W O R K B O O K

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Contents
page
To the Student
Organising Your Learning: Introduction
1 UNIT 1 Learning and teaching English
6 O rganising Your Learning: Dictionaries
7 UNIT 2 The family
12 O rganising Your Learning: Vocabulary
13 O rganising Your Learning: Grammar
15 UNIT 3 Prejudice
20 O rganising Your Learning: Speaking (1)
21 UNIT 4 Entertainment going out
26 O rganising Your Learning: W riting
27 UNIT 5 The Third World
32 O rganising Your Learning: R eading (1)
33 UNIT 6 Health and medicine
38 O rganising Your Learning: Speaking (2)
39 UNIT 7 Crime and law enforcement
44 O rganising Your Learning: Listening
45 UNIT 8 Political ideas
50 O rganising Your Learning: R eading (2)
51 UNIT 9 Animals
56 UNIT 10 Unusual beliefs, the occult
61 UNIT 11 Environmental problems
66 UNIT 12 Motoring, cars
71 UNIT 13 Travel, holidays
77 Answer key
To the Student
This W orkbook has four main aims:
to develop the suggestions made in your
Coursebook about organising your learning
to offer further practice of the language presented
in your Coursebook
to introduce and practise related vocabulary and
grammar points
to provide further work on writing, pronunciation,
and register
The exercises can be done in class or as set homework,
and a key is provided so that you can correct for
yourself any exercise which you do on your own.
Organising Your Learning:
Introduction
1 Why go on studying English?
Your English is fairly good now. Most likely you
manage quite well when you speak and hear it. So
why do you want to go on studying? Look at the
reasons for advanced English study below. W hich of
them are true for you? Are there any other reasons not
mentioned here?
pure interest in the language, and the culture(s)
associated with it
a specific need to use English well in a particular
situation
a long-term need for English in your work
a desire to speak English as the 'international
language'
a need for English in your studies
to pass an EFL exam (why?)
2 What are your strengths in English?
All learners are better at some things than others in
English. Grade your own performance on the skills
below, using the following:
VG: very good G: good QG quite good
NVG: not very good
expanding your passive vocabulary (what you
understand)
activating your passive vocabulary (using it)
using grammatically correct English: in writing
and speaking
using an appropriate register, or style of English,
depending on the situation
speaking with little accent
speaking fluently, with little hesitation
writing
understanding what you hear
understanding what you read
3 What are your priorities?
Bearing in mind the needs you considered in
exercise 1 and your strengths and weaknesses, what do
you most need to work on in your English?
4 Studying alone or in a group
No course or language class can entirely reflect your
personal priorities, so it is essential to organise your
own learning outside the classroom.
Note the advantages of studying in class or working on
your English outside class time.
in class
outside
5 Organising work outside the classroom
The Organising Your Learning units in this W orkbook
and in your Coursebook provide suggestions and
demonstration activities for working on your English
outside the classroom. These range from fluency
activities, to file management, to ways of making the
most of your dictionary. You may well have other
ideas of your own. W hatever shape your self-directed
learning takes, the following basic rules are important:
set aside a regular, realistic time for study or
activities, and plan what you will do
keep a record, even a simple one, of what you
have done
always be aware of the purpose of what you can do,
and how this relates to what you want to achieve
Good luck and enjoyable learning!
UNIT
Learning and teaching English
be used to doing
1 The sentences below are marked to show
sentence stress. For example, in a evening is
stressed, in b used is stressed. Say the sentences to
yourself, stressing the correct syllable.
a I'm used to eating late in the 'evening.
b I'm 'used to teaching individual students.
c They're'used to working in groups.
d They're used to 'cold weather.
e I'm used to teaching individual 'students.
f She's 'used to risking her life.
g I'm 'used to eating late in the evening.
h They're used to lying in 'bed all morning.
i They're 'used to cold weather.
j She's 'used to the sight of blood.
k I'm 'used to driving long distances without rest.
1 They're used to working in 'groups
m She's 'used to getting up early.
n She's used to risking her'life.
2 Match each sentence below with a sentence in
exercise 1.
Example:
8 W e didn't get to the restaurant till I lpm
t
but that
was OK.
g I'm 'used to eating late in the evening.
1 She won't mind starting work at 6am.
2 Paris to Athens in three days should be no
problem-
3 The students find all this individual work a bit
dull.
4 She won't worry about being sent off to cover the
war.
5 Penguins find summers in the zoo a bit
uncomfortable.
6 The students work together really efficiently.
7 W orking in an office will seem rather dull and
safe, I expect.
8 W e didn't get to the restaurant till 1 lpm, but that
was OK.
9 They won't like getting up at dawn in the army!
10 She won't be shocked, working in the casualty
department.
11 Penguins don't mind the English winter a bit!
12 No problem, I've given a lot of private lessons.
13 These early suppers in England are really strange.
14 I'm not sure about teaching such a big group.
Check on page 77.
1
UNIT 1
Language register: not... any more and no longer
to speak of changes
3 Sentences A and B below talk about the same
change of situation, but B is more formal.
A: Bob Smith doesn't workhere anymore.
B : Mr Smith is no longer employed by the company.
Convert the following sentences in the same way,
using the words in brackets. Do not change the
form of the words. The first is done for you.
a Alice doesn't live here any more, (resides, address)
Alice no longer resldee at this address.
b He doesn't respect what his parents believe in any
more, (respect, beliefs)
c W e don't mind them being here any more,
(objection, presence)
d I'm not interested in all that any more,
(interest, that matter)
e He doesn't want to go on living any more,
(desire, continue)
f There's no reason why he should feel that way any
more, (reason for, him, such an attitude)
g I'm not going to take the job any more,
(intention, the position)
h People aren't hopeful any more that they can sort
out the crisis without a war. (there, hope, crisis,
resolved peacefully)
i This structure isn't difficult for me any more,
(presents, difficulties)
Check on page 77.
2
Emphasis: neutral and strong adjectives
4 At twelve points in the dialogue below, adverbs
qualify adjectives. Sometimes the adverbs and
adjectives don't match, because one of them is too
strong or too weak. In. these cases, replace one of
the words, and write the new combination below.
W here adverbs and adjectives do match, write O K
below. The first two are done for you.
A: Gosh, mother, I'm 1 absolutely exhausted, aren't
you? I can't remember the last time I walked so far.
It really is 2 fairly amazing how difficult it is to get
a bus whenever it snows.
B : Amazing? I should say it is 3 utterly deplorable.
4 Absolutely annoying, in fact. The bus company
should do something about it. It is 5 fairly
incredible that elderly people should have to walk
in ice and snow in such weather.
A: Young people, too! W hat about me? I'm
6 absolutely freezing!
B : Take that poor old lady over there, for example.
She looks 7 absolutely scared that she's going to slip
up and fall down.
A: Still, I must say I'm 8 utterly pleased we went
shopping today. If we hadn't we would probably
never have found Dad's present. I bet he'll be
9 extremely delighted with it. All right, I know you
found it a 10 rather strange colour, but I think it's
nice.
B : It is not strange, dear, it is 11 absolutely ugly. And I
can't imagine your father in a hat, anyway. He'll
look 12 very ridiculous, I'm sure.
A: W el l , as long as it keeps his head warm, I'll be
happy.
1 OK
2 absolutely I utterly amazing
3
4
5
6
7
8
UNIT 1
9
10
11
12
5 Fill in each gap in the following dialogues with an
adverb + adjective combination.
a Dinner guest: Mmm, this pie is
Modest hostess: Thank you, yes, it is
isn't it? It's my own recipe, you know.
b A: You really must see the new Mel Brookes'
comedy. It's __ !
B : I'm not a Mel Brookes fan really. I mean, he's
, I suppose, but he doesn't make
me laugh much, I must say.
c A: Look, listen to me, it is that
this letter is posted today.
B : O h come on, calm down, I know it's
that they should know soon, but it's not
that urgent, surely?
Check on page 77.
Emphasis: adjective collocations
6 Adjectives like exhausted are quite strong on their
own. However, some 'neutral' adjectives, like tired
can combine with other words to make strong,
emphatic combinations, or 'collocations'.
Using your dictionary, match words on the left
with words on the right to form collocations.
Some left-hand words can be used more than once.
wide tired
stone asleep
blind stiff
raving right
fast awake
bored slow
filthy cold
dead rich
mad
deaf
drunk
Check on page 77.
7 Fill the gaps with expressions from exercise 6.
a Dinner's on the table, come and eat or your food
will be, _________________ .
b The children were ,and within
minutes of going to bed they were.
I couldn't sleep though, no matter how hard I
tried. I stayed.
c 'O h yes, they're , they've got a
house in the Bahamas, a flat in Paris, and a castle
in Scotland. That's where they keep Uncle Angus
locked up, by the way.'
'W hy? Is he a bit strange?'
'Strange? is more like it!'
d I agree with him entirely, he's -
e W hat a tedious film; I was from
beginning to end.
Check on page 77.
3
UNIT 1
Emphasis: similes
8 Similes with an adjective or a verb like stubborn as
a mule and She works like a slave can also he used
for emphasis.
Each picture can combine with one of the words
below to make a simile. Match the pictures and
words and write the simile beneath each picture.
quiet light blind smoke eat pretty
drink (alcohol) old clean sleep
Check on page 77.
4
Emphasis: strong verbs
9 As with adjectives, some verbs are stronger than
others. For example, she's struggling to understand
is stronger than she's trying to understand.
Using your dictionary, replace each verb in italics
with a more emphatic verb from the list.
The first is done for you.
a The car left the road on a sharp bend and feU into
the sea. plunged
b The drawer was jammed shut but he managed to
pull it open.
c The thieves took her bag and ran off with it.
d I absolutely dislike that man.
e She threw her glass at the wal l . . .
f . . . , where it broke into a thousand pieces.
g W e searched the country, and finally found the
sort of house we were looking for.
h He asked her to forgive him, but she refused to.
i He pushed me out of the way in his hurry.
j The kite rose into the air as the wind caught it.
k The police suddenly came i n , . . .
1 . . . hurried up the stairs....
m . .. and began knocking on the door.
n I promise I'll never do it again.
o Don't give up, Pm sure they'll find her soon.
p Don' t look at the man just because he looks a bit
strange!
q He walked in, very annoyed, and asked to see the
manager.
r Unfortunately it poured with rain, which spoilt the
picnic.
hurl grab hammer burst wrench race soar
shatter stare shove swear demand loathe
beg scour despair ruin
Check on page 77.
Explaining purpose and function
10 Complete the sentences in your own words
using one of the following forms: infinitive
in order to so that for (people) to (do) for doing
a Some teachers ask their students to work in groups
they can talk freely.
b Some teachers ask their students to work in groups
opportunity to talk freely.
c A language lab is good _____ pronunciation.
d O ur school has a language lab we can
practise our pronunciation,
e I go to the language lab practise my
pronunciation.
f Phonemic script is how words are
pronounced.
g Phonemic script is used see how words are
pronounced.
h Dictionaries print words in phonemic script
. students how words are pronounced.
i She writes words up on the blackboard her
students can see how they are spelt.
j She writes words up on the blackboard
show how they are spelt.
k It's useful to have dictionaries in the classroom
look words up in.
1 Make sure your written work is as good as you can
make it your teacher can see where you
really have problems.
Check on page 77.
UNIT 1
Adding information and explaining purpose
11 Each sentence below makes two recommendations.
Rewrite the sentence using the expression in
brackets, and add a clause of purpose with so that
or in order to. The first has been done for you.
a A good language course should not only teach
students the language, but also help them to
develop their own best way of learning.
(apart from) (purpose: students can study effectively
outside the classroom)
Apart from teaching students the language, a good _
language course should help them to develop their own
best way of learning, so that they can study
effectively outside the classroom?
b Apart from participating in classroom work, a
good language student will work independently
outside class time.
(not only.. .but also) (purpose: to achieve her own
learning objectives)
c A good language school will not only support its
teachers with efficient teaching materials, but also
pay them for preparation time.
(apart from) (purpose: the teachers can present an
organised programme of work)
d Apart from working hard in the classroom, a good
language teacher will spend time on lesson
preparation.
(not only) (purpose: to be able to present an organised
programme of work)
Check on page 77. 5
Organising Your Learning:
Dictionaries
Choosing and exploring a dictionary
Bilingual dictionaries are useful when you know what
you want to say, but don't know the word in English.
However, they can also lead you astray, if you use an
English word as if it meant the same as its 'equivalent'
in your own language in every context.
A monolingual learner's dictionary avoids this
problem, and will tell you more about usage.
It is worth spending some time finding out what
information a dictionary can offer you, especially if
you are deciding which one to buy.
1 Compare two or three learner's dictionaries (the
introductions and contents lists as well as the
entries). Do they contain the following?
words included specifically because they are
common in modern English
clearly laid out entries, so that meanings,
derivatives (e.g. childhood, childish), idioms,
compounds and phrasal verbs are easy to find
explanations in easy-to-understand English
helpful example sentences
information about grammar, pronunciation, style
(formality/informality), US/B ritish differences
separate sections on grammar, punctuation,
prefixes and suffixes, important abbreviations,
Christian names, place names, nationalities,
measurements, abbreviations
2 Clear layout is especially important with very long
entries, which may contain several meanings, plus
phrases, compounds, and phrasal verbs.
a Look up the following words as they are used in
the sentence contexts. If you can, use two
dictionaries. W hich one is quicker?
1 He looks as if he's high on something.
2 He was speaking in such a high voice.
3 W e're low on sugar.
4 I thought he was looking a bit low.
b Look up the following, comparing dictionaries
again if possible.
1 She's lying low at the moment, (phrase)
2 I feel like a Chinese takeaway, (compound)
3 He took to her straight away, (phrasal verb)
6
3 How words are pronounced should be made clear
by your dictionary. It should include a table,
showing all the sounds in phonemic script, with
examples. A good idea is to record your teacher
saying the example words, so that you can listen to
them from time to time.
4 Using your dictionary, match the following words
with their phonemic transcriptions on the right.
a longingly
b yawning
c flame-thrower
d jumbled
e lotion
f chocolate
g fearless
h frightful
Check on page 77.
5 W ord stress will also be shown by a good dictionary.
Mark what you think is the stressed syllable in
each word below. Check in your dictionary, then
practise saying the words correctly.
a operation b potential c particular d automobile
e knuckle f coincidence g delicacy
h kaleidoscope i quantitative j psychosomatic
6 Most sounds can be written in different ways in
English (e.g. /su/ in low, alone, loan). If such a
sound is at the beginning of a word you hear and
want to look up, try to guess the probable spelling,
and keep looking until you find your word.
W rite out the phonemic transcriptions below in
normal script. To check your answers, look them
up in your dictionary. If you don't find the word,
try a different spelling. As a last resort, check on
page 77.
wish + past simple
/
past perfect, or would
1 Convert the infinitives in brackets to the correct
tense, or could + infinitive..
' O h, Mummy, I wish I (1 tell _______ ) you
how horrible he is. If I ( 2 know _____ )
what he was like, I (3 never start
) going out with him. O h, it's all gone
wrong, I wish I (4 be ) dead!'
Don' t talk such nonsense! So now you wish you
(5 never meet ) him, do you?
Yesterday you were in love. You said if you (6 not go
) to the disco with him, you (7 not go
) with anyone. Now you're wishing
you {8 never be born
_____ ). I wish I (9 keep up with
) you, you change too quickly for me.
All right, what's so bad about him, then?
'He's horrible. He laughed at me. Everything (10
be ) alright if only he {11 not
laugh ) at me. 1 wish 1(12 never buy
) the stupid dress.'
'He laughed at you in your new dress? Is that all?
O h well, in that case . . . '
'O h, Mummy, I wish you (13 take )
me seriously! I wish 1 {14 never mention
) it to you!'
Check on page 77.
Wish + would with clauses of purpose
2 Change each sentence below into a wish + would
sentence, including a so clause to explain purpose.
The first has been done for you.
a You don't understand what you're supposed to be
doing, because you don't listen properly.
I wish you would listen properly, so you would
understand what you were supposed to be doing
7
UNIT 2
b You always make such a mess because you don't
take enough care.
I wish
c W e can't get any sleep because of the noise you're
making.
I wish
d W e can't go to bed yet, not till they go home.
I wish
e I can't get any work done with you talking all the
time.
I wish
f Because you won't make up your mind, I can't
book the tickets.
I wish ____________________________________
g He never fixes the car, so I have to take the bus to
work.
I wish ___________________________________
h Behave yourselves, you kids, I can't hear the
television!
I wish________________________________
Check on page 78.
Wish + past perfect with third conditional
3 For each sentence below, write a wish + had
sentence, followed by a clause of reason with a
shortened third conditional. The first one has
been done for you.
a You didn't tell me, so I couldn't help.
I wish you'd told me; I could have helped if you had.
b W e spent a lot, so we can't take a taxi home.
I wish
c You didn't tell me you were coming, so I didn't
cook anything nice for dinner.
I wish
d I couldn't go to university, because I didn't study
hard at school.
I wish____________________________________
8
e I couldn't get a good job, because I didn't go to
university.
I wish____________________________________
f W e didn't know she could babysit, so we had to
stay in.
I wish ____________________________________
Check on page 78.
Wish + would or it's high time...
4 Wish + would can express impatient
recommendation. It's time + past tense does this
more forcefully. It's high time is even more forceful.
Example:
I wish you would make up your mind.
It's high time you made up your mind!
This can't he done when wish + would doesn't
express impatience.
Example:
I wish you would come to the party.
It's high time you came to the party. (W rong)
R ecommending a change of habit, we usually add
the verb to start.
Example:
I wish you would listen more carefully.
It's time you started listening more carefully!
Below, which wish + would sentences could be
replaced with a forceful It's time sentence? W rite
out the new sentences.
a 1 wish the government would tackle inflation.
b I wish you would do some homework!
c I wish it would stop raining.
d I wish you would be a little more patient.
e I wish you children would go to bed.
f I wish they would put a stop to all these strikes.
g I wish you would try this cheese, it's good.
h I wish you would be a bit more punctual.
i I wish you would grow up and act responsibly.
j I wish you would explain tilings carefully Dad!
Check on page 78.
UNIT 2
Second, third and mixed conditional sentences
5 W rite second, third or mixed conditional
sentences based on the following prompts.
a I'm sure he's rich; he bought that new car, didn't
he?
If __________________________
b I'm such a fool; that's why I didn't leave him long
ago.
If_
c I lost my address book, so I can't ring them up.
If ________
d This government doesn't know what it's doing; it's
increased interest rates!
If______________________________________
e Tilings are bad for business because interest rates
went up.
Things
f My marriage broke up because I was made
redundant.
My
g Nobody will give him a job because he hasn't got
a fixed address.
Perhaps s o m e b o d y _
h He can't save any money because he hasn't got a
job.
If
i He can't rent a place to live because he hasn't got
any money.
If_____________________________________
j He's in this mess because he came to London.
He_____________________________________
Check on page 78.
Word stress and vowel reduction
6 Four-syllable words can be stressed in one of the
following ways. The big dot shows the syllable
which carries the primary stress.
Say the words to yourself. W hich of the stress-
patterns do you think is/are the most common in
English?
W ords in column 5 look like four-syllable words,
but in normal speech one of the syllables is so
reduced that it disappears. Using your dictionary,
sort the words listed below into the 5 columns.
1 2 3
figurative fortuitous outmanoeuvre
4 5
oversubscribed secondary
satisfying secretary literary sentimental
nevertheless hesitation schizophrenia formidable
subsidiary underexposed extravagant reasonable
saturated notwithstanding preservative impossible
impractical unrestricted insensitive
disenchantment disotderly polytechnic
Check on page 78-
W ere you right about the most common stress patterns?
Phrasal verbs
7 Replace the words in italic with one of the phrasal
verbs in Section E of your Coursebook.
a How do you relate to your parents?
b The marketing manager proposed some very
interesting ideas.
c Look, I'm counting on you for this lift tomorrow,
so don't disappoint me, please!
d Her son has the same personality as her.
e I used to like honey, but I have stopped liking it.
9
UNIT 2
f Most criminals escape punishment for their crimes.
g I really had to reprimand her this morning.
h Can you share books today? There aren't enough
for everyone to have one.
a e
b f
c _________________ g
d h
Check on page 78.
8 Fill the gaps with a phrasal verb from Section E.
a The Ferrari had tyre problems, and
the Maclaren.
b After a tyre change, however, it soon
it again.
c Look that's enough! I am not going to
you talking to your mother like that!
d He's still very strange, I don't think he's
. the shock of it yet.
e 'There's no water.' 'W e'll just have to
baths, then.'
f I can't stand winter. I'm already
spring to arrive,
g I can't explain everything. You'll learn more if you
it _____ for yourself.
h Many big companies their
executives remaining single, preferring them to
marry.
Check on page 78.
10
9 Below are the root verbs from four phrasal verbs.
Beside each there are two or three meanings. Look
up each root verb in your dictionary and find a
phrasal verb for each of the meanings. W rite the
particle or particles on the line after the root verb.
a Grow slowly become more enjoyable or
attractive to (someone)
become more grown up and stop
doing (something)
b Fall quarrel (with someone)
become strongly attracted to
someone
laugh almost uncontrollably
c Catch understand (something), or
realise something is happening
catch someone making a mistake,
or trick them into making one
d Get _____ cause something to be understood;
make people understand
avoid a law, or difficulty, or
restriction
be successful and make progress
in your life and career
Check on page 78.
10 Use one of the phrasal verbs you discovered in
exercise 9 to complete each sentence below.
a She's very ambitious, you know, really keen to
b Jack and Jill have , I think. I
haven't seen them together for a long while.
c Grammar exercises should try to help students,
not them_______ ,
d It's a funny-tasting wine at first, but I think you'll
find it you.
