel l ! 4-6 correct answers: You use a computer, but it's not the centre of you r l ife. You 've found a good balance, but pay attention to what's going on in the computer wor l d . Tech nology can be useful ! 0-3 correct a n swers: You obviously have other interests besides computers. That's g reat, but try to keep up with the

ti mes. Remember - this is the 2 1 st century l

Unit 4,

page

45

1 . False. Red , because it signals danger, actua l ly makes people more awa re a n d alert. 2 . True. Special cel ls in the nose respond to chem ical signals g iven by other people who feel danger. 3 . True. Touch sti m u lates the b ra i n to produce endorphins, which are the hormones that i n h i bit pa i n . 4 . True . O u r sense o f balance i s centred i n our ears, but we rely on o u r sense o f vision for balance as wel l . Try i t ! 5 . False. Wom e n 's sense o f s m e l l and taste is more sensitive than m e n 's . 6 . True . There is a n a rea on t h e retina that does n o t respond t o l i g h t . An image that falls on that area w i l l not be seen . Try this test:

+

•

Hold the i mage a bout 50 centi m etres away. C lose your right eye, With you r left eye, look at the + Slowly bring the i mage closer while looking at the +. At a certa i n d istance, the dot will d isappear ! This i s when it fa l l s on the b l i n d spot. 7. False. People who suffer from a rare genetic d isease cal led C I PA a re unable to feel pa i n . 8. True. People with a cond ition ca lled synesthesia m i x together senses which are normally separate. 9 . False. The seashell captures the noise a ro u n d you, which resonates in the shel l .

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1 47

VIEWPOINTS fo r by Elizabeth G rant and Kevin Payne

B a c h i l l e rato 2

B u rlington Books P. O . Box 544 1 1 372 1 Limassol Cyprus B u rlington Books is an i mprint of Danos Books Ltd . Material C u rricular para Bac h i l lerato, curso segundo, a rea de lenguas extranjeras: ingles, registrado en todas las Comunidades Aut6nomas que tienen com petencias en materia educativa y que asf lo requ iere n . Acknow l ed g e m e nts:

The publisher g ratefu l ly acknowledges the follow i n g for perm ission to use copyright materi a l : " So You Want t o Be a Rock ' n ' R o l l Sta r " (page 9) - Words a n d m usic b y J i m McG u i n n and C h ris H i l l ma n © T R O Essex M usic Lim ited . Edici6n a utorizada a TRO M usica Espana S . L . ; " ( at's in the C ra d l e " (page 57) - Words and music by Ha rry C ha p i n anc Sandy C ha p i n © Story Songs, Ltd (ASCAP). All rig hts a d m i n istered by WB Music Corp. Used by permission; Extracts from " Th E Kite Runner" (page 59) - by K haled Hossei n i © 2003 by Kha led Hosse i n i . Used by permission of Riverhead Books, a n i m print c Pen g u i n G roup (USA) Inc. The publisher g ratefu lly acknowledges the followi n g for providing p h otographs: Cover M . C . Escher Company; Alamy: page 2 4 , 3 5 (Google Street View car), 69 (Apple), 7 3 , 76; AP: page 69 (Nike, Sony Ericsson New Balance, McDonalds), 74 (All Star sneaker); ASAP/Rex Features: pages 1 2 (M ichael Jackson), 1 3 (Paris H i lton), 1 6 (Susan BoyiE 1 7 (Sylvester Stallone), 28 (chickens), 69 (Cha nel); Cartoon Stock: page 2 1 (cartoons 2 and 3 ) ; Everett Collection: pages 58, 59, 6C (The Kite Run ner); Facebook.com: page 40 (Facebook page); Freeimages.co . u k : page 2 1 (leaf); Getty l mages/Photodisc: pages 23 (ocea n), 35 (two small street scenes), 49 (garlic), 78 (phone, hamper and kettle), 1 0 1 (cafe pictu res), 1 3 5 ; Green peace Org: page 27; Image Bank!Getty I mages: page 1 7 (queue), 51 (John Cage and M i ke Batt), 62 (the B rowns); Mark Pa risi : page 2 1 (cartoon 1 ) ; Matt Harding: page 1 6; M IT Media Lab: page 3 7 ; Myspace.com: page 40 (Myspace page); Neil Boorm a n : page 7 1 ; Photos.com I J u p iter I mages: pages 44 (both teens), 49 (ice cream), 98, 1 0 1 (market); Reuters page 93; Shutterstock: pages 5, 6, 7, 8, 9, 1 0, 1 1 , 1 4, 1 5 (money), 1 7 (festival), 1 8 (fi l m strip), 20, 2 1 (leaf texture), 2 2 , 24 ( H u m boldt squ id), 25 (4x4), 28 (deforestation), 3 1 , 3 2 (whiteboards), 3 3 , 34, 4 1 (icon), 42, 44 (podi u ms), 45, 46, 47, 48, 52, 5 3 (all but bottom right), 54, 57, 59 (kites), 60 (footbal and grass), 6 1 , 62 (piano keys), 64, 6 5 , 66, 69 (shelves and barcodes), 7 1 (flames), 7 2 , 74 (orange sneaker), 7 5 , 7 7 , 78 (all but phone, hamper and kettle), 80, 9 1 , 92, 94, 95, 96, 1 0 1 (top left); Wikimedia Commons/Taty 2007: page 1 2 ( Michael Jackson Star Wikipedia.org: page 39 Agradecimientos: • •

a l profesor J u a n M a n u e l R u b i o Santana - Colegio Portace l i (Jesu itas), Sevi lla - por su val iosa labor como asesor de este p royecto a Ios s i g u i entes profesores por su colaboraci6n al revisar y p i l ota r Ios materiales de n uestro curso: Crist i na H o l m IES J a u m e Balmes, B a rcelona; M • A n g e l e s L6pez M a rt i n ; M • Crist i n a G u errero G a rcfa; Pedro Pa b l o H e rra n Perez Colegio Sagrado C oraz6n de Vitoria, Vitoria; N u r i a Vivas R i po l l es C o l · legi Leston nac, Barcelona; Jose A ngel G a rcfa B a rq u i n HH C o razonistas, Zaragoza; A ngela S i les S u a rez IES Prado Santo Domi ngo, Alcorc6n (Mad rid)

This series is compatible with the recommendatio ns, g u ideli nes and objectives of the Common E u ropean Framewor of Reference for La ng uages.

STU D E NTS S H O U LD N OTE THAT TH EY M U ST N OT W R ITE IN TH I S B O O K.

The publisher has made every effort to contact the owners of copyright material which appears in this book, and will be p leased to hear from any copyright holder who could not be located . All rig hts reserved by the p u b l isher. No part of this publ ication may be reproduced, stored in a retrieval system or transmitted in a ny form or by any means - electron ic, mechanica l , photocopying or otherwise - without perm ission in writing from the p u b l isher. ISBN 978-9963-47-975-7 Copyrig ht © 2 0 1 0 Burl ington Books 1 0 09 08 07 06 0 5 04 03 02 0 1 19

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