UNIT 2
Professional people earn a lot. Put on the other hand
they have to work hard for their money. Take the case
of GFs, for example. Taking Into account their morning
and afternoon surgeries, and their visiting rounds,
they work far longer days than most people.
b developing countries/capacity/create wealth/but
crippled/debt
Brazil
largest/economies/world/but/huge export
earnings/used/pay/interest/foreign debt
c apparently/difficult/reasonably-priced
accommodation/London/short notice
German students/letter/London/Unit 1
having/ Euston station/1 lpm/still/found/place/
stay/half-an-hour's/Yellow Pages
d European young people/tending/stay/home/
have/easy life/instead/own
German law student/The stay at home kids
four-room apartment/yet/cook/,/mother/washes/
clothes/him
11
e The children had been missing school secretly for
days before their parents
what was happening.
f I used to like pop music, but I've
it now.
g You should have seen how ridiculous he looked;
we just _____ when he came in.
h It was love at first sight. They
each other the day they met.
i To teach grammar, it's not enough to understand
it; somehow you've got to it to
your students as well.
j W ell, there are certain regulations, but I'm sure
you can them with the help of a
good accountant.
Check on page 78.
Supporting a statement: guided writing
11 Below are four sets of information. Each set
comprises:
a generalisation
an example
supporting information
W rite sentences using the examples and
supporting information to support the
generalisations. Use two or three sentences as
necessary. The first one has been done for you.
a professional people earn a lot/but/hand/work
hard/their money
GPs
taking/account morning and evening surgeries/
doing their rounds/work far longer day/most
people
Organising Your Learning:
Vocabulary
Teaching yourself vocabulary
The vocabulary sections in your Coursebook aim to
teach you new words and expressions, and exposure to
English will expand your passive vocabulary.
However, continuously expanding your active
vocabulary is something you will probably have to
work on yourself by a process of conscious learning.
This section will give you some ideas.
1 Sources of new vocabulary
If you are studying in B ritain, you are surrounded by
English. However, your long-term learning will most
likely be done in your own country. W hich of the
following sources of new vocabulary are available to
you there?
books newspapers magazines
English-language videos BBC W orld Service
radio English-language TV programmes
native speakers other proficient speakers of English
songs
W hich do you actively use for expanding your
vocabulary? W hat are the advantages of each?
2 Selecting vocabulary to learn
Criteria for choosing items to learn are very personal,
but it seems to be true that choosing words for
ourselves makes them easier to learn. Try to pick up a
few items whenever you read or listen to English.
3 Recording vocabulary
A proper file (or small 'Filofax') is best for storing
vocabulary, because pages can be added where you like
or thrown away when they are no longer needed.
Items can be recorded with all or any of the following:
a translation (but be careful, as with bilingual
dictionaries!)
an explanation (not too long)
a phonemic transcription (if the pronunciation is
tricky)
an example sentence, making the meaning and
features of form clear (e.g. Prevent he didn't want to
stay, but I prevented him from leaving) How do you
record the items you collect?
12
A single word-list will soon become too long to work
on and review. Instead, open a variety of smaller lists,
according to, for example, topic (e.g. rock music,
sport, finance, winter) the type of item (e.g.
compounds like landscape, landlord, landmark) items
having a common aspect of meaning (e.g. gasp, stare,
amazing, beyond belief)
Lists like these are more effective because:
items on short lists are more prominent
items on meaningful lists are linked, and
remembered together
reviewing can be more methodical
a topic list with very few items shows there is a gap
in your knowledge
in deciding where to list a new item you think
more about its rneaning(s)
when reviewing, you can have ideas for new lists,
and duplicate or transfer existing items to them. In
doing this, you think again about the meaning of
items, and consolidate your learning. The bubble
puzzle opposite shows how this can work.
Bubble puzzle
The bubbles opposite contain eight lists. The word
overthrow is common to bubbles B, C and D, so it
appears on all three lists. The bubbles are linked in a
chain by other words which are common to more than
one list. For example, bubbles F and G are linked by
to fall for someone.
Place the vocabulary items given in the correct
bubbles. Items linking bubbles will appear on each list,
in positions shown by the arrows.
a throwback to fall ill fiance overdraft
to break up poll to throw out to pay off
overcoat nuclear waste to overturn
to fall to pieces rate of interest fiasco
constituency bizarre budget deficit
to overtake MP fall-out to fancy
power station
Check on page 79.
b New lists are suggested by several of the items in
the bubbles. W hat lists might include the
following?
MP to fall ill H-bomb overtake overcoat
Check on page 79.
4 Reviewing, retention and consolidation
Make a regular time for reviewing your word-store,
and exchange ideas with other learners. Below are
some suggestions.
Arrange your lists with the words in one column,
and the definitions etc in another. Cover each
column in turn and test yourself on what is in the
other.
W rite problem items on a separate list, and give
this special attention.
Put problem items on cards with the item on the
back and an example sentence (with a gap for the
word) on the front. W ork through the pack
testing yourself. Put ones you know on one side.
Peep at the ones you get wrong, and put them
back at the bottom of the pack, until you have
remembered all of them.
W rite problem items on slips of paper and stick
them on your wall where you will keep seeing
them.
Pick four or five items at random, and write a
sentence containing them all. Associating items
in a sentence context makes them easier to recall.
Try to find 'mediating words' which (ink the
English item with its equivalent in your language.
For example, an English learner might find donate
a helpful link between give and the French word
dormer, or that camping was helpful in recalling o
campo, the Portuguese word for countryside.
Teach words to fellow learners and ask them to
test you on your lists.
Use items you are fairly sure about in extended
writing for your teacher.
Organising Your Learning:
Grammar
Setting a grammar research agenda
At more advanced levels, it is sometimes difficult
to see where you can make improvements in your
English, even though you know it isn't (quite) perfect.
This can make you feel you can't progress any more.
O ne solution to this problem is to use your
corrected written work to help you analyse your
performance in English. Probably the only time your
13
teacher can give your English her undivided attention
is when marking and correcting your extended
writing. Use this attention, and treat your returned
homework as a basis for grammar research.
Another idea is to ask your teacher (or others, if
you are in B ritain) to correct you as you speak, or to
note down important errors and give you feedback
later. Alternatively, record yourself speaking
unrehearsed, and listen critically to the recording.
Genuine (not careless) errors show you what you
need to research and practise. Study the errors, and set
up an ongoing agenda of problem areas to be tackled,
either with your grammar or by asking your teacher or
another student. In this way, you know you're making
progress, because every problem you deal with means
another improvement in your English.
Exercises
1 The following twenty sentences are genuine
examples of English from advanced students. Each
contains one or more errors, underlined. Correct
the errors.
a There are by far too many qualified lawyers,
for this it's hard to find work.
b I went to an Italian-speaking school, to that my
mother could help me with my work in case I
needed it.
c I'm glad to hear that some of that I said was of
interest.
d I'd rather you correct my errors, please, and can't
it be a good idea to do a dictation every week?
e Certificates prove you're really good jn something.
f It seems sometimes almost impossible to keep pace
with the others.
g It's the first time I have to correct my own writing.
h I don't see any reason to go again with the class to
the computer room.
i That is easy to be understood.
j W hen I'll be back in Switzerland I'll have a
holiday, and after 111 enter university to study law.
k I'm not used to wtiting neither in English or in
Italian.
I After this, I could go to university, whereas I did a
secretarial course instead.
m After graduated, I had spent 3 months in Paris to
14
perfect my French that I have studied for the
previous 6 years.
n At the following weekends I hope to see as much
as possible from England.
o I just have finished my studies in Germany.
p In case of needing advice, can I ask you after
lessons?
q W hatever we'll do I'm sure it will be useful.
r I rather talk than studying always grammar,
s I arrived back to Spain and began working in a
multinational company which head office was at
my home town.
t I never had seen a so beautiful place as that.
Check on page 79.
2 Below are fifteen areas for further grammar
research, based on the sentences. {Some of these
will be dealt with in your Coursebook). Beside
each item, write the letter(s) of the sentences in
exercise 1 in which the relevant errors appear.
word order
future tenses
sequences and time expressions
logical connectors
prepositions
in case
too, enough, so, such
relative clauses and what clauses
punctuation
the first time
adjective and i n f i n i t i v e .
present tenses in future
subordinate clauses
modals
rather
neither/nor
present perfect/past simple
Check on page 79.
UNIT
Prejudice
Ability in the past
could, couldn't, could have, able to, had managed to
1 In the following story, convert can + infinitive to
an appropriate past form, affirmative or negative.
My first English lesson
It was a rainy evening, and it was a long time since the last car had passed. W e were trying to hitchhike from Salonika to
London, because we (1 can afford) . the bus. W e'd only got fifty miles that day, our third, and I (2 can see) _ _ _ _ us
getting to the Austrian border that night. The previous night had been spent in a misty dripping wood, with nothing to eat
or drink. Jackie (3 can sleep) a bit, but I hadn't slept at all. Perhaps I (4 can do). , if I hadn't been so worried.
Suddenly we saw a car's headlights coming towards us. W e rushed down to the edge of the road, hoping we (5 can make)
it stop. W e (6 can see)______it wasn't going very fast. The driver didn't see us at first, but the car was going so slowly
that we (7 can run) alongside it waving for a few seconds, and finally we (8 can make) it stop. The driver said
something we (9 can understand) Never mind, he was smiling! It was a tiny car, but we (10 can get) our stuff
inside. Great! B ut after a few minutes, the car turned up a narrow track, and stopped. W e all got out into the rain. He smiled,
and spoke again, before walking away into the darkness. I (11 can believe) it. W e were in an even worse position than
before. If only I (12 can speak) the language!
W e (13 can make out) ______ small houses nearby, but no lights. If someone had been about, we (14 can offer) them
money to take us in, perhaps, but there was no one. I (15 can feel) water trickling down my neck. There was a haystack
nearby. That might offer shelter! W e started digging into it, but after a few minutes all we (16 can achieve) was the
virtual destruction of the haystack. Not (17 can make) any shelter at all for ourselves, we huddled in the rain, thinly
covered by wet hay, our misery complete.
W e heard a voice. A boy was leaning over a fence, smiling and beckoning to us. W e followed him to a nearby house, of a
15
Check on page 79.
Compound words
2 Use your dictionaries to discover compound words
which have the following meanings.
up compounds
g improve, raise to a higher quality (verb)
h sudden total change in a lifestyle, (noun)
1 the cost of maintaining a property
(noun)
j rebellion by ordinary people (noun)
k tense, irritable or nervous (adjective)
1 improvement, especially in terms of
statistics (noun)
3 Put one of the above compounds into each of the
gaps below.
a I earn quite a lot, but my _____ are so high that I
never seem to have any spare money.
b Take it easy, what are you so about?
c Moving abroad is going to mean a real in
our lives.
d To be a successful political party, we must throw
away ideas and become truly modern.
e That's a nice you're wearing.
f The government spent millions on our
nuclear capability.
g Good news! There's been a slight in our
sales figures.
h Young British people often behave and dress in
ways intended to shock older people.
i The _____ was repressed by troops.
j Unable to afford the _____ of their country
houses, the British 'upper classes' often open them
to the paying public.
k People in villages are often cut off when
there is heavy snow.
1 This is a rough ______ of my plan, not a detailed
proposal.
Check on page 79.
UNIT 3
very simple, rustic appearance. He led us inside, and with the words 'mother' and 'eat' pointed to a shy, tough-looking lady,
and a table. W e sat, and presently the boy brought bread, salt, tomatoes, and hot milk. 1(18 can weep) with relief! The
boy sat with us and tried to start a conversation. I (19 can understand). that he had once studied English at school, but
he (20 can continue) with his studies.
They had decided that we should have his mother's bedroom. W e tried to refuse it, but they insisted very firmly, and were
clearly proud (21 can offer) it to us.
W e slept well, and after breakfast, the boy asked politely if 1(22 can give). him an English lesson, before we went
- early that morning he (23 can arrange) a lift to the nearest town for us. So for an hour or two I tried to teach him
something, and I think I (24 can help) . him a bit. As we were leaving they gave us a bag with bread and tomatoes in,
to eat on the way. W e (25 can hardly find) words to thank them, but the boy said they were happy (26 can offer)
us their hospitality.
out compounds
a out-of-date (adjective)
b combination of clothes worn together
(noun)
c regular expenditure (noun)
d strange, bizarre, very different from the
normal (adjective)
e a statement of the main facts or points
(noun)
f remote and private, far from other places
(adjective)
Prepositions
4 Put prepositions in the gaps in the following letter.
UNIT 3
Dear Friend
Your concern for the people of South Africa has been and continues to he 1 vital
17
importance in their struggle against apartheid. It has helped to sustain them 2 decades of
brutal repression and through the long night of poverty and deprivation. You have given
tangible solidarity, 3 which many thousands 4 people - men, women and children -
would, be utterly destitute and the gaols in South Africa even more crowded than they are
today.
B ut there is a new situation. O rganisations and people are unbanned and able to operate.
Censorship has been lifted and human rights organisations are anxious to take 5 much of
the work that, for the past forty years, has been done by Defence and Aid. It will take some
time 6 these structures to be fully effective - estimates are 7 least one or two years.
Meanwhile the work of Defence and Aid remains crucial.
W e must not fail in this last lap of the struggle; we cannot abandon so suddenly the
thousands of people who depend 8 us. The situation demands more, not less, support. To
fulfil only the existing commitments, based on our present caseload, a minimum of 550,000
per month is needed.
Legal Defence
1990 has seen a sharp rise 9 the number 10 political cases. W e hope that this
number will decline but there is no sign of this yet. The notorious Internal Security Act is still
being implemented and people continue to be arrested and detained. R eports of torture and
assaults in prison continue.
The latest figures from IDAF are of a 4,333 caseload involving 34,686 individuals - and
many of those in prison have families that need support.
There are still 50 people 11_ sentence of death whose cases are 18 review. If their
sentences are confirmed, money will be needed for their appeals. IDAF has successfully funded
the appeal of the Delmas Three, and the death sentences have been quashed. This is a hopeful
precedent. Currently under review is the case of the Upington 14 - the case in which the
accused were sentenced 13 death 14_ being part of a crowd where a murder took
place. The court found only one of the 14 guilty 1 5 _ the murder but the other 13 were
sentenced to death 16 the grounds 17 'Common Purpose'. . . The needs are
UNIT 3
overwhelming and, for the first time 18 . our history, IDAF, because of lack of funds, has
been compelled to refuse to take 19 the greatly increased number of cases involving
charges of Public Violence which arise 20 the situation in the townships. There are also a
large number of related civil actions 21 the police for death and injury. Our inability to
fund these cases is a cause 22 deep regret. W e cannot emphasise too strongly how
urgently your support is needed if we are not only to continue but to increase the humanitarian
support we have worked to provide . . .
W e have always felt that because of B ritain's close political and economic links 33 South
Africa we have a special responsibility in this area of great human need. The people of B ritain
have been wonderfully generous 24 their recognition of this special need and special
responsibility,
W e urge you to maintain and extend your support at this crucial time 25 apartheid has
finally been relegated to the past, and South Africa is truly democratic and free.
W e look forward to hearing from you.
With our best wishes
Sincerely yours
Check on page 80.
Language register in making complaints
5 Below are two dialogues. Each concerns the same
complaint in a restaurant, but in one the customer
and the manager are polite to each other, and in
the other they are extremely rude. The dialogues
have been mixed together and everything put in
the wrong order. Paying attention to the
politeness of the language, decide which parts
belong to each dialogue. W rite the letters in the
correct order in the grid below.
a Manager: Not at all, sir. O ne moment, sir, and
I'll bring the menu.
b Manager: Just let me look at the ribs, all right?
It's you who's making the trouble. W ell, they
look all right to me. W hat's wrong with them?
c Customer: You're the manager, I suppose.
d Customer: Yes, please. Thank you very much,
and I'm sorry to cause any inconvenience.
e Manager: W ell, sir, I'm sorry you feel that way.
Naturally, I'll be glad to return them to our
kitchen. Can I offer to bring you the menu
again?
f Manager: I am, sir. W hat can I do for you?
g Customer: These spare ribs are no good, there's
no meat on them,
h Manager: O ne steak. It'll take as long as it takes.
W e're very busy.
i Customer: W hat's wrong with them? Look, I eat
here a lot, and I'm telling you they're rubbish.
Just look at them! There's no way I'm paying
for that!
j Manager: Good evening, can I be of any help?
k Customer: Don't tell me I'm talking rubbish. Are
you looking for trouble or something?
1 Manager: Hello.
m Customer: W ell, it's about these spare ribs. There
doesn't seem to be very much meat on them,
I'm afraid.
18
UNIT 3
n Customer: Good evening. Sorry to bother you,
but are you the manager?
o Manager: Hmm. W ell, sir, I must say they seem
very similar to the spare ribs we usually serve,
but . . .
p Manager: Yeah, what do you want?
q Customer: You see, I do actually eat here
regularly, and they definitely don't seem to be
the same quality as usual. Not quite as meaty.
r Manager: Look, just keep your voice down, will
you? O K , I'll take them back. W hat do you
want instead?
s Customer: Give me a steak, and hurry it up, I
haven't got all day.
t Manager: Rubbish. Let's have a look at them.
u Customer: Certainly. I don't like to complain,
but as you can see...
v Manager: I'm sorry to hear that, sir. May I see
them?
Polite dialogue
Rude Dialogue
6 B y reference to the dialogues, convert the impolite
expressions below to their polite equivalents.
Fhe first one has been done for you.
a W hat do you want?
What can I do for you ?
b There's no meat on them.
c You're the manager, I suppose.
d OK, I'll take them back.
e Just look at them!
f W hat do you want instead?
Writing an evaluation: guided writing
7 Study the information about flats in London on
page 157 ofyourCoursebook.
a Note the way connecting expressions are used in
the following evaluation of the first flat.
It's true that it's got some advantages. It's self-
contained, to start with, and there's quite a bit of
space, considering there are two bedrooms, a sitting
room even if it is a small one - a kitchen and a
bathroom. You've also got the use of a big garden.
So it would be a comfortable place to live,
compared with some places. On top of that, it's got a
TV, which is good if you're going to spend time
indoors. On the other hand, it's a long way from the
centre - in fact it's even a long way from the
tube station - and it hasn't got a telephone. So
you'd tend to be a bit isolated, and probably
wouldn't have much of a social life. What's more,
at 100 a week, it's not cheap.'
This is basically a negative evaluation, because the
problems are mentioned last. The speaker is not
recommending the flat.
b Rewrite the evaluation, putting the information in
a different order so that the final judgement is
more positive. The following skeleton will help,
but you must provide the connecting expressions.
some problems long way centre
tube station telephone isolated social life
100 self-contained space two bedrooms
sitting room kitchen bathroom
garden TV comfortable some places
Check against the possible answer on page 80.
c Choose one of the other flats, and write two
balanced evaluations, one in favour of it and one
against.
19
20
Organising Your Learning:
Speaking (1)
How do you say. . . ?
You probably still find that in certain situations or at
certain points in conversations you just don' t know
the English way of saying what you want to express. In
these situations, do you:
I give up trying to say it?
express your meaning in another way, by using a
greater number of simpler words, or a structure
which doesn't say exactly what you mean?
translate from your own language word-for-
word, (producing some very peculiar English)?
W hatever your reaction, you would probably like to
find yourself in fewer of these situations, and find the
exact structure, word, or expression when you need it.
O ne way of setting about this positively is to carry a
small notebook with you whenever you can, and
quickly note down the problem when you meet it, or
shortly afterwards. Alternatively, some learners,
especially those studying in their own countries, find it
fun to imagine conversations, and identify potential
problems in this way. If you do this regularly, you will
quickly build up a list of things you want to know. The
list can be in the form of:
situations (e.g. ' W hat do I say when . . . ?' )
questions in English (e.g. ' W hat' s a polite way of
sayi ng. . . ?' )
words, structures or expressions written in your
own language, in clear contexts, to be
reformulated in English.
Ask your teacher or fellow learners to help you. If you
are studying in B ritain, perhaps your host family can
help. W hen you have found answers to your questions,
write example sentences or mini-dialogues in your file,
and have these checked as well.
Exercises
1 An advanced learner of English has noted down
the following situations and wants to know what
is usually said. Any ideas?
a I've been chatting politely to someone I don't
know, say in a bus, and now it's my stop. W hat do
I say as I leave?
b Someone I know has failed an important exam. I
meet them in a public place and want to
sympathise. After saying 'hello' and so on, how do
I start?
c I'm annoyed because I've come to a terrible party.
'I regret having come' is too formal, so what do I
say to the person I'm with?
d I keep meeting the same acquaintance in a
shopping centre - it's now the third time in
twenty minutes. W hat can I say in a light-hearted
way, because it's almost getting embarrassing?
e How do I recommend a film, for example, very
enthusiastically?
Check on page 80.
2 A student studying in B ritain asked the following
questions. Can you answer them?
a 'I wish I knew,' means I'm sorry that I don't know,
now, in the present. W hat do I say if it was
something I wished yesterday? 'I wished I knew' or
'I wished I had known.'
b I was invited to dinner and took some flowers for
the hostess. She seemed pleased, but she said 'O h,
you shouldn't have.' I didn't understand. Did she
mean I'd done something wrong?
c 'It didn't live up to expectations,' means that
something wasn't as good as expected. Could I say
'English weather didn't live up to my fears',
because it wasn't as bad as I'd feared?
Check on page 80.
UNIT
Entertainment, going out
Gerunds and infinitives
1 Convert the verbs in brackets to gerunds or
infinitives with to. The infinitives may be
continuous (to be doing) or perfect {to have done).
Add prepositions or pronouns where necessary.
a Before (1 leave). , Simpkins advised (2 be)
careful with Benson. He told me Benson
meant (3 have) my job and he was a man
who wouldn't hesitate (4 betray) his
colleagues by (5 undermine) . them behind
their backs. This seemed (6 be) a little
hypocritical, since that was exactly what Simpkins
appeared (7 do) Benson.
b W omen resent (I be) treated as if they
were any different from men, and naturally refuse
(2 accept) sexist behaviour on public
transport, such as that of men who attempt (3 offer)
their seats. Men who insist (4 act)
in this outmoded way will find that modern
women do not permit (5 do) so. Far from
(6 be) thanked (7 be) considerate,
male persons guilty of such flagrant sexism will be
severely criticised (8 patronise) women.
c 'The company cannot afford (1 continue)
with its present policies. My proposal would
succeed (2 save) it, by {3 enable)
{4 increase) our efficiency. We would
finally manage (5 decrease) . our labour
costs, without (6 reduce) our production.
I regret (7 say) that this would entail
(8 make) half our workforce redundant,
but the situation obliges (9 take) strong
measures.'
d 'He promised faithfully (I give) a lift, and
never showed up. And then, when I saw him the
21
UNIT 4
next day and accused (2 let down) , he
pretended not (3 offer) {4 give)
me the lift in the first place! He simply denied
ever (5 say) anything about it. And even
when I proved that he had done, he tried to get out
of it (6 claim) _ _ _ _ not (7 remember)
(8 do) it!'
Check on page 81.
as being + adjective
2 W e can express our opinions and impressions
using as, followed by being and an adjective after
certain verbs. Being can also be omitted.
For example:
1 remember him as (being) a very considerate man.
Convert the following sentences, using as and the
appropriate fonn of the verb in brackets.
a I think he's essential to the success of the deal.
(see)
b She said he was unworthy of serious consideration,
(dismiss)
c He gives the impression of being rather arrogant,
(come)
d I think he's the best in his field, (regard)
e He seemed rather nervous, (strike)
f I've never had the opinion that he was mean,
(think)
g W itnesses say the man is tall and heavily-built,
(describe)
Check on page 81.
22
as plus gerund or infinitive
3 Some phrases ending in as can be followed only by
the gerund, and some only by the infinitive. Some
must be followed by a finite verb (with a subject).
Convert the verbs in brackets to gerunds,
infinitives, or finite verb-phrases.
a He keeps healthy by taking sensible decisions, such
as (refuse) to overeat or drink alcohol.
b As soon as (arrive) in R ome, I'm going out
for a big meal and a bottle of wine,
c I think smoking cigarettes is the same as (burn)
your money.
d But to bum my money wouldn't give me as much
pleasure as (smoke) does.
e She left early 50 as (arrive) at the airport
in plenty of time.
f To me, watching sport on TV is as good as (watch)
it live.
g Much as (admire) his courage, I really
think he should give up boxing.
h As far as (know) , we're not doing
anything this Saturday.
i The coffee was so sweet as (be)
undrinkable.
j As well as (windsurf) , he likes to waterski.
Check on page 81.
The infinitive: other uses
4 The infinitive can be used: to give instructions, to
speak formally of arrangements, with nothing and
nowhere (passive infinitive), to speak of
impossibility, and (usually with see or find) to
speak of discoveries.
For example:
You are to say nothing, (instruction)
Parliament is to open tomorrow, (arrangements)
The key was nowhere to be found, (impossibility)
She woke to find that the sun had almost set.
(discovery)
Rewrite the sentences below, completing the sentence
stems and using the infinitive. In the brackets, write
the function which the infinitive is performing. The
first one is done for you.
a Stay here until you're called.
You (instruction)
b There's a royal visit to Canada next month.
The Queen ( )
c Don't leave this room for any reason.
Y o u _ _ ( )
d No action is possible to change the situation.
There's ( )
e She turned and saw her car disappearing into the
distance.
She turned to ( )
f His execution is tomorrow.
He ( )
g W e couldn't see him anywhere.
He was ( )
h W hen she arrived, the city was in turmoil.
She arrived ( )
Hyphenated expressions: ill/well
5 Use your dictionaries to find expressions using ill
or well which could describe the following;
a an opinion or judgement which has a solid
foundation in facts
b a rich person
c someone who feels uncomfortable, not relaxed
d an unwise action which it was a mistake to do
e a person who has a smart, neat appearance in
general
f an action which was supposed to do good, but
perhaps didn't
UNIT 4
g a person who speaks in a polite way
h a decision which is destined to bring trouble
i a vague, imprecise feeling which you can't identify
j an office or flat which has good equipment or
furniture
6 Use expressions from exercise 5 to fill the gaps.
a I was shown into a 1 office. Behind a large
desk sat a 2 young man: impeccable
haircut, tie perfectly in place, neatly-clipped
moustache, you know the look. I'll never achieve
it, I know. Such elegance is only for the 3 ;
it just costs too much. I sat there, feeling 4
in my shabby suit.
He looked up: 'allo, siddown, I'll be wiv yer in a
sec, OK?' I was surprised. By his appearance, I'd
expected him to be 5 .
b She didn't know why, but she had a pessimistic
feeling about the expedition. It was certainly
1 enough: the desire to save an endangered
species was something everybody supported. She
just felt it was somehow 2 she knew in her
bones that something was going to go wrong. And
as we now know, these 3______ fears proved to be
4 , in the end. There had been no
planning, no thinking through. It was a crazy,
5 venture from start to tragic finish.
Check on page 81.
Language register in invitations
7 The language in the following dialogues is often
either too polite and careful or too familiar and
direct. Underline the parts that are too direct with
a continuous line, and the parts that are too
polite with a dotted line.
23
UNIT 4
1
Jenny: Jonathan, R obin and I were wondering if
you and Helen would like to come round
for dinner sometime.
Jonathan: OK, why not, no problem. W hen?
Jenny: W e were thinking of Friday.
Jonathan: I should imagine there would be no
objection to that. Naturally I shall have to
ask for confirmation from my wife, but to
my knowledge we have no concrete plans
at this time.
Jenny: Excellent. I wonder if you could possibly
give me an answer tomorrow?
Jonathan: Yeah, maybe. I'll see what I can do, but
I'm not promising anything, OK?
2
Alan: Hello, Ken?
K en: Yes. Alan.
Alan: Hi. Sorry to bother you, but I was wondering if
there was any chance of you coming for a drink?
K en: I can't really. Dinner will be served in a matter
of minutes. There is a possibility that I will be
free a little later. W ould that be convenient?
Alan: All right. About 9 o'clock?
K en: Fine. Shall I just see you in the pub?
Alan: No, I'll pop round and pick you up.
K en: O K see you then. About 9.
Alan: R ight you are. See you.
3
Francis: Hello, Liz?
Liz: Good evening,
Francis: It's Francis. Francis Blake.
Liz: Ah, good evening, Mr Blake. W hat can I do
for you?
Francis: Do you want to come out with me tonight?
Liz: W hat?
Francis: For dinner, I'll pay.
Liz: No way. W hy on earth should I want to go
out with you?
Francis: Some other time then? W hen would suit
you? Are you free tomorrow?
Liz: I'm terribly sorry, Mr Blake, but I'm afraid I
have a previous engagement. I do apologise.
Francis: O h, that's a shame. How about Thursday?
Liz: Look, I've had enough of this. The answer is
no, OK? Goodbye.
24
8 R ewrite the following extracts from the dialogue
in a more appropriate style.
a OK, why not, no problem. W hen?
b I should imagine there would be no objection to
that. Naturally I shall have to ask for confirmation
from my wife, but to my knowledge we have no
concrete plans at this time.
c Excellent. I wonder if you could possibly give me
an answer tomorrow?
d Hi. Sorry to bother you, but I was wondering if
there was any chance of your coming for a drink?
e Dinner will be served in a matter of minutes.
There is a possibility that I will be free a little
later. Might that be convenient?
f Do you want to come out with me tonight?
g For dinner. I'll pay.
h Look, I've had enough of this. The answer is no,
OK? Goodbye.
Check on page 81.
Positive and negative connotations
9 It often happens that two words have very similar
basic meanings, but have different connotations.
For example, both slim and skinny mean not fat,
but slim sounds positive and skinny sounds negative.
In the two paragraphs below, there are twenty
places with a choice of two similar words. O ne
word in each pair is positive-sounding, the other
negative-sounding.
Using your dictionary, first decide which words are
positive and which negative.
Then rewrite passage a twice, first using the words
which give a positive impression of Jones and his
flat, and secondly those which give a negative
impression.
R ewrite passage b twice, first giving a positive
impression of the new president and a negative
one of the ex-president, and secondly giving a
negative impression of the new president and a
positive impression of the ex-president.
a W e looked round Jones' 1 cosy/cramped
apartment, with its 2 cheap/inexpensive furnishings
and 3 gaudy I cheerful colours. He was a 4 skinny/
slim, 5 pale/pasty-faced man with 6 a proud/an
arrogant, 7 cocksure/'self'-confident air.
a i
ii
b He is more likely to make 8 bold/rash decisions
that the previous president. His staff will find him
9 an abrasive/a forthright and 10 strong~wiUed/
domineering person to work with, and his views
more 11 simplistic/straightforward than those of his
predecessor. However, he is a very 12 shrewd/
UNIT 4
devious man, and in order to achieve the high
position he now holds, he must have shown
greater 13 flexibility /lack of principle in private than
was usually expected from his more 14 principled/
rigid predecessor. At home, I think we can expect
a more 15 frugal/penny-pinching style of
government, and probably 16 firmer/more
repressive law-and-order policies. In foreign policy,
expect a greater willingness to 17 intervene/mediae
militarily in the affairs of smaller states, compared
with the 18 hesitant/cautious former president,
who, when he did act, preferred 19 discreet/
surreptitious diplomatic 20 blackmail/pressure to the
use of armed force.
b i
ii
Check on page 82.
25
Organising Your Learning:
Writing
What do you need to write?
Unlike speaking and listening, writing is something
you may never need to do very much in English.
W hich of the following would you like to be able to
write in English?
business letters
other formal letters
informal letters
postcards
faxes/telexes
essays as part of your studies at school or university
instructions
study notes or lecture notes
messages
stories
essays in EFL examinations
Your Coursebook will help you with formal letters,
with story-telling, and with the organised writing
needed for studying. This will also help you prepare for
writing as part of an EFL examination.
If other types of writing are important to you, special
books are available on the market, particularly for
business and commercial writing. Also, try to get hold
of examples from real life, and build up a store of
models. You can learn special vocabulary and stylistic
points from these, which you can use when you write.
How can you improve?
The more you write, the better you will get, as long as
you understand what you need to improve. Your
teacher can help you here by:
correcting your mistakes
rewriting parts of what you have written
helping you to correct your own mistakes and to
rewrite
giving advice about how to improve
W hich of these do you think are most useful, and why?
Self-correction
1 If your teacher gives you clues, telling you the type
of mistake you have made, it will help you with
self-correction. Below are some examples of
correction clues.
26
P . . . punctuation T . .. tense G . . . grammar (not
tense) S . . . spelling W . . . wrong word W O .. .
word-order Exp . .. wrong expression A . . . put a
word in here V. .. take a word out of this line
Study the two extracts below, (which were written by
real students), and the correction clues. R ewrite each
extract, correcting the errors.
a P I went up the path to the door it was
open
V so I entered into the gloomy old
house as
G P quietly that I could, there wasn't a
sound
Exp, P, T as far as the ear could hear, I was
A, G listening the silence during a short
W period . ..
b W O I always had wanted to go in the
Spring to
G, G Paris, therefore I was delighted for
W , W , G getting your gentle invitation, that
T, W O this morning has arrived. I would like
W O very much to come . ..
Check on page 82.
2 For each extract, recommend the most important
O NE of the following areas for the writer to do
some remedial work on.
Formal and informal vocabulary as (adverb) as past
tenses where to end a sentence and start a new one
vocabulary expansion how connectors like so,
therefore are used prepositions the order of adverbs
and adverbial phrases in sentences.
Check on page 82.
The Third World
^ 5 *
1 \
.
.. ' ].
, \
.
.. ' ' .
] 1,
1\ 5
.
;
.
.
The Jones family moved to France two years ago.
The situation now is: Ken doesn't smoke any more but
he's very fat. He eats a lot. He's studying French
without much success.
Sue is thinner because she's on a diet now. She does
more exercise. She's looking better.
Ken and Sue go out instead of watching TV.
The children go out more, and have friends now.
They speak French fluently.
a Ken (give up) smoking (move) France
Ken has given up smoking since he moved to France.
b (get) fat (give up) smoking
c (eat) lot (live) France
d (not learn) much French (start) studying
e (lose) weight (start) diet
f (look) better (start) doing exercises
g (go) out more (move) France
h relationship (improve) (stop) TV all the time
i The children (learn) French (move) France
j (make) friends (go) out more
Check on page 82.
27
UNIT 5
2 Study the following sentences.
A: It's a long time since I've eaten a hamburger.
B : It's ten years since I last ate a hamburger.
C: It's ten years since I gave up junk food.
In A, since + present perfect simple refers to
something that used to happen regularly, then
stopped happening (eating hamburgers). It could
still happen again.
In B , since + last + past simple refers to the last
{most recent) time such a thing happened. If it
can't happen again, we use for the last time.
In C, since plus past simple refers to an event that
only happened once (giving up junk food).
For each sentence below, write another type A, B
or C with the same meaning.
a I started studying English a long time ago.
b I haven't seen him for twenty years.
c I used to go riding a lot, but that was ages ago.
d The last time the city saw such celebrations was
thirty years ago.
e He only left ten minutes ago.
f The war ended eighteen years ago.
g I haven't seen such a beautiful girl for years.
h The last time I spoke to him was a year ago, just
before he died.
Check on page 82.
28
Rises, falls and prepositions
3 R ead the following editorial carefully. To make
sure you have understood it, find answers to the
questions at the end. The glossary will help you with
words and expressions.
Yesterday' s figures detail ing B ritain' s gross domestic
product in the fourth quarter make it painfully clear
not only that we 're now officially in recession (defined
as two successive quarters of negative growth), but
5 that the pattern is looking ominously like a re-run of
1980/81. In 1980 the economy suffered four
consecutive quarters where the output of the whole
economy contracted by one per cent or more, with
manufacturing industry taking the hardest knocks.
10 Yesterday's statistics show that, in the third and
fourth quarters of 1990, output as a whole declined by
1.3 per cent and one per cent respectively, with
manufacturing output falling by one per cent and
three per cent. If the redundancies currently recorded
15 are anything to go by, there will be a third successive
contraction of about one per cent in the first quarter of
1991.
It is important to be clear why this is happening and
why we are having to endure an unnecessarily severe
20 recession for the second time in a decade. It is because
ministers will brook no other way of bringing inflation
down to the levels prevailing in Europe's Exchange
R ate Mechanism: they continue doggedly to rely on
high interest rates and rising unemployment alone.
25 Although it is likely that there will be a substantial
reduction of 2 to 3 percentage points in the annual rate
of price inflation in April. . . there will be no lasting
reduction in price inflation until B ritain's propensity
to pay wage increases comes down to European
30 levels. And what progress is being made there? None.
The problem is actually getting worse.
Last week's figures showed no increase in the overall
annual rise of earnings, which remained at 9.75 per
cent in December. B ut, within this overall stagnation,
35 average earnings in manufacturing went up from 9.5
to 9.75 per cent, while other sectors remained the
same. In other words, in spite of sharply rising ;
unemployment and high interest rates, companies are
still doling out wage and salary increases at nearly
40 twice the rate of our competitors in Europe.
Glossary
a quarter - three months
taking the hardest knocks - suffering most
brook - permit
doggedly - with stubborn determination
propensity to pay - habit of paying
doling out - giving away for nothing
Are these statements about the text true or false?
a From July to September 1990, UK output
(production) rose by 1.3%
b From O ctober to December 1990, UK
manufacturing output fell by more than UK
output as a whole,
c More reduction in manufacturing output is
expected for the current quarter (at the time of
writing, February 1991).
d The real cause of the recession is the way
Ministers are fighting inflation.
e Ministers refuse to use high interest rates in the
fight against inflation.
f There is certain to be a fall of 2 to 3 per cent in
inflation in April.
g The real cause of inflation is the fact that British
companies keep giving wage increases.
Check on page 82.
4 Study the following extracts from the article,
output.. . contracted by one per cent or more
(line 7)
earnings went up from 9.5 to 9.75 per cent (line 35)
there will be a . . . contraction of about one per
cent (line 15)
there will be no . . . reduction in price inflation
(line 27)
W ith verbs (e.g. contracted, went up), by refers to
the size of the rise or fall, while from and to refer to
the former level and the new level.
W ith nouns (e.g. contraction, reduction), of refers to
the size of the rise or fall, while in refers to the
thing which is being measured. To and from can
also be used with nouns to refer to the new and
old levels.
5 Study the graphs, and write sentences about them.
Each sentence should be based on one of the
prompts below. The first has been done for you.
UNIT 5
29
UNITS
30
d value of exports
(substantial)
(sharply)
(5bn)
Check on page 83,
Sentence construction: word jumble
6 The words in the following sentences have been
jumbled up. Unjumhle them and write the
sentences in the spaces provided. The beginning
of each sentence is given. Punctuation marks
follow the words which they follow in the
sentence.
a looking we long we for. which we
sign driving were saw been when
hadn't the
W e hadn't
b misunderstanding, no carefully, I that
should explained so there be
I
c severe revolution, war turn attempted
led to the caused an in which
poverty,
The war
d the sales, in increase notwithstanding
the bad. looks future company's stilt
Notwithstanding
e such should I extraordinary it that a
happened, have find thing absolutely
I
Check on page 83.
Nouns derived from . . . ed adjectives
7 Adjectives ending . . . ed often form nouns with
. . . merit, but not always. For each sentence
below, use your dictionary to help you write
another with the same meaning, converting the
adjectives to nouns and making any other
necessary changes. The first one has been done for
you.
a The bonus system has brought about an improved
service,
The cause of the improvement in the service has been
the bonue eystem.
b I was rather disappointed by the result.
The result was
c The look he gave me was more astonished than
pleased.
He looked at me
d If you take part-time work you won't be entitled
to unemployment benefit.
If you take part-time work you'll lose
UNIT 5
e The children danced around, they were so excited
and delighted.
The children danced around in
f W e stared at the scene, horrified and fascinated.
W e stared at the scene in
g O rdinary people became progressively more
impoverished as a result of the adjustment
policies.
The adjustment policies led to the
h He pushed at the locked door, surprised and
annoyed.
He pushed at the locked door in
i I was more amused than frightened by their
behaviour.
Their behaviour caused me
') 1 gaped at him, utterly stupefied by what he had
told me.
I gaped at him in
k They lived there contented for many years.
They lived there in
Check on page 83.
Cause and effect
8 Fill the gaps with cause and effect connectors. The
first letter of each word is given.
a Describing effects
A drop in consumers' spending power 1 r
in a corresponding drop in demand throughout
the economy. 2 A a r _______ , industrial
production had to he reduced, and 3 o
c _____ of this was that many workers were made
redundant- 4 O to this rising
unemployment, consumers' incomes and
5 c their spending power fell further. For
6 t r , demand continued to fall
throughout the economy, 7 c a fall in
industrial production, and in turn, more
redundancies. . .
b Explaining causes
The recent redundancies are 1 t_ . r
o______ a reduction in industrial production,
which was in turn 2 c b falling
demand throughout the economy. This
contraction in demand was 3 d to a drop
in consumers' spending power, which fell partly
4 b of redundancies, when people lost
their jobs 5 b __ industrial production was
reduced 6 a a r _____ o_ falling
demand throughout the economy . . .
Check on page 83.
51
Organising Your Learning:
Reading (1)
Improving your reading
Predicting
c W ithout reading it, photocopy a short article on a
topic you know something about. Cut it up into
pieces of four or five lines each, keeping the pieces
in the right order. Turn each piece over in turn,
read it and try to predict what will be said on the
next piece.
d Read a short story until two or three pages from
the end, then try to predict what will happen by
the end. W rite you predictions down, and check
by completing the story.
There are other ideas for reading activities in the
Projects and Assignments in your Coursebook. Have
you got any of your own?
Using your reading to teach yourself phrases
O ne way of widening your range of expression,
particularly in your writing, is through consciously
learning phrases in what you read. For example, read
the text below, paying attention to the phrases in
bold.
'Brazil has changed a lot over the past half-decade
almost entirely for the worse. In these five years Brazil
has had ten finance ministers, ten central-bank
governors, five doses of economic shock therapy, and
four currencies... Each of the cruzeiros in circulation
today equals one million of the cruzeiros in circulation
at the beginning of 1986. The currency's external
value fluctuates madly; in the month of O ctober
alone, you needed anything from 550 to 1,050
cruzeiros to buy $1. R eal GDP in 1991 is likely to be
less than it was in 1986 . . . It is likelier than not that
the economy will shrink again in 1992. If so, that will
make for the third straight year of economic
contraction.'
If you want to practise the phrases in bold for active
use, copy them into your file, and invent other
sentences on the same pattern.
Example:
anything from
April temperatures in London can be anything from
0C to l5C.
1 W hy do you want to read in English?
Below are some reasons for reading in English. Are
any of them true for you?
to get information or ideas unavailable in your
own language, perhaps for study
to read literature in the original, rather than in
translation
because you need to read English at work
to pick up new vocabulary
Do you have another reason, not mentioned here I
2 W hat are you going to read?
It is better only to read the sort of thing which you
would enjoy reading in your own language.
You and your fellow learners can get hold of
things to read by:
finding a shop which sells English-language
newspapers or books
finding an English language library you can join
recommending, lending and exchanging books or
magazines
photocopying short texts like articles, poems and
short stories for each other. Build up a stock of
these to keep in your classroom.
Can you think of any other ideas?
3 W hat do you want to improve in your reading?
Below are some activities which you may find useful.
Reading quickly
a If you are in B ritain, watch foreign films with
English subtitles. Don't read word for word, but
glance at each subtitle briefly as a whole,
including words you don't know. Your reading will
soon become more efficient, and you will be able
to get all the meaning while the subtitle is on the
screen.
b If you are in your own country, skim a newspaper
for an article which interests you, then give
yourself a short time limit to read it all. W rite
down what you think the article says, then go over
it more slowly and check your first impression.
32
UNIT
Health and medicine
Making comparative structures more informative
1 Convert each sentence to another with the same
meaning, using the sentence stem given.
a This is far easier than I thought it would be,
This is nowhere
b My salary is only a quarter as high as his.
He earns four
c The tree was four times as high as a man.
The tree was
d It's not nearly as simple as people think.
It is a great
e This car is three times the price of that one.
This car costs
f Going by car isn't nearly as expensive as flying.
It's
g But flying is a lot quicker, and a great deal more
comfortable.
But going by car isn't
h I think the weather is a bit cooler today.
I don't think
i Keeping fit is much easier if you can do it in a
group.
It isn't
j I don't find travelling alone nearly as enjoyable as
travelling with friends,
I find it a
Check on page 83.
33
UNIT 6
2 Fill the gaps in the following text.
Wiser Welsh still hanker for chips
Vivek Chaudhary finds a region's health drive
making inroads on workers' traditional fare
Wide-ranging health
targets have been adopted in
Wales 1 the beginning of
last year in a programme 2
community groups and
companies 3 the health-
conscious catering manager at
the Driver Vehicle Licensing
Authority at Swansea conceded
yesterday: 'We could sell chip
butties all day long.'
4 the emphasis on
healthier eating, chips are
5 as traditional as rugby
in this part of South Wales.
Douglas Manning has been
using different oils, wholegrain
rice 6 reducing sugar and
salt used in cooking in the DVLA
canteen. He offers vegetarian
dishes and salads to workers
7 agrees: 'Twenty fiveper
centof food cooked here is chips.'
The Health For All In
Wales scheme was first
formulated as a heart disease
prevention programme, Heartbeat
Wales, in 1985 and expanded in
January 1990 to tackle smoking
stress and other problems. 'We
have blazed a trail and the fact
that both political parties are
devoting attention to a health
programme is a tribute to our
success,' said Dr Simon Smarl of
the Health Promotion Authority
for Wales, a government-backed
body leading the initiative.
8 its launch the
percentage of smokers in Wales
has fallen 9 4 per cent for
men and 3 per cent 10
women. Surveys show those
eating green vegetables and salads
increasing 11 25 per cent
to 45 per cent.
Professor John Catford,
executive director of the Health
Promotion Authority for Wales
admits that there is room for
improvement. 'Areas like the
valleys still suffer enormous
health problems 12 to
middle class areas. Health is
13 to many other factors
and we need a strategy to tackle
14 adequately.'
The DVLA canteen
choice yesterday included six
different salads, as well as pie
and chips. Receptionist Jill Davis,
tucking into a plate of chips,
agreed it was a 'bad habit'
15 only has them once a
week. The health promotion has
made me more conscious of
16 I eat. I don't 17
have a chip pan at home' she
added.
Jan Morgan eating salad,
boiled potatoes and cottagecheese
said 'I have salad every 18
day. Since the health programme
at work people vary more
19 they eat, but my family
20 love egg and chips.
!
Glossary
hanker for (headline) - want, desire
catering manager {para 1) - person responsible for the
provision of meals to employees
chip butties (para 1) - sandwiches containing chips
blazed a trail (para 4 ) - done something never done
before, making it easier for others to follow
the valleys (para 6) - the industrial, mostly working-
class part of Wales
Check on page 83.
3 Colestera and Hypochondra are two small
countries where eating habits have been
changing. Using the graphs and the prompt words,
write sentences comparing consumption ten years
ago with consumption today. Be as informative as
possible. The first one has been done for you.
KEY
green vegetable
white sugar
alcohol
dairy produce
fish
wholemeal bread and cereals
34
UNIT 6
a people/many/green vegetables h people/near/white sugar/as
People don't eat quite as many green vegetables as
they usedto.
b people/more/white sugar i people/about a quarter/alcohol
c consumption/wholemeal bread and cereals/than j consumption/dairy produce/than
d consumption/dairy produce/deal k consumption/fish/than
e people/seven/alcohol 1 people/three/quantity/wholemeal bread and
cereals/than
f people/about half/fish
g consumption/green vegetables/than
Check on page 83.
4 W rite sentences comparing the two countries
regarding the aspects of health listed below. You
will have to be slightly more imaginative this
time.
a fibre b vitamins c cholesterol d likelihood
of heart disease e alcohol-related injuries
f dental care
a
b
c
d
35
UNIT 6
e
f
Check on page 84.
Parts of the body idioms
5 Use your dictionary to help you match the
following expressions with the meanings below.
Ten of the meanings are false.
a to put your foot in it
b to put your feet up
c to put your heads together
d on your own head be it
e to take something to heart
f I'll be glad to see the back of him
g to shut your eyes to something
h he doesn't have a leg to stand on
i it's on its last legs
j I told him to his face that
1 It's nearing the final stages (e.g. a film or a race),
2 to consult and solve a problem together
3 to say something which causes embarrassment
4 He is so poor he can't support himself.
5 You must make this decision for yourself.
6 I told him that... (but I meant something else).
7 to be strongly affected or upset by something
8 It'll be nice to see him again.
9 to reserve a table, hotel room etc
10 If anything bad happens to you, it'll be your own
fault.
11 I told him honestly and openly that...
12 I'm fed up with having him around here.
13 to refuse to do something which is wrong
14 It's in such a bad state that it will soon stop
working.
15 to reach an agreement in a negotiation
16 to pretend you can't see something bad happening
36
17 to rest with your feet supported and your legs
extended
18 He can't justify his action or opinion.
19 to be in such a bad condition that...
20 to begin walking more quickly
Check on page 84.
6 Complete the sentences below, using some of the
above expressions,
a Don't worry about the trial, the prosecution
W e'll soon break their case down.
b Gosh I'm exhausted. W hen I get home I'm going
to for an hoar.
c He was so rude to everyone at the party that we
d I'm afraid I rather
when I asked how her husband was, but I
didn't know they were separated.
e Come on, if you've got something to say to me,
f OK, now and see
if you agree on the answers to the exercise.
g In mid 1989, communism in Eastern Europe was
already .
h He didn't mean to upset you, don't
i W e can't go on
the way they treat their children, we've got to do
something about it.
j 'Look I'm going to do it my way, OK?'
'O K , O K !
UNIT6
Gladys: I agree entirely. Perhaps I'd better.
Jack: Have you tried doing exercises?
Gladys: O h yes, I tried keep-fit classes, but they
didn't work any good.
Jack: How many times did you go, if you don't
bother my asking?
Gladys: O h, you know, a few. W ell, three or four.
Jack: W ell, what are you expecting? You've got to
keep it up!
Gladys: O h, I'm sure you're right, but what's the
point?
Jack: Look, Gladys, if you don't mind my saying
so, I think you're being fairly negative. It's
simple. If you don't lose weight you're going
to pass through problems.
Gladys: All right, you've got a point I agree. I try
again.
37
Advice and suggestions
7 Below is the dialogue from Section F of your
Coursebook, except that now it contains thirty
errors. Underline the errors and write the correct
word or phrase in the space provided below.
Jack: Good heavens, Gladys, you're getting really
fat, you know. You'd better to do something
about it.
Gladys: Yes, perhaps I would. Do you really think it's
too bad?
Jack: Do you mind if I asked how much you weigh
in these days?
Gladys: O h, you know, Jack, a bit more that last year.
Jack: Seriously, Gladys, I didn't laugh about it, if I
were you. How much do you weigh, in fact?
Gladys: About 14 stone.
Jack: That's a horrible lot, Gladys. I mean, I hope
you let me say so, you are dangerously fat.
How old are you, if you don't care about my
asking?
Gladys: 34. W hat do you mean, dangerously?
Jack: W ell, heart attacks of course. I hate to say
that, but that's a lot of fat for one heart to
carry. I really think you do ought to lose
weight.
Gladys: Yes, well, I know your point, and I have tried
a few diets, but nothing seems to work. W hat
do you think I should to do?
Jack: W ell, if you asked my opinion, complicated
diets don't work. How many times a day do
you eat?
Gladys: W ell, I hardly don't stop, really.
Jack: W ell, have you tried just eating less often?
W hy don't you just eat twice a day?
Gladys: I've tried that, but it's not good; I just can't
resist the temptation.
Jack: W ell, the manner I see it, you've simply got
to resist it.
Gladys: W ell, it's easier saying than doing, isn't it? I
mean it's alright for you, you're thin anyway.
For you it's easy to talk. The thing is, I've got
enough weight to lose that it hardly seems
worth starting.
Jack: W ell, you've got to statt, if you want to know
what 1 think.
1 16
2 17
3 18
4 19
5 20
6 21
7 22
8 23
9 24
10 25
11 26
12 27
13 28
14 29
15 30
Check on page 84.
Organising Your Learning:
Speaking (2)
Improving your oral fluency
Even as an advanced learner, you probably still have
problems when you speak in English.
Language problems
If you are fluent, but lack vocabulary, or speak
ungrammatically, or can't find the right language for
the right situation, the advice in the Cyrganising Your
Learning sections: Vocabulary, Grammar and
Speaking (1) will hel p you to solve your problems for
yourself.
Pronunciation problems
Problems of pronunciation can probably be dealt with
most effectively in class, or, if your school has one, a
language laboratory or self-access centre with mini-labs.
Lack of oral fluency and confidence
This may be caused by a simple lack of English. If this
is the case, follow the advice in the Organising Your
Learning sections: Vocabulary, Grammar and
Speaking (1) and you should find that your fluency
improves as you become more confident with your
English.
If your English is good, but you are still not a
confident, fluent speaker, try not to worry about
speaking completely accurately all the time. Perhaps
practice in communicating is more important!
Below are some suggestions for out-of-class activities
to provide communication practice and help you
improve your fluency and communicative ability.
a Just a minute W rite some topics on pieces of card,
and mix them up. Pick a card and record yourself
speaking for a minute on the topic. Listen to
yourself. You'll probably sound better than you
expected! If not, try the same topic again a little
later.
b Can I say something? W ith fellow learners,
choose a topic-card to speak about. O nly one
person speaks at a time. W hen you want to say
something, speak into the cassette recorder, then
press 'pause'. The next speaker, perhaps replying,
does the same. After a while, listen to the
recording. This is also a good basis for language
research.
c Acting out a scene W ith fellow learners, watch
an English-language video, and choose a scene
that is not too difficult. W rite out the script as
accurately as you can, act it out together, and
record yourselves. Compare your version with the
original, and do it again until you are satisfied.
d I haven't finished! If you find it hard to have your
say in conversations, learn language for
interrupting and resisting interruption, and use it.
You can pick such expressions up from other
speakers. Later in your Coursebook they are
practised.
e Speak up! Pay attention to how loudly you speak,
If you tend to speak quietly, make an effort to
speak a little louder.
f A cassette-friend Instead of a penfriend, try to
find a cassette-friend, and correspond by cassette
rather than letters.
g Get out and about If you are in B ritain, try to
meet British people. W hy not join an evening
class run by your local education authority? You
are sure to find an interesting course, and can set
up social contacts as well.
h An English club In your own country, find out if
there is an English Club you can join, where
members meet in each other's houses, and only
English is spoken.
38
UNIT
Crime and law enforcement
Crime vocabulary
a She broke the law, and the police caught her.
She ______ an o_______ , and was a .
b The police formally accused her of the crime.
She c . the crime
c She had to go to a Magistrate's Court.
She a b a magistrate.
d The magistrate decided that she had to wait for
her trial in a cell.
e She was r by the
magistrate.
f She was tried in London.
She s_ t in London.
39
1 The ten sentences below tell a story. Rewrite
them without changing the meaning, using the
prompt words given- The first letters of some
words are given.
g She said she hadn't committed the crime.
She p
h People gave important information in court.
W gave e
i Her lawyer asked questions of the prosecution
witnesses.
The C D
the prosecution witnesses.
j The jury decided she was guilty.
She was the crime.
k The judge decided she had to spend five years in
prison.
She was five years
1
i .
Check on page 85.
UNIT 7
Synonyms and antonyms
2 Synonyms are words which are the same or very
similar in meaning. Antonyms are words with
opposite meanings. For each word in the left-hand
column, find an antonym or a synonym on the
right. Use your dictionary.
spiteful sporadic
miserly fearless
oppose hinder
grasp misunderstanding
misapprehension kindly
first-hand parsimonious
intrepid understand
incessant vicarious
help support
Check on page 85.
Synonyms: the importance of context
3 Two words very similar in meaning may not be
interchangeable in every context because of
factors such as slight differences in meaning,
formality, grammatical considerations, and the
other words which they must be used with. Use
your dictionary to pair the following words up
according to similar meaning.
dangerous hard up hold -with shout
sensible approve of impoverished prejudiced
wise bawl pale wan harmful biased
Decide which of the words can go in the gaps
below, and write your answer. If you think more
than one word fits, write both.
a 'Hello, darling!', she _ _ _ , waving from across
the street.
b The people here are so _____ against foreigners!
c He looked a little tired and. as if he'd been
ill.
d The villagers lived miserable lives, trying
desperately to make a living.
40
e I don't think it would be very to drive,
after all I've drunk.
f Smoking is a dirty and habit.
g I vote for them because I their ideas.
h The referee was accused of being in his
decisions.
i I don't young people drinking so much.
j 'Come here, soldier!' the sergeant .
k I wish I could help you out, but I'm a bit
myself.
I I think it might be to go now. W ait till
the trouble's over.
m I bought a blue sweater.
n He's a nice, little boy. He'll do well at
school, I'm sure.
Check on page 85.
Ellipsis and substitution: rewriting dialogues
4 Some of the sentences in the following dialogue
sound strange because everything is said in full.
R ewrite them, shottening them where possible
through ellipsis and substitution.
A: Do you suppose they got home safely?
B : I expect they got home safely. W ell of course they
got home safely. W hy shouldn't they have got
home safely? Don't you think they got home
safely?
A: I certainly hope they got home safely. But Paul
was drinking so much.
B : I was drinking a lot, too.
A: Yes, but you didn't have to drive home.
B : Paul didn't have to drive home. Rose had to drive
home.
A: W ell, if they are home, why haven't they rung to
say they are home? They would have rung to say
they were home, if they were home, you know.
B : They don't always ring to say they are home.
UNIT 7
Check page 85.
Ellipsis with the infinitive
5 After some verbs, it is usual to omit the entire
infinitive in short answers. After other verbs, only
the root verb can be omitted.
Examples:
'Can you play the piano?' - 'Well, I'm learning.'
'We don't always eat meat for dinner, but we tend to.'
Shorten the following sentences by deleting the
root verb and wherever possible the to of the
infinitive.
a 'W ill you succeed?' 'Well I certainly intend to
succeed!
1
b They wanted me to resign, but I refused to resign.
c It wasn't necessary to go, so I didn't bother to go.
d I'd love to come but I can't afford to come.
e I can't be sure that he touched the other car, but
he appeared to touch it,
f 'W ill you visit them again?' 'W e hope to visit
them again.'
g I tried to get through, but failed to get through.
h It wasn't easy to persuade her, but I finally
managed to persuade her.
i She didn't hit him, but she threatened to hit him.
j She thinks I don't want to see her, but I'm longing
to see her.
k She didn't like him, she only pretended to like him.
1 He doesn't want me to go, but I've decided to go.
Check on page 85.
Primary and secondary stress
6 Sort the words below into the columns according
to stress. Use a dictionary.
a
forthcoming
b underwear
substandard outspoken breathtaking fanciful
foolhardy outrageous foreknowledge repulsive
disgusting overdraft fraternal interesting
uprising outpouring substructure lightheaded
exhausted disfigured constructive outbuilding
implement sensible
41
A: They said they would ring to say they are home.
B : They might have forgotten to ring.
A: No, they wouldn't have forgotten to ring. I know
them.
B : I also know them. O h, all right. Do you want me
to call them?
A: W ould you call them?
B : O f course, dear . . . Ah. No reply, dear.
A
B
A
B
A
B
A
B
A
B
A
B
A
B
Say the words substandard and exhausted to yourself. In
both, the second syllable carries the main stress, but
the first syllable in exhausted is much more reduced
than the first syllable in substandard.
Say the words breathtaking and sensible to yourself. The
first syllable carries the main stress in both, but the
second syllable in sensible is much more reduced than
the second syllable in breathtaking.
Sort the words in columns a and b into the four new
columns below.
1 2
substandard exhausted
3 4
breathtaking sensible
Check on page 85.
W hen you have checked, practise saying the words to
yourself. To emphasise the contrast in pronunciation,
reduce the unstressed syllables in columns 2 and 4
until they almost disappear.
Derivatives
7 Use your dictionary to fill the gaps in the
following groups of sentences with derivatives of
the words given below each group. There are two
derivatives for each word. The first is done for you.
a That was a very 1 questionable decision by the
referee, which is sure to cause some debate.
As 2 a woman in her high position, she
42
UNIT 7
has a Rolls Royce and a chauffeur.
In refusing political asylum, the Government has
treated the refugees absolutely 3 .
His daughters jane, Jacky and Jill are aged eight,
six and three 4
His attitude towards the boss was so 5 . that
he ended up losing his job.
The flat is unfurnished except for one or two
kitchen 6
The police are utterly 7 about accepting
bribes; they do it openly.
You can't always expect 8 obedience from
your children.
shame respect fit question
b The search was 1 : we didn't find a thing.
1 wouldn't say he's shy. 2 is a better word, 1
think.
I'm new to the job, so could you give me a few
3 about how to set about it?
I don't think this is a very 4 line of inquiry.
It's not going to get us anywhere.
The Minister was asked some rather 5
questions, which he answered badly.
She expressed serious 6 about the new
policy.
I start to feel 7 if I stay in the same job too
long.
Feeling 8 after their sleep, they continued
their journey.
rest fruit point reserve
Guided writing: sentence combination
8 The following text has fourteen sentences.
Sentences 1, 7, 8, and 13 are missing. Combine the short sentences
below to produce the missing sentences, and write them in the spaces
provided. Use the clue words in the order in which they are given.
CUCUMBER THIEF PUT IN COOLER
G A R E T H P A R R Y
2 Carl Lancaster, aged 30, had successfully
held up a garage brandishing a plastic bag
3 with a 'long object in it'. Two days later
he tried to rob the same garage with the
cucumber.
4 He chose a London taxi as his getaway
vehicle, but this was blocked in the
forecourt by angry customers.
5 He escaped down a subway, flinging
away the bag with the cucumber in it.
6 Police later found him hiding in bushes
where he claimed he was relieving
himself.
said prosecuting counsel
Miss Tracy Ayling.
9 Mr Lancaster and the unwitting taxi
driver then drove to the Shell petrol station
in nearby Old Street where he got out and
approached thecashier with thecucumber
10 held inside a plastic bag. Mr Lancaster
told him:'If you don't give me a lot of
11 money, I will shoot and kill you.' The
terrified man gave him 60.
12 Judge Patricia Coles QC said: 'It
undoubtedly was not a j oke. . . I accept it
was not a real gun, but that really in the
final analysis is not the point.
13
14 The least sentence she could pass was
concurrent terms of Vk years for each
robbery.
Sentence 1
A robber held up a petrol station
He used a cucumber
He was given 3.5 years yesterday to think about the
crime
The judge said the crime was 'at the lower end of the
robbery scale'
The judge said the crime was no joke
A. . . who . - . with . .. crime, which the . . . but - . .
Sentence 7
His trial was at K nightsbridge Crown Court
In his trial he was convicted of the two robberies
During his trial, the jury heard how Mr Lancaster first
hailed the taxi and then drove to a greengrocer's shop
His purpose was to buy the cucumber and a bunch of
bananas
Mr Lancaster lives in Mora Street, Shoreditch,
UNIT 7
East London
During . . . , i n which . . . , the jury . . . Mr Lancaster,
of . . . , first
Sentence 8
He offered the taxi driver a banana
He was driven to his flat
He changed his clothes
He put on a pair of dark glasses
After . . . , he . . . , where . . .
Sentence 13
I accept this is at the lower end of the robbery scale
This is a serious matter
These courts are required to comply with sentencing
policy
W hile I . . . , and . . .
Check on page 86.
43
Organising Your Learning:
Listening
1 Listening skills
The skill of listening can be broken down into
subskills, according to what we are listening to and to
our reasons for listening. The two most-used skills are
those of extensive listening (listening for the general
idea, not details or individual words) and intensive
listening (listening hard because individual words are
important, or for some other reason).
In your own language, would you listen extensively or
intensively to each of the following? W hy, in each
case?
a an airport announcement
b a boring talkative neighbour whom you meet at a
bus-stop
c the news on TV
d someone who speaks your language with an
extremely strong foreign accent
e a passer-by giving you street directions
f someone reading an important address to you over
the telephone
2 Exposure
Your extensive listening skills will improve naturally
with exposure to English. This is no problem if you are
studying in B ritain. If you are studying in your own
country, you have to make more effort to ensure this
exposure. W hich of the following could you personally
do?
a See English language films at the cinema as often
as possible.
b Hire English language videos with or without
subtitles.
c Listen to songs in English.
d Arrange to have English language satellite TV at
home.
e Listen to BBC W orld Service radio.
f Ask colleagues or friends who are native speakers
of English to speak only English to you.
g Join an English Club. (See Organising Your
Learning: Speaking (2).
Do you have any other ideas for increasing your
exposure to English?
44
3 Intensive listening activities
The following are some activities you can do outside
the classroom to improve your intensive listening.
a Record the radio news, and choose an item which
interests you. W rite down in your own words what
you understand of it after one listening. Listen
again, sentence by sentence, pausing each time to
write out the sentence as well as you can
remember it. Listen a third time, pausing every
few words, and try to write down exactly what is
said. Compare the final version with your original
understanding of the item.
b Try to write down all the words of one of your
favourite songs in English, listening as many times
as necessary,
c Record English language TV programmes which
interest you, so that you can listen to them again,
replaying parts when necessary.
d If you watch an English language video with
subtitles, cover the subtitles and see how long you
can go on listening and understanding without
them. If you start to get lost, uncover the subtitles
again for a while.
e Listen to a short piece of a video with the TV
screen covered. Try to guess where the characters
are and what they are doing. You may even be
able to guess what their expressions and postures
are. Check by playing the piece with both sound
and vision.
f W atch a short piece of video with the volume
turned down. Try to work out what the charactets
are saying, by lip-reading and by paying attention
to their expressions and postures. Cover the
subtitles if there are any!
g Record a real conversation involving at least one
native speaker of English and yourself. Listen to it
again. W ere there any points where you had
listening problems? W hat was the reason? Try to
write down exactly what was said at that point.
Activities suggested in Projects and Assignments
throughout your Coursebook provide more listening
practice.
Do you have any other ideas? Share them with your
fellow learners and find out theirs.
Relative clauses
1 Combine each group of sentences to form one
sentence, using relative clauses- Some words and
commas are given, but you must put more commas
where necessary.
a The work of some people doesn't involve much
driving. Even these people are often provided with
company cars. The value of the cars is considered
as part of their income for tax purposes.
Even people
cars, the
b I don't see the point of our discussing it. You know
even less than I do about it.
I discussing something
do.
c These new regulations will not affect some people.
The annual income of these people is lower than
12,000. The regulations come into force next
year.
These people
come
d 'The United Nations resolutions must and will be
enforced. This unacceptable military occupation
continues in defiance of these resolutions.'
The resolutions, in
enforced.
e However, other UN resolutions show no sign of
being enforced. Dozens of them have been passed
in recent years condemning similar acts by more
acceptable governments.
However, other Check on page 86.
45
UNIT 8
Ellipsis in passive voice relative clauses
2 Expand the sentences below by writing in full the
elliptical passive forms. Be careful with tenses!
The first one has been done for you.
a His latest film, shot in the Sahara, is his most
expensive so far.
His latest film, which was shot in the Sahara, is his
most expensive so far.
b Until now, his last one was the most expensive
film ever made.
c Children brought up in poverty are prone to
disease.
Language register: matching exercise
3 Complete Column A and Column B with the words and expressions below. Put formal items in Column A and
informal items of similar meaning in Column B. Some spaces have been filled for you.
it took everyone by surprise lose your life no longer talk about discover occur all over the world
not any more edifice conceal take pride in people are worried express an interest in gun
I'm afraid be told about die say you're interested in someone who works for me worldwide item
runoff a victory building amazing a great many discuss in search of firearm do
A more formal
to place your complete trust in
there was widespread amazement at it
one of my employees
be informed about
46
Bless formal
to really trust
a win
happen
find/find out
a lot of
UNIT 8
perform
there is concern
extraordinary
abscond
Check on page 86.
Language register in relative clauses
4 The sentences below, containing relative clauses,
are informal in style. Using the more formal words
and expressions from exercise 3, make the
sentences more formal without changing the
meaning. All the words and expressions must be
used. Remember that formality determines the
position of prepositions in relative clauses.
a They talked about the situation in Zimbola, which
people all over the world are worried about.
b That's the bag the gun was hidden in,
c The expedition found this amazing building,
which people used to do human sacrifices in. {use
the passive voice in your answer)
d Sorry, but the thing you said you were interested
in isn't for sale any more.
hide
sorry, but
be proud of
looking for
thing
e I've just found out that someone who works for
me, who I really trusted, has run off with 10,000.
f He spends every weekend in his garden, which
he's really proud of.
g The outcome of the election, which took
everyone by surprise, was a win for the socialists.
h Here is the diamond, which a lot of men have
died looking for.
i This meeting, which the President was told about
by his staff, happened in New York.
Check on page 87.
47
UNIT 8
Gap-filling exercise
5 Fill the gaps in the following article. Sometimes the first tetter or letters are given.
Albania Tanks Roil to Quell Protests
A week of disturbances in towns
1 th Albania has exposed the danger
2 fa Europe's last communist
regime as it tries to liberalise 3 w
losing control.
Troubles that began a week ago with
student demonstrations in the capital Tirana
spread as 4 th along a trail of
gunpowder to Shkoder in the north and the
comfortless resort town of Sarande in the
south. Violence was particularly marked
in Shkoder and the dreary steel town
5 Elbasan near Tirana, though
6 yesterday the situation appeared
calmer. Government forces were
7 rep to be in control with tanks
patrolling the streets of Elbasan. President
R amiz Alia has been trying to move
Albaniaout of backwardness and isolation
since he 8 over as communist boss
after the death of the post war revolutionary
and tyrant Enver Hoxha in 1985.
At talks with student leaders last week
Alia 9 p to allow independent
political parties to take part in elections to
the national assembly already 10pl_
for February.
R amiz Alia 11 a told the
students that he 12_ sacking seven
13 m of the ruling politburo. It is
improbable, 14 , that gestures of
this kind will have much 15 ef .
The regime's dilemma was brought into
16 sh focus in October when the
17 greatest writer, Ismael K adare,
defected while 18 a visit to Paris.
K adare said then that he had 19 to
the conclusion that Albania' s
20 reg could not be reformed.
21 would come only by getting
22 of it.
Last week's events 23 sug
change may come violently. Albanians
were encouraged by the 24 of
Ceausescu in Romania into25 they
could get rid of their 26 o harsh
regime. Last week both K adare and
intellectuals in Albania 27 exp
apprehension at the 28 pr of violent
change. The country has an old29tr____
of feuds to the death between tribes and
families, and many scores are waiting to
be settled 30_ almost half a century
of unremitting repression.
Check on page 87.
Compound nouns derived from phrasal verbs
6 In compound nouns derived directly from phrasal
verbs the adverbial particle goes last. (e.g. to knock
out - a knock-out; to fight back - a fight-back). Stress
is always on the first word in the compound.
For each group of definitions, six verbs are given
below. Using your dictionary, combine each verb
with an adverbial particle (e.g. out, up, down,
over) to produce a compound noun which
matches with one of the definitions. The first has
been done for you.
a something which causes delay hold up
b end of a romantic relationship
c taking of control over a company etc
d value of business done by a company
e sudden, severe repression
48
f drastic reorganisation of personnel
crack take hold break shake turn
g undignified retreat from previous claims,
admitting you were wrong
h large-scale concealment of scandalous facts
i a problem stopping you from continuing with
your plans
j a newspaper review
k multiple road crash
1 disappointment
write pile climb set let cover
m arrangement of objects, material etc
n sudden significant success in war, research etc
0 the way an organisation is arranged
p someone who likes to appear clever or impressive
q the act of mistaking one thing or person for
another
r a very successful show, for which all tickets are
sold
lay sell mix break set show
Check on page 87.
7 Use one of the compound nouns to fill in the gaps
in the following sentences.
a I'm afraid there's been a . I'm D.H. Smith,
not DJ. Smith.
b The group's US tour was a huge success; every
concert was a .
c There are rumours that a multinational company
is to attempt a of British Copper, which
has an annual __ . of over 10bn.
d The discovery of the new drug is a _ , which
will revolutionise treatment of heart disease,
e In a humiliating , the administration has
admitted the previously denied involvement of
the President in the scandal, which had been
hidden in a massive operation.
f The ____^ of their marriage was unexpected.
They had seemed to be getting on fairly well.
g Police have launched a vigorous __ on drug
dealing.
h W hat a ! I expected something much
better!
1 In the Cabinet , many Ministers have
changed jobs, and three have been sacked.
49
UNIT 8
j Security checks at airports take time and cause
, but they're necessary.
k Fog has caused a catastrophic on the Ml
motorway, involving 142 vehicles.
1 The advertisement looked much more attractive
after they had changed the
m I thought that film was quite good, but it got a
terrible in the newspaper.
Comparison and contrast
8 Fill the gaps to complete the sentences below
comparing and contrasting dolphins and humans.
Sometimes, the first letter of a word is given.
1 dolphins, humans communicate by
making noises to each other. However, dolphins,
2 u humans, seem to have no interest in
investigating the languages of other species.
3 humans nor dolphins can breathe water.
Strangely, however, although dolphins breathe
air, they soon die if they are out of the water.
Humans, 4 , are fairly happy in
either medium.
5 humans and dolphins are believed by
humans to be highly intelligent.
Humans are social creatures, tending to live in
societies. 6 S , dolphins live in groups.
Being mammals, 7 n dolphins 8
humans lay eggs. 9 dolphins, humans can
be trained to play skilful games with balls.
10 U humans, however, dolphins are not
paid for displaying their skills.
Check on page 87.
Organising Your Learning:
Reading (2)
Reading for vocabulary consolidation and expansion
1 R eading consolidates vocabulary you have studied or picked up elsewhere.
Read the following text and underline words or expressions you have studied
in your Coursebook. How many did you remember?
Evidence in robbery case 'was planted by police'
AWINDOWCLEANERyesterdayaccused
three police officers in the High Court of
fabricating forensic evidence to support a
charge of attempted armed robbery.
Milton Morris, 41, who spentnine months
in custody before being acquitted, said the
officers took part in a 'wicked conspiracy' to
implicate him in a raid on a sub-post office
in west London.
They planted fibres from his clothing on
a mask and pair of overalls abandoned by
the robbers as they fled after the abortive
raid, it was claimed.
Mr Morris, who has no previous
convictions, is seeking damages for
malicious prosecution from the
MetropoKtanPoliceCommissionerandPCs
Desmond Cooke, Stephen Deacon and Leif
Bailey.
The police deny fabricating evidence and
claim they had an honestbelief in Mr Morris's
guilt.
The forensic evidence - fibres from Mr
Morris's clothing on the overalls, his hair on
the mask and glass from the scene of the
crime on his shoes - appeared damning.
Itlinked himto the raid, Colin Challenger,
his counsel, told the court. But Mr Morris, of
Chiswick, west London, had played no part
in the raid and the fibres must have been put
there by the police, he said.
His arrest in November 1983 and his
prosecution and months in custody had
had a 'profound and devastating' effect on
him, Mr Challenger added.
Mr Morris was charged with attempted
armed robbery on 15 December and
remanded in custody. He was tried and
acquitted at Acton Crown Court in
September 1984, after spending nine months
in custody.
The trial continues today.
Check on page 87.
2 R eading will also show you new ways to use familiar
vocabulary.
You have already studied the expressions:
to be charged with (a crime)
to be remanded in custody
to be convicted
B ut the text demonstrates that we can also say:
a charge of (crime)
to spend (time) in custody
to have (previous) convictions
3 Use your reading to consciously acquire new
vocabulary.
Set yourself a target of, say, five new words from every
newspaper article or every page of a novel which you
read. These words can be recorded as discussed in
Organising Your Learning: Vocabulary.
Exercises
4 Reread the text, and find five new words or
expressions to add to your own list of Crime and Law
Enforcement vocabulary. Use your dictionary to help you.
Check on page 87.
5 Study the four lists below. Decide what is the
common characteristic of the items on each list, and
find at least one word or expression in the text which
could be added to each.
a evil, immoral, naughty
b to falsify (information, accounts etc), a forgery, to
take someone in
c cap, bow-tie, waistcoat
d catastrophic, destructive, disastrous
6 Sometimes you may want to start a new list because
of vocabulary items you come across.
In the text there are two expressions using part:
.. .the officers took part in a wicked conspiracy... (para2)
...Mr Morris... had played no part in the raid... (para 7)
Find three other uses of part in your dictionary and add
them to your list with example sentences of your own.
Language register and the passive voice
1 R ewrite the sentences below from the active voice
to the passive voice, beginning with the words
given. Make any other changes which make the
passive voice sentence sound more formal.
a 'It says you can't take pictures in the museum.'
Cameras are
b 'Look, it says you've got to leave it at the desk.'
Cameras
c 'Someone's doing his house up for him.'
He
d 'They've talked her into changing her mind.'
She
e 'People are searching for the kid who's gone
missing.'
The
f 'It was crazy ever to close this window.'
This
g 'You'd better finish writing the book by January.'
The book
h 'O K , no problem with January.'
I assure
Check on page 87.
51
The passive voice with prepositions
2 The sentences below contain prepositional
phrases and verbs. Most are possible in the passive
voice, but two are not. Decide which these are,
then convert the others, beginning with the words
given. Pay careful attention to the position of
prepositions, and mention the agent only when
necessary.
There is no rule about when prepositional phrases
and verbs can be used in the passive voice (even
native speakers may disagree!), but you will
gradually pick up a feeling for this.
a I can't stand it when people stare at me.
I can't stand
b He's fallen in love with his teacher.
His
c The whole town is talking about us.
W e
d Don't worry, someone will take care of them.
Don't worry, they
e W e're not going to stand for it!
It
UNIT 9
f Children hate it when adults don't listen to them.
Children hate
g A team of special investigators ought to look into
this whole takeover.
This whole takeover needs
Check on page 87.
Verbs of movement and posture
3 Below are anagrams of some of the movement and
posture verbs in your Coursebook. Solve the
anagrams and write in the middle column.
a ttsur f pale
b fuselhf g trowe
c gloneu , h sadh
d plotep i direst _______
e creph ______ j redawn _
4 Match the words below to the verbs in exercise 3
above, bearing in mind the special meaning of each
verb. The first has been done for you.
a lazy lounge f crash ______
b directionless __ g slippers ______
c tall ______ h kangaroo ______
d bird i hurry ______
e arrogant _______ j sudden ______ ,
Check on page 87.
Idiomatic expressions with names of animals
5 Using your dictionary, match the following
animal-based idiomatic expressions with their
meanings below.
a to chicken out
b to make a pig of yourself
c to let sleeping dogs lie
d to flog a dead horse
e to feel like a fish out of water
f to smell a rat
1 to waste your efforts for no return
2 to sense that something suspicious is going on
3 to eat too much of something
4 to lose your courage
5 to be uneasy, in a place which doesn't suit you
6 to decide to ignore some problem which is not
causing trouble at the moment
6 Complete each sentence with one of the
expressions in exercise 5.
a Some people enjoy living abroad, and feel they
belong in the new country, but British footballers
usually in Italy.
b His wife when he started coming
home late from work every night. He had a
lover, she was sure,
c Don't start that old argument again. O K , she
shouldn't have done it, but it was a long time ago.
Just why don't you?
d Pm beginning to feel I'm trying to
teach that student anything. Do you think she
really wants to learn ?
e O h dear, I don't feel too good this morning. I'm
afraid I with the curry last night.
f He intended to ask her out, but at the last minute
he lost his nerve and .
Check on page 87.
52
UNIT 9
Gap-filling exercise
7 Fill the gaps in the following advertisement with one word.
HOW TO TALK TO YOUR CAT
Your cat is talking to you. 1_______ ! - your cat is telling
you how much she loves you. W atch! - the spcxial
friend who 2 your life has so much to say to you
about his feelings and 3 . . . if only you know
how to listen and what to look for. If you're a cat lover
like me, and wish to better communicate with your pet
for a deeper, more loving 4______ , then you'll want
to find out HOW TO TALK TO YOUR CAT.
R emember- there's a lot more cat talk than 'meow
1
.
In fact. . .
There are nineteen different ways cats say ' meow
1
.
And each has its own special 5 ! Cats also talk in
body language - with their ears, whiskers, eyes and
6 . . . with their poses and movements! YOUR
TALKING CAT shows you how to talk to your cat, how
to 7 your cat's meows, facial expressions and
often intricate body 8 , and answers at last
fascinating mysteries of feline behaviour such as:
Why your cat rubs you to show affection . . . and
how best to show her 9 .
Why your cat circles in your lap before settling
10 .
Why your cat always seems to come over when
you're reading or doing paperwork . . . and the
ultimate toy to distract him.
Why your cat doesn't like to be stared at.
W hat kinds of toys and games your cat
likes best.
And there is also a 'Cat Talk' Chart 11__ your
cat's language, so you'll know when your pet is
happiest . . . and illustrated charts of feline facial
12_ and tail positions that reveal the 13
of your cat's moods and feelings.
You may be surprised to discover the warmth and
strength of the 14 of affection between you and
your cat 15 __ you understand her unique
language of communication . . . when you learn the
secret of HOW TO TALK TO YOUR CAT. O rder
your copy of YOUR TALKING CAT today - now,
using the handy coupon below:
1991 Carnell Ltd, 27 Salisbury House, London Wall, London EC2M 5PJ
Registered in England No.2470149
53
UNIT 9
Verbs of facial expression
8 R ead the following and find verbs of facial
expression which have the meanings given below.
Underline the verbs, then write them in the
spaces provided.
1 'It's not fair, I won't go, and you can't make me,'
pouted the little girl. Her mother glared at her
furiously, but said nothing. The headmistress
frowned slightly with irritation, and tried again.
2 'Don't gape like that; shut your mouth at least.
Haven't you ever been to a topless beach before?
And please stop staring at that girl, she'll notice, if
you're not careful!'
3 W e gazed in silence as the sun slowly went down
over the sea.
4 'Hello everyone/ he beamed. 'I've got some good
news for you all.'
5 I peered into the darkened room, but couldn't see
anybody.
6 'I can't say I'm surprised that you enjoy hot dogs,'
he sneered. 'After all, you're British, which says
something about your taste in food.'
a to look intently, because something is hard to
see
b to look at something in a steady, relaxed way
c to push your lips forward, showing that you feel
you're being treated badly
d to smile broadly and happily
e to contract your forehead in annoyance or
concentration
f to be so amazed that your mouth falls open
g to show in your expression that you feel yourself to
be superior
h to give a very intense, angry look
i to watch in a fixed way, with eyes wide open
54
9 W hat expression(s) might be associated with the
following?
a looking into the eyes of someone you love
b trying to read a bus timetable which is old and
dirty
c passing your exams
d seeing a polar bear walk down your road
e concentrating on a crossword puzzle
f a snob
g a childish person not being allowed to do
something he wants to
h someone being hypnotised
i being unable to speak, but showing your boyfriend
you are very displeased with something he has just
said
Requests and permission: gap-fill dialogue
10 Fill the gaps in the following dialogues. The first
letters of some words are given.
A dialogue between two friends at work
Colin; John, c 1 ._ f_______?
John: S_______ , what ?
Colin: W ell, I've got to go into the centre at
lunchtime, and it's raining. I' d
s_______' 1I me your car,
w ?
John: Ah, well, normally I w , but it's a
b______ d today, because I'll be using
it myself. S_______ a______ t .
Colin: O K , no problem.
UNIT 9
A telephone conversation between two business
acquaintances
Derek: Derek R eynolds.
John: Hello, Derek, John Carling.
Derek: Hello, John, n to speak to y
a . W c I d _
?
John: Hi. Listen, Derek, I'm s__.
p y o , but that meeting
we arranged. W
________ to change the time?
Derek: It d When d y .
m I
John: Sometime during the afternoon, if possible.
S 2pm?
Derek: Let me see. W ell, I'm supposed to be busy
then, but I could try to rearrange that, I
s .
John: W _ I ' d g if
. As I say, I'm s_________ to
o________ like this, but there's
no w_______ I c make the morning.
Derek: Don' t w a________ it. I'll s
w I about rearranging
the other thing, and g_______ back to you, all
right?
Check on page 88.
Guided writing: sentence combination
11 Join each of the following groups of sentences to
form one or two long sentences, as indicated,
using the clues given below.
a Many people find the presence of so many dogs in
B ritain a nuisance.
They often provide uncomplaining
companionship to people.
These people have no other friends.
This is because of age or other circumstances.
This cannot be denied.
Although .. . , i t . .. denied . . . friends
b Most people would support a moderate movement.
Its aim would be to end the use of animals in non-
medical experiments.
It would pursue peaceful means.
Some animal rights activists use wildly
inappropriate terrorist methods.
These activists only alienate the majority of the
population.
The majority of the population ask themselves if
these people are quite right in the head.
They ask themselves this with some justification.
Mos t . . . a movement. . . aim was to . . . long . . .
pursued . .. activists who . . . methods only . . .
population, justification.. . head. (Two sentences).
55
Conditionals with but for, if not for
1 W rite sentences based on. the paragraph,
beginning!/ it hadn't been for..., If it weren t for..., or
But for... Use the prompt words given.
W e moved to this house a few months ago. It's an old
wooden house in a small town in New England. It was
my wife's idea, not mine. I hated the idea of leaving
New York, but I'd lost my job, so it was a question of
improving our financial situation. Hie price was really
low, that's how come we managed to buy it. I've often
wondered why it was so low. But I don't worry really,
it's just the strange stories I've heard about the place
which . . . well, I suppose it's nothing. I quite like the
place really. Apart from these noises at night. And the
other day, when that wardrobe nearly fell on my baby
daughter for no reason, and my little boy just pulled
her out of the way in time. W ell, accidents will
happen. Haunted? No, no! It's just those stupid
Hollywood films that make people believe in ghosts.
56
a wifc/move/house
b financial situation/New York
c low price/buy
d strange stories/worry
e noises/like
f my little boy/daughter/killed
g films/nobody/believe
Check on page 88.
Tenses in long second conditional sentences
2 In long second conditional sentences, verbs in the
main clause, non-identifying relative clauses and
coordinate clauses are conditional. O therwise,
verbs are in the past tense.
Examples:
If I lost my job, I would work for whoever offered
me employment, and I would do as 1 was told.
UNIT 10
If I lost my job, I would do any kind of work that was
offered to me and wasn't illegal, which would be an
interesting life, in a way.
If I lost my job, I would sell antiques, which I would
buy in auctions and sell in a market.
In the monologues below, choose whether to use the
past tense or the conditional tense. Underline your
choices.
I a 'If I were offered a job in another country, which was probably one where they wouldn't speak
would be offered would probably be ' didn't speak
English, I. would take ' it like a shot unless the salary I would he really low. In which case the conditions of
took i was
employment had to be really good, or I wouldn't take it.'
would have didn't
b 'If I would have so much money that I was I in a position to stop working for good, even supposing that I
had would be
would go on spending money as fast as I do now, I think I would buy a yacht, and my wife and I would go
went on I bought went
sailing whenever we would want . And it wouldn't matter that we wouldn't know how to sail, because we
wanted didn't matter didn't know
would have a professional crew to sail it for us, if we still had enough money left. O therwise, we
had would still have
1
would send our children on a training course (whether they would like i it or not), and they crcwed
sent liked would crew
the yacht for us!'
Check on page 88.
Noun-preposition collocations
3 Complete the noun-preposition collocations by
filling the gaps below. Each line represents a word.
a 1 whole, I'm 2 of
fringe religions and cults. They do less harm than
religions usually do, to my 3 .Devotees are
4 obligation to join, after all, and if
they do give up their freedom or possessions,
5 they receive peace of mind. It
seems a fair bargain, to me.
b It is simply 1 ___________ belief rhat important
decisions taken by the most powerful man in the
world, a US president who was 2 _____ office for
eight years, were taken on 3 . of an
astrologer. Though, 4 thoughts,
perhaps nothing in politics should surprise us any
more.
Check on page 88.
57
UNIT 10
Prepositions
4 Fill the gaps in the article with prepositions.
You may use each word more than once-
Krishna leaders face criminal charges
by Mark Hnsenbali, Washington
THE GENTLE image of Hare
Krishna disciples chanting their
way 1 American streets
hides a sinister world of murder,
drug running and prostitution,
according 2 investigators
hunting 3 the crooked
leaders of the sect. They say they
have been acting more 4
associates of Al Capone than
children of a benevolent eastern
deity.
A federal grand jury in West
Virginia is expected to order a
nationwide probe 5 charges
that some Krishna leaders have
engaged in brutal violence to
silence rivals and 6 large-
scale racketeering to line their
own pockets.
There's a kind of holy war
going on 7 the Krishna
movement,' said Donald
Bordenkircher, sheriff of Marshall
county, West Virginia, where the
Hare K rishna cult has a large
settlement.
Trouble has been brewing in the
sect 8_ the death in 1977
9 Swami Prabhupada, the
82-year-old Indian holy man who
is credited 10_______ importing the
religion to North America. Several
of his saffron-robed leading
disciples then carved the United
States 11 independent
fiefdoms which competed with
each other 12 money and
converts.
Two years later, evidence
surfaced that some factions of the
movement had adopted highly
unorthodox fund-raising activities.
Alexander Kulik, a temple leader
in California and a close associate
of the late guru, was convicted
13_ charges of distributing
heroin.
The authorities said a financial
firm set 14_ under the
auspices of the K rishna
movement, Prasadam Distributors
International, was used to
launder drug dealing profits.
Two of the company's officials
pleaded guilty 15 charges
of kidnapping a business
associate whom they suspected
16 embezzling cash. The
business associate was eventually
murdered.
Violence 17 rival cult
members has intensified 18
the last year. Kirtanananda Swami
B haktipada, settlement leader,
was beaten unconscious 19
a disgruntled devotee who
attacked him 20 a steel
pipe.
The swami, who was known as
Keith Ham while a student 20
years ago at Columbia University,
New York, claimed that the
incidentresulted21. aclash
22 materialism and the
K rishna's religious devotion.
In May, Steven Bryant, a former
devotee who had launched a
campaign to expose what he
claimed were corrupt K rishna
leaders, was shot dead while
driving his van near the sect's
Los Angeles temple.
Before his death, Bryant gave
lengthy interviews to police in
which he charged some Krishna
leaders 23 condoning child
abuse and immorality, and
organising prostitution and
burglary rings.
Although at first authorities
did not take B ryant seriously,
24 his death they began to
investigate his charges and
discovered evidence to support
many of them.
Thomas Dresher, a K rishna
devotee, was recently charged
with murdering Bryant. Police
believe a high-ranking sect
memberpaid25 the murder
to silence Bryant. Dresher had
already pleaded guilty to
murdering a second K rishna
disciple who disappeared
in 1983.
Glossary
racketeering: making money from illegal business
fiefdoms: areas of influence
factions: competing groups within a movement,
political party etc.
launder: convert illegally-earned money into
apparently legal money
condoning: approving of, allowing to happen
auspices: approval and support
Check on page 88.
5 Having checked your answers to exercise 4, fill the
following gaps with prepositions.
a He was convicted charges of causing
explosions.
b Under the auspices of UNESCO , an international
agency has been set .
c He is credited the success of the
campaign.
d In the nineteenth century, Africa was carved
European colonies.
58
UNIT 10
e The accident resulted a failure of safety
procedures.
f MPs are calling for a probe the
Government's role in the scandal,
g The bank is suspected __ having laundered
drug money,
h In competing with each other customers,
the two supermarkets engaged_____a price war.
Check on page 88.
Adjective/noun collocations
6 Match the nouns on the left with the adjectives
on the right which can combine with them to
strengthen them. Sometimes, more than one
adjective could he used.
a unemployment
b the majority
c wishes big
d sense
e winds
f the part great
g rain
h an opinion of
i a blow heavy
j an opportunity
k a while/an hour/ten minutes
1 speeds (s) good
m a possibility
n views
o a smell/taste strong
p quality
q business
r profits high
s finance
t industry
u difficulty best
v a mistake
w a quantity
x an accent large
y losses
z an influence
Check on page 88,
7 Fill the gaps below with collocations from exercise
6. Each line represents a word. The first letters of
some words have been given.
a 'The latest trade figures are a 1 s
in favour of lowering interest rates,' she said.
'Should the Government not have the 2_
s_ to do this, it will be making a 3
m , and losing a 4 g o to
resuscitate the economy.
b He had 1 d in writing the essay. It
took him a 2 half-hour just to understand
the question, and then the 3 b p of
the evening to answer it.
c Good evening, here is the weather. 1_
w and 2 h hit most of the
country today. There is a 3 p of
heavy snow tonight, so don't drive unless it is
absolutely necessary.
d A 1 quantity of 2 h q sound
equipment was stolen today from a disco in the
W est End of London. A man with a 3_
Scottish accent forced staff at gunpoint to load the
equipment into a van, and drove off at 4
. Police say there is 5
c that the man will be caught, since he was
recognised by one of the staff as an ex-employee.
Check on page 89.
UNIT 10
Go and get with adjectives
8 Go and get are commonly used with adjectives to
mean become {e.g. to go pale, to get angry).
Put each adjective below into one of the columns.
Your dictionary should help, if you look carefully
at the example sentence(s) it gives for each
adjective. Some adjectives can go in either
column, usually with a change in meaning,
go get
pale angry
bald angry blind pale old deaf bad cold
mad wild bored drunk crazy violent
white (and other colours) thin fat nasty
bankrupt wrong insane ready tired
unfriendly cloudy difficult windy famous
rich well impossible excited wet dry
broke lost
Language register: go, get, turn and become with
adjectives
9 In more formal style, become can be used with
most adjectives from the get list, but not usually
with go adjectives.
Turn is also more formal and is used especially
with changes of colour, behaviour, and weather.
Put a correct form of go, get, turn or become in
each gap below. You must use become or turn if
you think it is both possible and stylistically
appropriate.
60
a O n seeing us, he bright red with
embarrassment.
b Come on, ready, we're going.
c He bald since you last saw him.
d I think you're a bit too thin, you know.
e I'm _____ tired, can we have a break?
f At this rate we're going to bankrupt in a
few months.
g Younger students quickly bored unless
there is a charge of activity.
h Everything _____ wrong. I knew it would.
i Dear Mum, everything's very well here.
j The kids are _____ too exited, and it's bedtime
in half an hour.
k He had two hit records and famous
overnight.
1 The weather was beginning to a bit wet,
so we came home.
m I believe the nights are colder.
n His hair ever so grey, hasn't it?
o I hate it when my dad ______ mad at me and
shouts.
p Turn that walkman down, you'll deaf if
you're not careful.
q The crowd. wild when she appeared on
stage in a blaze of light.
r In autumn, the leaves brown and begin to
fall.
Check on page 89.
1 Use the prompts to produce sentences expressing a change of mind. The first has been done for you.
previous intention new fact new intention/prediction
a inform police damage paid for forget about it
/ was going to Inform the police, but now that the damage has been paid for, I guess/think/suppose Hi forget about it.
b buy dollars exchange rate up wait a while
c walk weather clouded over in after all
d they offer him job found out prison think twice
e Luis party W orld Cup Final TV Brazil out call off
f call doctor her fever down wait see how tomorrow
g take mortgage buy flat interest rate up have keep renting
h take job El Pagador civil war stay B ritain
i write you you phoned not bother
j they baby he lost job wait
Check on page 89.
61
UNIT 11
The future, arrangements, intentions and predictions
2 The following conversation has been split into questions (in the correct order) and jumbled answers. Decide
which order the answers go in, number them accordingly and complete them by converting the verbs in
brackets into the present continuous, the future continuous, or future simple with to be.
Questions
1 I heard you were going to move abroad. Is that 5 I've heard the traffic's bad.
right? 6 W hat about the kids?
2 Got a job? 7 That's fixed up, the house, is it?
3 That's all fixed up, is it? 8 Is it a nice area?
4 Great. Nice place to work, is it, Lisbon? 9 W hat about money, by the way?
Answers
a Yes, we (move) straight in as soon as we arrive.
b W ell, I (work) . outside the centre, so it (not be). all that picturesque, but yes, Lisbon's nice.
c Not especially, no. W e (not live) ______ as close to the beach as we would like, but at least it's not too expensive.
d Yes, I (teach) English in a small school in Lisbon.
e They (go) ______ to school in the afternoons, so I (can) spend some time with them in the mornings.
And we (live) _ _ _ in a house, so there (be) ______ a garden to play in.
f Yes, I (start) at the beginning of September.
g W ell I (not earn) very much but enough to live on quite comfortably. W e (be) ________ O K .
h Yes, that's right, next month actually. W e (move) to Portugal on the twentieth.
l Apparently, yes, but I (work) in the evenings, so I (go) ______ to work in the late afternoons. And
that's when everybody else (come) back. So I (not sit) in a traffic jam every day, I hope.
Check on page 89.
3 In the following utterances, the future forms used
are either incorrect or stylistically inappropriate
(too formal or informal). Rewrite the utterances
correctly.
a Newsreader: 'The Prime Minister is attending a
special session of the UN Security Council later
this week.'
b Hotel receptionist: 'Do you want breakfast in your
room?'
c Child: 'I am to spend the weekend at my Grannie's.'
62
d 'I would ask her, but I forgot.
1
e 'You won't go out in this rain just to get a
newspaper, will you? Look, I'll go to the town
centre myself a bit later on, so I'm walking past
the newsagents anyway. I'm going to get you one
then if you like.'
Check on page 89.
UNIT 11
Sound-words
4 Fill each gap with one of the sound-words given
below (noun, gerund, or the correct tense of the
verb). Use each word once only. W here necessary,
put the definite or indefinite article. The first one
has been done for you.
a The house was quiet. 1 The creaking of the old
stairs as Chalmers walked up was startlingly loud.
Inside the bedroom he turned the light on with
2 . The window was closed and the wooden
shutters were fastened, but he could still hear
3 of the gale outside. Suddenly he heard
4 of a powerful engine outside, and
5 of tyres as a car was driven away at top
speed. His car! He whirled round, just as the small
masked figure behind him brought the heavy
walking stick down with all her strength. The
stick struck Chalmers on the forehead with
6 sharp and he fell to the carpet.
7. . heavy his body made as it hit the
floor told his attacker that he was already
unconscious. As she turned away, she stepped on
his glasses, and the broken lenses 8 under
her foot. W ell, what of it, she thought, he
wouldn't be needing glasses where he was going.
b He reached inside the lampshade, and drew in his
breath with 1 sharp of pain as he
touched the hot light bulb. He got a cloth, and
took the light bulb out. Holding it to his ear he
shook it and heard 2 faint . Thank
goodness, it was nice and simple; all that was
needed was a new light bulb!
c There was 1 polite on the door.
'Yes, come in, come in!' he 2 , irritably,
His butler stood before him, a man so old and thin
that he looked as if his bones 3 if you
shook him.
bark howl tinkle screech creak thud
roar tap hiss rattle crunch crack click
Check on page 89.
Sentence stress and sounds: vowels
5 Say the dialogues below to yourself, and decide
which vowel in each utterance carries the main
stress. Pair each utterance with another which
stresses the same vowel. B eside each utterance
write the letter of the other one in the pair, and
the stressed sound in phonemic script. The first
has been done for you.
a Shall I call round about seven? o /___/
b No, a bit after, please. / /
c How much is she earning these days?
d A fortune, apparently. / /
e You don' t absolutely have to do it, you know. -
f I'll let you know soon, Jenny. / /
g Do I say, ' between' in that situation?
h No, ' among' is better. / /
i W e' ll send out search parties. / /
j B ut he could be anywhere in the country.
63
UNIT 11
k W here shall we sir? / /
1 I'm not that bothered, really. / /
m Now how shall I put this? / /
n O h, get on with it! / /
o And were you upset when that happened?
p W ouldn't you have been? / /
q W here have you been all day? / /
r It's none of your business where I've been.
s Can I have a chat for a moment?
t O f course you can. / /
u W hy don't we go by car, then? / /
v W ell we could, I suppose. / /
Check on page 89.
W hen you have checked your answers, say the
dialogues aloud, making sure you stress the right
syllable and pronounce the vowel correctly.
Mixed structures: sentence rewriting
6 For each sentence below, write another with the
same meaning, including the word in brackets in
the form in which it is given.
a Originally, I intended to leave early, (my)
My original intention wae to leave early.
b The reason they failed wasn't lack of planning, (it)
c He believed in his own ability and this gave him
confidence, (what)
64
d There appeared to have been a fight, (looked)
e I've always liked walking in the countryside,
(something)
f She was far less interested in football than I was.
(as)
g Please don't do that, (didn't)
h You mustn't forget how young he is. (account)
i I suddenly realised I hadn't seen John all day. (to)
j People resented his behaviour, (rise)
Check on page 89.
Words describing light
7 Fill each gap below with one of the 'light' words
listed at the end of the exercise. Use your
dictionary to check the meanings of the words,
paying special attention to the example sentences.
a There was a of lightning and almost
immediately afterwards a deafening crack of
thunder overhead.
b She lit a cigarette. I saw her face for a moment as
the match ______ . ..
c . . . then the match went out, to be replaced by the
quiet red of her cigarette in the darkness.
d I find night driving very tiring because of the
of the car headlights coming in the other
direction.
UNIT 11
e Sometimes, when you are driving on hot days,
there seems to be water on the road ahead, as the
hot air makes a effect. I think it's called a
mirage.
f He gazed across the valley at the lights of the
distant town _ _ _ in the soft darkness,
g I love to see the sea like diamonds in the
sunlight.
h The newly polished car ___ in the bright
sunlight,
i Seen from the garden, the great ballroom was
with the light of many chandeliers.
j My candle _____ as a slight breeze blew in
through the window.
glow flash gleam glare sparkle shimmer
flicker twinkle blaze flare
Check on page 90.
Sentence construction: word-jumble
8 The words in the following sentences have been
jumbled up. Unjumble them, and write the
sentences in the spaces provided. Sometimes, the
beginning of the sentence is given. Punctuation
marks follow the same word that they follow in
the sentence.
a say, no be let matter persuaded, what don't they
yourself
b whole deforestation, consequence from as area soil
a uncontrolled of the erosion, suffers
As
c earth beyond did thing utterly why she such me. is
a on
d companies, offered return helping refused, in one I
for was of which him, a his job I in reluctantly
In
e glad if touch get number, you, him I'd you'll me
his for with in to let have be
I'd
f sorted shortly, calm, everything as everyone long
stays should out as be
As
g Government, was he of cause downfall of
attempting to the accused the
He
h largest said built, it to ship be the ever by is far
i it what there? how long difference make get does
to it takes
j as a this which Mr Smith by conditions, was
caused unsafe accident, result arm, of an directly
lost working
This
Check on page 90.
65
UNIT
Motoring, cars
Register: formal expressions to talk of probability
1 Study the following list of formal it is . . . and there
is . . . constructions. W hich ones have a basically
affirmative meaning (i.e. that something
happened or will happen), and which have a
negative meaning? W hich ones express strong
probability {or certainty), and which ones weaker
probability!
1
It is impossible t hat . ..
It is possible t hat . ..
It is inconceivable t h a t . . .
There is no doubt whatsoever t ha t . . .
There is very little likelihood that - . .
It seems beyond doubt t hat . . .
There is a strong possibility t ha t . . .
It's unlikely t hat . . .
It is not beyond the bounds of possibility t ha t . . .
It's quite possible t hat . . .
Check on page 90.
2 Use the expressions in exercise 1 to form answers
to the questions below. Each time, you are given a
Yes or No as your basic answer, and a number of
stars (from six to one) to indicate the degree of
probability. You need not use all the expressions
above, and may use any more than once. The first
two are done for you.
a W ere they going too fast? (yes **)
It is possible that they were going too faet
b W ill the climate change dramatically in the near
future? (No ****).
There is very little likelihood that the climate will
change dramatically in the near future.
c W ill the government fall this month? (No ******)
d W ill the government fall this year? (Yes *)
UNIT 12
e W ill Japanese car manufacturers take over the
luxury car market in the next few years?
(Yes *****)
f Have the hostages been taken to another
location? (Yes ****)
g W ill there be another global conflict in the near
future? (N
h W ill cars be banned from all cities in the future?
(Yes *)
i Are women drivers safer than men? (Yes ******)
Language register: seems + infinitive or sounds/
looks as though
3 In interpreting situations, we can use seems with
an infinitive (more formal) or it looks/sounds as if/
though (less formal).
Examples:
type A There seems to have been a mistake.
From what I hear, he seems to be very
happy in his new job.
O R
type B It looks as if there's been a mistake.
It sounds as if he's happy in his new job.
Below, convert type A sentences to type B
sentences, and vice versa.
a Everything was going well, by the sound of it.
It _____
b It looked to me as if everything had been prepared
correctly.
Every th ing _______
j Has he left the country already? (Yes ***)
c It looks as if the situation has been brought back
under control.
The situation
k Has he left the country already? (No **)
d Judging by appearances, everything seems to be
getting back to normal.
It
Check on page 90.
e Judging from what he said, they seem to be
heading for a divorce.
It
f It sounds to me as if they made a mistake getting
married so young.
They __
67
UNIT 12
g In conversation, he seemed to me to have no
intention of changing his mind.
It
f It's strange that he so early.
h It sounded as if we'd been wasting our time trying
to persuade him.
W e
i It looked to us as if they were arguing about
something.
They
j Judging by appearances, they seemed to have
come to blows already that evening.
It
Check on page 90.
Modal verbs: sentence completion
4 Complete the following sentences, using a modal
verb phrase including the correct form of the verb
in brackets.
a Isn't this ready yet? It _____ hours
ago. (finish)
b You'd already done it? You mean I
? (bother)
c W e'll need to stop for a break around lunchtime.
By then we for four or five
hours, (drive)
d So you left the club three hours later, you say.
That _______ after midnight, then?
(be)
e Didn't you see that car coming?
You , you silly child (kill)
Normally he stays quite late, (leave)
g It is quite unacceptable that prisoners
in such conditions, (keep)
h I wonder if I _ a suggestion?
(make)
i No, don't call then. I the
house by that time, (leave)
j It's interesting that you
that, (say)
Check on page 90.
US and GB vocabulary
5 Complete the columns with words from section C
of your Coursebook.
GB US
a ground floor
b take-away food
c liquor store
d mates
e a crossroads
f a flashlight
g the pavement
h
mean
l mean
j rubbish
Check on page 90.
UNIT 12
Words borrowed from French
6 W ords borrowed from French are very common in
English, some having become truly English words
(e.g. garage) while newer entrants still seem quite
foreign (e.g. duvet). US speakers invariably stress
the second syllable of these words.
Use your dictionary to match the following words
and phrases with their meanings below, and write
them in the spaces provided.
nouns
decor debut duvet melee fiance faux pas
carte blanche genre farce
adjectives
grotesque gauche blase naive brusque
a exaggerated to the point of being ugly or
ridiculous
b a performer's first public performance
c a lot of people struggling or fighting in a confused
way
d a particular style in literature, music or art
e uncomfortable and awkward in social situations
f a free hand, permission to act freely
g a thick, warm bed cover
h casual and dismissive, instead of nervous or
excited
i an indiscreet act, socially embarrassing
j having an over-simple or a too innocent view of
the world
k something which is absurdly disorganised
1 style of furnishing and decoration
m abrupt in manner, not considering people's
feelings
n the man a woman is going to marry
Check on page 91.
7 Fill each gap below with one of the words or
phrases from exercise 6.
a The police made straight for the centre of the
in an attempt to stop the fighting.
b W e'd better buy a new before winter
comes on.
c He seems very
about his exam tomorrow,
but it might be tougher than he thinks.
d He made his professional against Benfica
in Lisbon. W hat a way for a footballer to start!
e I knew very little about the social rules of their
culture, so the occasional was inevitable.
f R ooms in our hotels have the same
anywhere in the world.
g It was rather of him to trust her,
considering he hardly knew her.
h The new manager is going to put people's backs
up with his way of dealing with colleagues.
i The police must have freedom to act as they think
right, but a democracy cannot give them a
complete .
Check on page 91.
Words borrowed from other languages
9 The commonly-used words and expressions below
come from a variety of languages, though some
have taken on slightly different meanings in
English. Use your dictionary to help you match
them to the meanings on the right.
scenario a smooth, convincing speech aimed at
persuading someone
fiasco a respected adviser or expert (slightly
ironic expression)
bravado a long story or narration
prima donna something getting louder or more
intense
69
UNIT 12
guru detailed prediction of the way a
situation could develop
crescendo considered by society to be too 'bad' or
offensive even to talk about
saga failure so complete as to be ridiculous
spiel a reckless, courageous attitude,
intended to impress
taboo something you are especially good at
forte someone temperamental and
difficult to work with.
Check on page 91.
10 Fit one of the words from exercise 9 into each gap.
a Ugh, that's disgusting! Sorry, but mixing cocktails
isn't my .
b O nce again we had to listen to the of his
failed job application.
c The election campaign was such a
the organisers were sacked.
that
d The college has invited a number of linguistics
to speak at the conference.
e W hat a ! How can you put up with
behaviour like that?
f Coursebook writers must take care in choosing
themes and texts, since some topics are in
many countries.
g The President's promises to resist the invasion to
the end turned out to be pure .
h In response to the of public criticism, the
national coach had no option but to resign.
i A number of can be envisaged as a result
of the revolution.
j Every time he meets a girl he fancies he uses the
same old _____ to get her interested in him.
Check on page 91.
70
I had only been driving a few minutes when I noticed
that the car wasn't right. It was making a strange noise
and every now and then it would shake so alarmingly
that it seemed to be about to disintegrate. This sort of
thing ha d happened before of course - the car was fifteen
years old and was no longer the car it had been when it
was new, but it was the first time I had felt so concerned.
I decided to pull over to have a look at the engine.
As I lifted the bonnet I thought I could smell burning.
I looked carefully, and sure enough there were wisps of
acrid smoke coming from the engine. Not being by any
means an expert on cars, particularly on an old wreck
like mine, I backed off to the other side of the road so that
I could think things over from a safe distance. By the
look of it, this might be serious trouble. I had to do
something, plainly enough, but it was a bit harder to see
what that something should be. On the other hand,
perhaps if I waited a minute or two, the engine would
cool down. I concluded that this was the most sensible
thing I could do, and sat down on a rock.
Just then, I saw the first small flame above the engine.
Guided writing: rewriting a text
11 R ewrite the story below. K eep as closely to the
original as possible, but incorporate all the word
and punctuation prompts provided below, making
whatever grammatical and lexical changes are
necessary.
1 . . . hadn' t . .. more . . . few minutes. . . when . . .
struck . . . matter . . . car. . . . comi ng. . . engi ne, . . .
time .. . time . .. alarming shaking . . . car . . . point
. . . disintegration. . . . means. . . first time . ..
behaved . . . this way . . . . . . . fifteen years,. . . n o t . . .
more . . . never caused . . . concern before. . . . seemed
. . . me . . . wise . . . off... road . . . could . . . bonnet.
Lifting . . . . . . . noticed . . . f ai nt . . . burni ng. . . .
carefully, . . . thought, . . . engine . . . off... smoke.
. . . I am . . . no means . . . exper t . . . car s, . . . alone
. . . wreck . . . own, . . . retreated . . . order . . .
the situation . . . safety . . . side .. . road- . . . looked
. . . I . . . t roubl e. . . . be done, . . . plain . . . see, . ..
quite . . . should be. . . . hand, . . . possible . . .
cool down . .. few minutes. .. waited. . . . come . . .
conclusion . .. wisest. . . action . . . adopt , . . . rock,
wa s . . . this poi nt . . . flame . . . itself. .. engine.
Check on page 91.
UNIT
Travel, holidays
Phrasal verbs
1 Replace the words in italics with phrasal verbs
from Section E of your Coursebook, and rewrite
the sentences.
a He tried to allay their suspicions about his absence
with a false explanation.
e I studied ail the information I could find on the
company before I took the job.
f Don't worry. He'll threaten you, but he hasn't got
the nerve to really do what he threatens.
b Come on, into the kitchen, you're not going to
escape doing the washing up this time!
g Don't take out insurance with the first company
you speak to, be patient and find out all the
alternatives first.
c Unfortunately, your theory is not supported by the
facts.
h It was only when the lesson began that 1 suddenly
realised I was in the wrong classroom.
d It's not fair, you always support her when we argue.
Check on page 91.
71
UNIT 13
2 Fill the gaps with phrasal verbs from Section E of
your Coursebook. Each line represents a word.
a Don't it , do it today!
b W hat it all___________________is that they
don't really like each other any more: that's the
real problem.
c Sports stars often _____ their
popularity by doing advertisements.
d I was rather to see Jack. I thought
he was in Australia.
e As soon as the kids get back from school, they
straight _____ the television.
f Take your flowers and go! Nothing can
all those horrible things you said!
g She's incredibly creative; she's always
. interesting ideas.
h I didn't want to do it, really! The others
me _ it.
Check on page 91.
3 Below are five root-verbs commonly used in
phrasal verbs, with meanings beside them. Look
up each root-verb in your dictionary and find a
phrasal verb for each of the meanings. W rite the
particle or particles on the correct line. The first
has been done for you.
begin
a set out
b
c read
d talk
consider as counterbalancing
another fact
see more in a book, attitude
etc. than is really there
speak to someone in a superior,
patronising way
discuss
g come
h
i take
k
1
persuade someone not to do
something
obtain, get possession of
happen
admit that something you said
was unfair or wrong
write down exactly what
someone is saying
deceive, trick someone
accept a task, responsibility etc.
Check on page 91.
4 Put one of the phrasal verbs you discovered in
exercise 3 into each of the gaps below. Each line
represents a word.
a Can you the address if I read it to
you?
b W e've got to try and her
resigning. W e need her!
c How do I getting a visa for the
States?
d Don't your students, treat
them as your equals.
e They persuaded him to the job of
secretary of the committee.
i Look, I'll this offer with my wife,
then talk to you again.
g Yes, it's bigger and faster, but that's got to be
the fuel consumption, which is
huge.
h Nowadays, genuine antiques are very hard to
unless you pay a fortune.
j
e
72
UNIT 13
i Some people try to _____ all sorts of significant
meanings their dreams.
j OK, I'm sorry, I it , I didn't mean
to upset you.
1 He was a very popular President abroad, but his
own people weren't _____ by his fine
words.
m Reformers try to make social change _____
through political action.
Check on page 91.
Dialogue completion exercise
5 Fill in speaker B 's part of the dialogue.
A: Have you ever been to Greece?
B
A: 1976? So was I!
B
A: July. How about you?
B
A: O h, I don't mind a lot of people around, and the
hot weather is the reason I go! Anyway, April is a
month I like to spend in England.
B
A: Crete. I love it. The people are so friendly.
B
A: O h, did you? Perhaps you met the wrong ones.
B
A: I found it delicious. How about you?
B
A: O h come on, don't exaggerate. Anyway I like
plenty of oil on my food, personally.
B:
A: W ell, they say it is, but I'm perfectly healthy.
Anyway, did you have a nice time there ?
B
A: Ah, yes, the scenery is fantastic, isn't it? So that
was all right in the end, then.
B
A: Back to Crete, actually, at least that's the plan.
How about you?
B
A: You don't seem very sure. Hmm. Scotland, eh?
B
A: W rong? Nothing as far as I know! Lovely place,
apparently.
B :
A: I'm sure there is. Beautiful place, they say.
B
A: Have you? Ah, well I've heard just the opposite,
actually.
B
A: My brother. He was there last summer.
Apparently it poured with rain for the whole week.
Check on page 91.
Mixed structures: sentence completion
6 Complete the following sentences. Each line
represents a word. Contractions count as one
word. Sometimes the first letter of a word is given.
The first one has been done for you.
a I wonder if you'd mind turning that radio down.
It's giving me a headache.
b I haven't the f i you're
talking about.
c I refused to have anything d
him. I didn't like the look of him.
d I wouldn't t t be a very
good idea, if you want my opinion.
e The truth o m is that you
don't really care, do you?
73
UNIT 13
Words borrowed from French
7 Use your dictionary to help you fill each gap in
the following sentences with one of the French
words or expressions below. All are commonly
used in English.
a She certainly seems to have a wonderful
with the students. W hat a relaxed, sympathetic
atmosphere!
b Don't be deceived by his manner; he's a
very dangerous man!
c Some of his jokes are a bit , considering
his programme is on when children might be
watching.
d The whole of NATO was to oppose the
Soviet Union.
e Her article is a well-argued of current
policy, which she finds totally inadequate.
f There is a certain . about working on TV,
but it's just another job, really.
g He doesn't do much else on the field, but he is a
goalscorer !
h In bringing about a between the warring
wings of his party, he enabled it to present a more
united image.
i Even the children's rooms have
bathrooms.
j All the guests seemed to arrive , and the
party suddenly livened up.
rapprochement rapport raison d'etre en suite
en masse critique par excellence suave
risque mystique
Check on page 92.
74
f No m a says, I'm going to
marry him.
g In s ___ w
which he'd been treated, he didn't stop loving her.
h Contrary w I'd b 1
to suppose, the food at the restaurant was rather
good,
i Had there b p
o reaching the summit, we would have
continued, but it was clear that there wasn't.
j Not being in for going out, they
decided to spend the evening watching television.
k As f I know, the meeting is still
scheduled for 3 pm,
1 W ell, it's. _ _ t you,
but I must be going now,
m It'll be a long job, but regardless
1 takes, it's got to be done.
n Much a r__ h
. so, I'm afraid I must turn your offer down.
o I must s I'd r he hadn't told them,
but I suppose he thought he was acting for the
best.
p I'm afraid there seems
s k of accident in the street outside,
q In no s this be taken as an
admission of guilt.
Check on page 92.
UNIT 13
Sentence stress and sounds: diphthongs
8 Say the dialogues below to yourself, and decide
which diphthong in each utterance carries the
main stress. Pair each utterance with another
which stresses the same diphthong. Beside each
utterance write the letter of the other one in the
pair, and the stressed sound in phonemic script.
O ne has been done for you.
a How much do I owe you?
b That'll be forty-five pounds, sir.
c So I should take better care of myself, doctor?
d Starting right away, Mr R obinson!
e You said the girl ran away today?.
f No, it was the boy that ran away.
g There's been a big drop in output.
h W hich has meant less overtime, of course.
i W hy did you steal such a thing?
j I'm not sure any more, really.
k Let's try and find a timetable.
1 There's one over there, by the look of it.
o The car was completely destroyed, apparently.
p Just as well it was insured, then
Check on page 92.
W hen you have checked your answers, say the
dialogues aloud, making sure you stress the right
diphthong and pronounce it correctly.
Mixed structures: sentence rewriting
9 For each sentence below, write anothet with the
same meaning, including the word in brackets in
the form in which it is given. The first is done for
you.
a I need to know if he was telling the truth,
(true)
b R ecently, crime has been increasing, (on)
c Don't say it's my fault, (put)
d It's impossible to know for sure, (way)
e If Henry hadn't helped, we would never have
managed. (Henry's)
m W hat's a more formal way of saying 'hide'.
f I made the most honest reply that I could, (as)
n 'Conceal' is more formal, I think I'm right in
saying.
g That's what we should do. (course)
75
UNIT 13
h I assure you I don't normally ask strangers for
money, (habit)
i In the eighties, B ritain's industrial base
contracted, (saw)
j Not enough information is provided,
(provision)
k Soon afterwards, they left, (wasn't)
1 Considering the recent troubles, I have decided to
cancel my visit, (light)
Check on page 92.
76
Answer Key
Organising Your Learning: Introduction
4 The following are some ideas, though you may have
others which are equally valid,
in class
lots of speaking opportunities
you have company
there is a teacher to organise activities, to guide and
advise you, and to monitor your English
outside
you can work only on what you need
you work when and for as long as you want
you work at your own speed
you follow your own interests
you can use language in 'real-life' situations
Unit 1
2 1m 2k 31 4f 5d 6c 7n 8g
9h l0j 11i 12b 13a 14 e
a Alice no longer resides at this address.
b He no longer has any respect for his parents' beliefs.
c W e no longer have any objection to their presence,
d I no longer have any interest in that matter.
or That matter no longer holds any interest for me,
e He no longer has any desire to continue living.
f There is no longer any reason for him to take such
an attitude.
g I no longer have any intention of accepting the
position.
h There is no longer any hope that the crisis can be
resolved peacefully.
i This structure no longer presents any difficulties for
me.
I O K 2 absolutely/utterly amazing 3 O K
4 absolutely infuriating 5 absolutely incredible
6 O K 7 absolutely terrified 8 rather pleased
9 absolutely delighted 10 O K
II absolutely hideous 12 utterly ridiculous
5 a absolutely delicious
b absolutely hilarious
c absolutely essential
rather/quite tasty
quite funny
quite important
6 dead tired fast asleep bored stiff dead right
wide awake dead slow stone cold filthy rich
raving mad stone deaf blind drunk
7 a stone cold b dead tired, fast asleep, wide awake
c filthy rich, raving mad d dead right e bored stiff
8 a as light as a feather
c as old as the hills
e as quiet as a mouse
g to sleep like a log
i as blind as a bat
b to eat like a horse
d to smoke like a chimney
f as clean as a whistle
h as pretty as a picture
j to drink like a fish
9 h wrench c grabbed d loath e hurled f shattered
g scoured h begged i shoved j soared k burst
1 rushed m hammering n swear o despair
p stare q demanded r ruined
10 asothat b (in order) to give them c forworkingon
d so that e (in order) to f for showing
g so that students can h (in order) to show
i so that j (in order) to k for students to 1 so that
11 b A good language student will not only participate in
classroom work, but also work independently
outside class time, in order to achieve her own
learning objectives.
c Apart from supporting its teachers with efficient
teaching materials, a good language school will pay
them for preparation time, so that they can present
an organised programme of work.
d A good language teacher will not only work hard in
the classroom, but also spend time on lesson
preparation, in order to be able to present an
organised programme of work.
Organising Your Learning: Dictionaries
4 a
b
c
d
e
f
S
h
longingly
yawning
flame-thrower
jumbled
lotion
chocolate
fearless
frightful
/lorjirjli/
/p:nrrj/
/fleimQreoa/
/d3Ambald/
/foujan/
/tfokalat/
/fisbs/
/fraitful/
6 a irksome b encroach c roughage d phial
e curtail f autopsy g chaotic h psalm i knoll
j earl
Unit 2
1 1 could tell 2 had known
3 would never have started 4 were
5 you'd never met 6 couldn't go
7 wouldn't go 8 you'd never been born
9 could keep up with 10 would have been
11 hadn't laughed 12 I'd never bought
13 would take 14 had never mentioned
77
ANSWER KEY
2 b I wish you'd take more care, so you wouldn't always
make such a mess,
c I wish you would be quiet/wouldn't make so much
noise, so we could get some sleep,
d I wish they would go home, so we could go to bed.
e I wish you'd stop talking all the time, so I could get
some work done.
f I wish you would make up your mind, so I could
book the tickets.
g I wish he would fix the car, so I wouldn't have to
take the bus to work.
h 1 wish you kids would behave yourselves, so I could
hear the television.
3 b I wish we hadn't spent such a lot; we could have
taken a taxi home if we hadn't.
c I wish you'd told me you were coming; I would have
cooked something nice for dinner if you had,
d I wish I'd studied harder at school; I could have
gone to university if I had.
e I wish I'd gone to university; I could have got a good
job if I had.
f I wish we'd known she could babysit; we wouldn't
have had to stay in if we had.
4 a It's high time the government did something about
inflation!
b It's high time you started doing some homework!
e It's high time you children went to bed!
f It's high time they put a stop to all these strikes!
h It's high time you started being a bit more punctual!
i It's high time you grew up and acted responsibly!
5 a If he wasn't rich, he wouldn't (couldn't) have
bought that new car.
b If I weren't such a fool, I would have left him long
ago.
c If I hadn't lost my address book, I could ring them
up.
d If this government knew what it was doing, it
wouldn't have raised interest rates.
e Things would be better for business if interest rates
hadn't gone up.
f My marriage wouldn't have broken up if I hadn't
lost my job.
g Perhaps somebody would give him a job if he had a
fixed address.
h If he had a job, he could save some money.
i If he had some money, he could rent a place to live.
j He wouldn't be in this mess if he hadn't come to
London.
1
figurative
formidable
saturated
satisfying
4
oversubscribed
nevertheless
underexposed
2
fortuitous
impractical
preservative
impossible
disorderly
extravagant
insensitive
subsidiary
5
secondary
secretary
literary
reasonable
3
outmanoeuvre
schizophrenia
unrestricted
sentimental
notwithstanding
hesitation
disenchantment
polytechnic
7 a get on with b put forward c let me down
d takes after e gone off f get away with
g tell her off h to go round
8 a fell behind b caught up with c stand for
d got over e go without f longing for
g work out h frown on
9 a grow on, grow out of
fall out with, fall for, fall about catch on, catch out
get it across, get round, get on
10 a get on b fallen out c catch (them) out
d grows on e caught on to f grown out of
g fell about h fell for i get (it) across j get round
11 Possible answers:
b Developing countries have the capacity to create
wealth, but are crippled by debt, Brazil, for example,
has one of the largest economies in the world, but
its huge export earnings are used to pay the interest
on its foreign debt.
c It is apparently difficult to find reasonably-priced
accommodation in London at short notice. Take
the case of the German students mentioned in the
letter about London in Unit 1. Having arrived at
Euston Station at 1 lpm, they still hadn't found a
place to stay after half-an-hour's working through
the Yellow Pages.
d European young people are tending to stay at home
and have an easy life instead of living on their own.
The German law student in The stay at home kids
is a case in point. He has a four-room apartment,
yet he doesn't have to cook, and his mother washes
his clothes for him.
78
ANSWER KEY
Organising Your Learning: Vocabulary
Bubble puzzle
a A 1 to owe 2 to pay off 3 rate of interest
4 budget deficit 5 overdraft
B 1 overdraft 2 to overthrow 3 to overtake
4 to overturn 5 overcoat
C 1 to overthrow 2 to throw out 3 a throwback
D 1 an MP 2 a poll 3 constituency 4 overthrow
5 coup d'etat
E 1 coup d'etat 2 fiasco 3 bizarre 4 fiance
F 1 fiance 2 to break up 3 to fall for
4 to fancy someone
G 1 to fall for 2 to fall to pieces 3 to fall ill
4 fall-out
H 1 fall-out 2 power station 3 nuclear waste
4 H-bomb
b Possible answers:
MP: acronyms (e.g. BBC, UNESCO )
to fall ill: sickness and health
H-bomb: weapons and war
overtake: driving vocabulary
overcoat: clothes and accessories
Organising Your Learning: Grammar
1 a There are far too many qualified lawyers, so it's hard
to find work.
b I went to an Italian-speaking school, so that my
mother could help me with my work jf I needed it.
c I'm glad to hear that some of what I said was of
interest.
d I'd rather you corrected my errors, please, and
mightn't it be a good idea to do a dictation every
week?
e Certificates prove you're really good at something.
f It sometimes seems almost impossible to keep pace
with the others,
g It's the first time I have had to correct my own
writing,
h I don't see any reason to go to the computer room
with the class again.
i That is easy to understand.
j W hen I'm back in Switzerland I'm going to have a
holiday, and after that I'm going to enter university
to study law.
k I'm not used to writing either in English or in
Italian.
1 After this, 1 could have gone to university, but I did
a secretarial course instead.
m After graduating, I spent 3 months in Paris to
perfect my French, which I had studied for the
previous 6 years,
n O ver the next few weekends I hope to see as much
as possible of England.
o I have just finished my studies in Germany.
p In case I need advice, can I ask you after lessons?
q W hatever we do, I'm sure it will be useful.
r I would rather talk than always study grammar,
s I arrived back in Spain and began working for a
multinational company, whose head office was
in my home town.
t I had never seen such a beautiful place as that.
2 word order: f, h, o, r, t future tenses: j
sequences and time expressions: j, 1, n
logical connectors: 1, a, b prepositions: e, n, s
in case: b, p too, enough, so, such: a, t
relative clauses and what clauses: c, m, s
punctuation: c, q first time: g
adjective + infinitive: i present tenses in future
subordinate clauses: j, q modals: I, d
rather: d, r neither/nor: k
present perfect/past simple/past perfect: m
Unit 3
1 1 couldn't afford 2 couldn't see
3 had managed to sleep 4 would have been able to/
could have 5 could make/would be able to make
6 could see 7 were able to run 8 managed to make/
were able to make 9 couldn't understand
10 were able to/managed to get 11 couldn't believe
12 could speak 13 could make out
14 could have offered 15 could feel
16 had been able to/had managed to achieve
17 having been able to make 18 could have wept
19 was able to understand 20 hadn't been able to
continue 21 to be able to offer 22 could give
23 had been able to/had managed to arrange
24 was able to help 25 could hardly find
26 to have been able to offer
2 a outmoded b outfit c outgoings d outlandish
e outline f out-of-the-way g upgrade h upheaval
1 upkeep j uprising k uptight 1 upturn
3 a outgoings b uptight c upheaval d outmoded
e outfit f upgrading g upturn h outlandish
i uprising j upkeep k out-of-the-way 1 outline
79
ANSWER KEY
4 1 of 2 through (during would also be possible here)
3 without 4 of 5 on 6 for 7 at 8 on 9 in
10 of 11 under 12 under 13 to 14 for 15 of
16 on 17 of 18 in 19 on 20 from 21 against
22 of 23 with 24 in 25 until
5 Polite dialogue
j Manager: Good evening, can I be of any help?
n Customer: Good evening. Sorry to bother you, but
are you the manager?
f Manager: I am, sir. W hat can I do for you?
m Customer: W ell, it's about these spare ribs. There
doesn't seem to be very much meat on
them, I'm afraid.
v Manager: I'm sorry to hear that, sir. May I see
them?
u Customer: Certainly. I don't like to complain, but
as you can see . . .
o Manager: Hmm. W ell, sir, I must say they seem
very similar to the spare ribs we usually
serve, but . . .
q Customer: You see, I do actually eat here regularly,
and they definitely don't seem to be the
same quality as usual. Not quite as
meaty.
e Manager: W ell, sir, I'm sorry you feel that way.
Naturally, I'll be glad to return them to
our kitchen. Can I offer to bring you the
menu again?
d Customer: Yes, please. Thank you very much, and
I'm sorry to cause any inconvenience.
a Manager: Not at all, sir. O ne moment, sir, and I'll
bring the menu.
Rude dialogue
1 Manager:
c Customer:
p Manager:
g Customer:
t Manager:
k Customer:
b Manager:
i Customer;
Hello.
You're the manager, I suppose.
Yeah, what do you want?
These spare ribs are no good, there's no
meat on them.
R ubbish. Let's have a look at them,
Don't tell me I'm talking rubbish. Are
you looking for trouble or something?
Just let me look at the ribs, all right? It's
you who's making the trouble. W ei!,
they look all right to me. W hat's wrong
with them?
W hat's wrong with them? Look, I eat
here a lot, and I'm telling you they're
rubbish. Just look at them! There's no
way I'm paying for that!
r Manager: Look, just keep your voice down, will
you? O K , I'll take them back. W hat do
you want instead?
s Customer: Give me a steak, and hurry it up, I
haven't got all day.
h Manager: O ne steak. It'll take as long as it takes.
W e're very busy.
6 b There doesn't seem to be very much meat on them,
I'm afraid.
c Good evening. Sorry to bother you, but are you the
manager?
d Naturally, I'll be glad to return them to our
kitchen.
e . . . but as you see . . .
f Can I offer to bring you the menu again?
7 b Possible answer:
O f course it's got some problems. To start off with, it's a
long way from the centre - even from the tube station, in
fact - and you'd be even more isolated because it hasn't got
a telephone. So your social life would probably suffer. And
that's not to mention the rent, which is a bit high at 100 a
week. O n the other hand, it is self-contained, which is
important, and there's a lot of space, considering it's got
two bedrooms and a sitting room, plus kitchen and
bathroom. The garden and TV are also a plus, especially if
you would be spending quite a lot of time about the place.
Organising Your Learning: Speaking (1)
1 Possible answers
a 'W ell, it's been nice talking to you. Bye!'
b 'By the way, I was sorry to hear you failed your
exam. You must be really disappointed.'
c 'I'm beginning to wish we'd never come here, you
know.'
d 'W e must stop meeting like this!' or 'Hi, we meet
again
e 'Have you seen (the film)? You must try and see it,
it's really good!'
a You would say I wished I had known (but in fact,
you didn't know).
b No, that's a polite thing some people say when a
person does something nice for them without being
asked to.
c No, you only use didn't live up to when something
isn't as good as expected.
80
ANSWER KEY
Unit 4
1 a 1 leaving 2 me to be 3 to have 4 to betray
5 undermining 6 to me to be 7 to be doing to
b 1 being 2 to accept 3 to offer 4 on acting
5 them to do 6 being 7 for being
8 for patronising
c 1 to continue 2 in saving 3 enabling us
4 to increase 5 to decrease 6 reducing 7 to say
8 making 9 us to take
d 1 to give me 2 him of letting me down
3 to have offered 4 to give
5 saying (or having said) 6 by claiming
7 to remember 8 doing (or having done)
2 a I see him as (being) essential to the success of the
deal.
b She dismissed him as (being) unworthy of serious
consideration.
c He comes over as (being) rather arrogant.
d I regard him as (being) the best in his field.
e He struck me as (being) rather nervous.
f I've never thought of him as (being) mean,
g W itnesses describe the man as (being) tall and
heavily-built.
3 a refusing b I arrive c burning d smoking
e to arrive f watching g I admire h I know
i to be j windsurfing
4 a You are to stay here until (you are) called.
(instruction)
b The Queen is to visit Canada next month.
(arrangement)
c You are not to leave this room for any reason.
(instruction)
d There's nothing to be done, (impossibility)
e She turned to see her car disappearing into the
distance, (discovery)
f He is to be executed tomorrow, (arrangement)
g He was nowhere to be seen, (impossibility)
h She arrived to find the city in turmoil, (discovery)
5 a well-founded b well-to-do, well-heeled
c ill-at-ease d ill-advised e well-groomed
f well-intentioned g well-spoken h ill-fated
i ill-defined j well-appointed
6 a 1 well-appointed 2 well-groomed 3 well-to-do
4 ill-at-ease 5 well-spoken
b 1 well-intentioned 2 ill-fated 3 ill-defined
4 well-founded 5 ill-advised
81
ANSWER KEY
b That should be O K . I'll have to check, but I think
we're free.
c Good. Let me know tomorrow, then, if you can.
d Hi, want to come for a drink?
e W e're having dinner in a few minutes, but later
should be O K . W ill that be all right for you?
f I was wondering if you'd like to come out with me
tonight.
g I was thinking of going out for dinner together.
h I'm sorry, but I don't really think so. Thanks
anyway. Look, I must go now. Bye.
9 a
i W e looked around Jones' cosy apartment, with its
inexpensive furnishings and cheerful colours. He
was a slim, pale man with a proud, self-confident
air.
ii W e looked around Jones' cramped apartment, with
its cheap furnishings and gaudy colours. He was a
skinny, pasty-faced man with an arrogant,
cocksure air.
b i He is more likely to make bold decisions than the
previous president, his staff will find him a
forthright and strong-willed person to work with,
and his views more straightforward than those of his
predecessor. However, he is a very shrewd man, and
in order to achieve the high position he now holds,
he must have shown greater flexibility in private
than was usually expected from his more rigid
predecessor. At home, I think we expect a more
frugal style of government, and probably firmer
law-and-order policies. In foreign policy, expect a
greater willingness to intervene militarily in the
affairs of smaller states compared with the hesitant
former president, who, when he did act, preferred
surreptitious diplomatic blackmail to the use of
armed force.
ii He is more likely to make rash decisions than the
previous president. His staff will find him an
abrasive and domineering person to work with, and
his views more simplistic than those of his
predecessor. However, he is a very devious man,
and in order to achieve the high position he now
holds, he must have shown greater lack of principle
in private than was usually expected from his more
principled predecessor. At home, I think we can
expect a more penny'pinching style of government,
and probably more repressive law-and-order
policies. In foreign policy, expect a greater
willingness to meddle militarily in the affairs of
smaller states, compared with the cautious former
president, who, when he did act, preferred discreet
diplomatic pressure to the use of armed force.
Organising Your Learning: Writing
1 a . . . I went up the path to the door. It was open, so I
entered the gloomy old house as quietly as I could.
There wasn't a sound to be heard. I listened to the
silence for a short time - -.
b . . . I had always wanted to go to Paris in the spring,
so I was delighted to receive your kind invitation,
which arrived this morning. I would very much like to
come. . .
2 It looks as if Student a should concentrate mostly on
where to end sentences, and Student b on the order of
adverbials in sentences.
Unit 5
1 b Ken has got fat since he gave up smoking.
c He's been eating a lot since he's been living in
France-
d He hasn't learnt much French since he started
studying.
e She's lost weight since she started her diet.
f She's been looking better since she started doing
exercises.
g They've been going out more since they moved to
France.
h Their relationship has improved since they stopped
watching TV all the time.
i The children have learnt French since they moved
to France.
j They've made friends since they've been going out
more.
2 a It's a long time since I started learning English.
b It's twenty years since I've seen him.
c It's ages since I've been riding.
d It's thirty years since the city has seen such
celebrations/since the last time the city saw such
celebrations.
e It's only ten minutes since he left-
f It's eighteen years since the war ended,
g It's years since I've seen such a beautiful girl,
h I spoke to him for the last time a year ago.
3 a False. It fell by 1.3% (line 12) b True, {lines 10-13)
cTrue. (lines 14-17) d True {lines 20-24)
e False. They insist on doing so (lines 23-24)
f False. It is likely (lines 25-27) g True, (lines 27-29)
5 a There has been a slight fall in output.
O utput has fallen from 21 million tons to 20.9
million tons. There has been a contraction of "A% in
output.
or O utput has suffered a contraction of/2%,
b Unemployment has risen by 250,000,
There has been an increase of 10% in
unemployment,
c The rate of inflation has risen by 3%.
There has been an increase of 3% in the rate of
inflation.
d There has been a substantial rise in the value of
exports.
The value of exports has risen sharply,
The value of exports has risen by 7 billion.
6 a W e hadn't been driving long when we saw the sign
which we were looking for.
b I explained carefully, so that there should be no
misunderstanding,
c The war caused severe poverty, which in turn led to
an attempted revolution.
d Notwithstanding the increase in sales, the
company's future still looks bad.
e 1 find it absolutely extraordinary that such a thing
should have happened,
7 b The result was a disappointment to me.
c He looked at me more in astonishment than
pleasure.
d If you take part-time work you'll lose your
entitlement to unemployment benefit.
e The children danced around in excitement and
delight.
f W e stared at the scene in horror and fascination,
g The adjustment policies led to the progressive
impoverishment of ordinary people.
h He pushed at the locked door in surprise and
annoyance.
i Their behaviour caused me more amusement than
fear.
j I gaped at him in utter stupefaction at what he had
told me.
k They lived there in contentment for many years.
8 a 1 resulted 2 As a result 3 one consequence
4 O wing 5 consequently 6 this reason
7 causing
b 1 the result of 2 caused by 3 due 4 because
5 because 6 as a result of
ANSWER KEY
Unit 6
1 a This is nowhere near as hard as I thought it would
be.
b He earns four times as much as I do.
c The tree was four times the height of the man,
d It is a great deal more complicated than people
think.
e This car costs three times as much as that one.
f It's far cheaper to go by car than to fly.
or It's far more expensive to fly than to go by car.
g But going by car isn't anywhere near as quick or as
comfortable.
h I don't think the weather's quite as hot today.
i It isn't nearly as hard to keep fit if you can do it in a
group.
j I find it a lot more enjoyable to travel with friends
than to travel alone.
2 The following are the words which appeared in the
original text, though in some cases other words would
not be incorrect.
1 since 2 involving 3 although 4 despite 5 still
6 and 7 but 8 since 9 by 10 for 11 from
12 compared 13 linked 14 these 15 but
16 what 17 even 18 single 19 what 20 still
3 b People consume/use slightly more white sugar than
they used to.
c Consumption of wholemeal bread and cereals is
slightly lower than it used to be.
d Consumption of dairy produce is a great deal higher
than it used to be.
c People drink seven times as much alcohol as they
used to.
f People only eat about half as much fish as they used
to.
g Consumption of green vegetables is far higher than
it used to be.
h People don't use/consume anywhere near as much
white sugar as they used to.
i People only drink about a quarter as much alcohol
as they used to.
j Consumption of dairy produce is far lower than it
used to be.
k Consumption offish is slightly higher than it used to
be.
1 People eat three times the quantity of wholemeal
bread and cereals that they used to eat.
83
ANSWER KEY
4 Possible answers:
a People in Hypochondra eat much more fibre (than
people in Colestera),
b The diet in Hypochondra contains far more
vitamins (than that in Colestera).
c People in Colestera consume far more cholesterol
(than people in Hypochondra).
d There is a far greater likelihood of suffering from
heart disease in Colestera (than in Hypochondra),
e Alcohol-related injuries are probably much more
common in Colestera (than in Hypochondra).
f People in Colestera probably need a lot more dental
care (than people in Hypochondra).
a 3 b 17
i 14 j l l
c2 dl0 e7 f 12 g16 h 18
6 a hasn't got a leg to stand on
b put my feet up
c were glad to see the back of him
d put my foot in it
e say it to my face
f put your heads together
g on its last legs
h take it to heart
i closing our eyes to
j on your own head be it
7 Jack: Good heavens, Gladys, you're getting really
fat, you know. You'd 1 better to do something
about it.
Gladys: Yes, perhaps I 2 would. Do you really think
it's 3 too bad?
Jack: Do you mind if I 4 asked how much you
weigh 5 m_these days?
Gladys: O h, you know, Jack, a bit 6 more that last
year.
Jack: Seriously, Gladys, I 7 didn't laugh about it, if I
were you. How much do you weigh, in fact?
Gladys: About 14 stone.
Jack: That's a 8 horrible lot, Gladys. 1 mean, I hope
9 you let me say so, 10 you are dangerously
fat. How old are you, if you 11 don't care
about my asking?
Gladys: 34. W hat do you mean dangerously?
Jack: W ell, heart attacks of course. 1 hate to say
12 that, but that's a lot of fat for one heart to
carry. I really think 13 you do ought to lose
weight.
Gladys: Yes, well, 1 14 know your point, and I have
tried a few diets, but nothing seems to work.
W hat do you think I 15 should to do?
Jack: W ell, if you 16 asked my opinion,
complicated diets don't work. How many
times a day do you eat?
Gladys: W ell, I 17 hardly don't stop, really.
Jack: W ell, have you tried just eating less often?
W hy don't you just eat twice a day?
Gladys: I've tried that, but it's 18 not good; 1 just can't
resist the temptation.
Jack: W ell, the 19 manner I see it, you've simply-
got to resist it,
Gladys: W ell, it's 20 easier saying than doing, isn't it?
1 mean it's all right for you, you're thin
anyway. 21 For you it's easy to talk. The thing
is, I've got 22 enough weight to lose that it
hardly seems worth starting.
Jack: W ell, you've got to start, if you want to know
what I think.
Gladys: I 23 agree entirely. Perhaps I'd better.
Jack: Have you tried doing exercises?
Gladys: O h yes, I tried keep-fit classes, but they didn't
24 work any good.
Jack: How many times did you go, if you don't
25 bother my asking?
Gladys: O h, you know, a few. W ell, three or four.
Jack: W ell, what 26 are you expecting? You've got
to keep it up!
Gladys: O h, I'm sure you're right, but what's the
point?
Jack: Look, Gladys, if you don't mind my saying so,
I think you're being 27 fairly negative. It's
simple. If you don't lose weight you're going
to 28 pass through problems.
Gladys: All right, you've got a point I 29 agree. I
30 try again.
1 better do 2 should 3 that 4 ask 5 these days
6 more than last year 7 I wouldn't laugh 8 an awful lot
9 you don't mind me saying 10 but you 11 if you don't
mind 12 it 13 you ought to 14 see 15 ought to
16 want 17 I hardly stop 18 no good 19 way
20 easier said than done 21 It's easy for you to talk
22 so much 23 I suppose you're right 24 do 25 mind
26 do you expect 27 rather 28 have 29 suppose
30 I'll try
84
ANSWER KEY
Unit 7
1 a She committed an. offence, and was arrested.
b She was charged with the crime.
c She appeared before a magistrate.
d She was remanded in custody by the magistrate.
e She stood trial in London.
f She pleaded not guilty.
g W itnesses gave evidence.
h The Counsel for the Defence cross-examined the
prosecution witnesses.
i She was convicted of the crime.
j She was sentenced to five years' imprisonment.
2 Synonyms
miserly - parsimonious grasp - understand
misapprehension - misunderstanding
intrepid - fearless
Antonyms
spiteful - kindly oppose - support
first-hand - vicarious incessant - sporadic
help - hinder
3 dangerous - harmful hard up - impoverished
hold with - approve of shout - bawl
sensible - wise prejudice - biased pale - wan
a shouted (bawled sounds too rough and vulgar)
b prejudiced (biased is to do with a particular
situation, not a general attitude)
c pale, wan
d impoverished (hard-up is too informal)
e wise, sensible
f harmful {dangerous suggests that something bad
might happen, whereas we know that smoking
causes harm)
g approve of (hold with must be in the negative)
h biased (see above)
i approve of, hold with
j bawled, shouted
k hard-up (see above)
1 dangerous (see above)
m pale (if people are wan they look pale and not well)
n sensible (for people, wise implies age and
experience)
4 A:Do you suppose they got home safely?
B : I expect so. W ell, of course they did. W hy shouldn't
they have? Don't you think they did?
A: I certainly hope so. But Paul was drinking so much.
B : So was I.
A:Yes, but you didn't have to drive home.
B : Neither did Paul. Rose did.
A: Look, if they're home why haven't they rung to say
so? They would have, if they were, you know.
B : They don't always.
A: They said they would. They promised to.
B : They might have forgotten,
A: No, they wouldn't have. I know them.
B : So do I. O h, all right, you win. Do you want me to
call them?
A: W ould you?
B : O f course, dear . . . Ah. No reply, dear.
5 a 'W ill you succeed? 'W ell, I certainly intend to!'
b They wanted me to resign, but I refused.
c It wasn't necessary to go, so I didn't bother,
d I'd love to come but I can't afford to.
e I can't be sure that he touched the other car, but he
appeared to.
f 'W ill you visit them again?' 'W e hope to.'
g I tried to get through, but failed.
h It wasn't easy to persuade her, but I finally managed.
i She didn't hit him, but she threatened to.
j She thinks I don't want to see her, but I'm longing
to.
k She didn't like him, she only pretended to.
1 He doesn't want me to go, but I've decided,
6 a
forthcoming, substandard
outspoken, outrageous
foreknowledge, repulsive
disgusting, fraternal
lightheaded, exhausted
disfigured, constructive
b
underwear, breathtaking
fanciful, foolhardy
overdraft, interesting
uprising, outpouring
substructure, outbuilding
implement, sensible
1
substandard
forthcoming
outspoken
outrageous
foreknowledge
lightheaded
2
exhausted
repulsive
disgusting
fraternal
disfigured
constructive
85
ANSWER KEY
3 4
breathtaking sensible
foolhardy underwear
uprising fanciful
outpouring interesting
substructure implement
outbuilding sensible
7 a 2 befits 3 shamefully 4 respectively
5 disrespectful 6 fittings 7 shameless
8 unquestioning
b 1 fruitless 2 reserved 3 pointers 4 fruitful
5 pointed 6 reservations 7 restless 8 rested
8 Sentence 1
A robber who held up a petrol station with a cucumber
was given 3% years yesterday to think about the crime,
which the judge said was 'at the lower end of the
robbery scale' - but still no joke.
Sentence 7
During his trial at K nightsbridge Crown Court, in
which he was convicted of the two robberies, the jury
heard how Mr Lancaster, of Mora Street, Shoreditch,
east London, first hailed the taxi and then drove to a
greengrocer's shop to buy the cucumber and a bunch of
bananas.
Sentence 8
After offering the taxi driver a banana he was driven to
his flat, where he changed his clothes and put on a pair
of dark glasses.
Sentence 13
W hile I accept this is at the lower end of the robbery
scale, this is a serious matter, and these courts are
required to comply with sentencing policy,
Organising Your Learning: Listening
1 a Intensive. First, to hear if it is relevant to you.
Then, if it is relevant, to hear all the information.
All this, with no visual clues to help you.
b Extensive. All you need is to follow approximately
in order to 'make polite noises' from time to time,
c Extensive, unless you heard something of urgent
interest. In any case, visual information would help
you, so the listening itself wouldn't need to be so
intensive.
d Intensive, because of the difficulty of recognising
the words.
e Intensive. You have visual help, probably, but the
information may be complex, and all the details are
important.
f Intensive. You have no visual help, and must hear
every word.
Unit 8
1 a Even people whose work doesn't involve much
driving are often provided with company cars, the
value of which is considered as part of their income
for tax purposes.
b I don't see the point of our discussing something
you know even less about/about which you know
even less/than I do.
c These new regulations, which will not affect people
whose annual income is lower than 12,000, come
into force next year.
d 'These United Nations resolutions, in defiance of
which rhis unacceptable military occupation
continues, must and will be enforced.'
e However, other UN resolutions, dozens of which
have been passed in recent years condemning
similar acts by more acceptable governments, show
no sign of being enforced.
2 b Until now, hts last one was the most expensive film
that had ever been made,
c Children who are brought up in poverty are prone
to disease.
d In the 1950s, many countries, which had been ruled
by colonial administrations for years, achieved
independence.
e However, nations which have been denied political
expression for years often take time to achieve
genuine democracy.
f Civil rights which are considered to be basic in rich
countries have to be fought for elsewhere.
a more formal
to place your complete
trust in
a victory
there was a widespread
amazement at it
lose your life
occur
discuss
discover
a great many
one of my employees
worldwide
be informed about
edifice
b less formal
to really trust
a win
it took everyone by
surprise
die
happen
talk about
find/find out
a lot of
someone who works for me
all over the world
be told about
building
86
conceal hide
I'm afraid sorry, but
perform do
take pride in he proud of
express an interest in say you're interested in
there is concern people are worried
extraordinary amazing
in search of looking for
item thing
abscond run off
firearm gun
no longer not any more
4 a They discussed the situation in Zimbola, about
which there is worldwide concern.
b That is the bag in which the firearm was concealed,
c The expedition discovered this extraordinary
edifice, in which human sacrifices used to be
performed.
d I'm afraid the item in which you expressed interest
is no longer for sale,
e I've just discovered that one of my employees, in
whom I placed complete trust, has absconded with
10,000.
f He spends every weekend in his garden, in which
he takes great pride,
g The outcome of the election, at which there was
widespread amazement, was a socialist victory.
h Here is the diamond, in search of which a great
many men have lost their lives.
i This meeting, about which the President was
informed by his staff, occurred in New York.
5 1 throughout 2 facing 3 without 4 though 5 of
6 by 7 reported 8 took 9 promised 10 planned
11 also 12 was 13 members 14 though
15 effect 16 sharp 17 country's 18 on 19 come
20 regime 21 change 22 rid 23 suggest
24 overthrow 25 hoping 26 own 27 expressed
28 prospect 29 tradition 30 after
6 b break-up c takeover d turnover e crackdown
f shake up g climb-down h cover-up i set-back
j write-up k pile-up 1 let-down m layout
n breakthrough o set-up p show-off q mix-up
r sell-out
7 a mix-up b sell-out c takeover, turnover
d breakthrough e climb-down, cover-up t break up
g crackdown h let down i shake up j hold-ups
k pile-up 1 layout m write-up
ANSWER KEY
8 1 Like 2 unlike 3 Neither 4 in contrast 5 Both
6 Similarly 7 neither 8 nor 9 Like 10 Unlike
Organising Your Learning: Reading (2)
1 You should recognise: accused, evidence, in custody,
acquitted, prosecution, charged with, remanded in
custody, tried, trial.
4 Possible additions are: fabricating evidence, armed
robbery, to plant (evidence), raid, {to seek) damages,
PC, forensic evidence, the scene of the crime
5 a (bad) wicked
b (deception, untruth) to fabricate, planted
c (clothes) overalls
d (damage, disaster) devastating
Unit 9
1 a Cameras are not to be taken into the museum.
b Cameras must be left at the desk.
c He is having his house redecorated.
d She has been persuaded to change her mind.
e The missing child is being searched for.
f This window should never have been closed.
g The book must be finished by January.
h I assure you that the book will be finished by
January.
2 a I can't stand being stared at.
b No passive
c W e are being talked about by the whole town.
d Don't worry, they will be taken care of.
e No passive
i Children hate not being listened to by adults,
g This whole takeover needs to be looked into by a
team of special investigators.
3 a strut b shuffle c lounge d topple e perch
f leap g tower h dash i stride j wander
4 b wander c tower d perch e strut f topple
g shuffle h leap i stride j dash
5 a4 b3 c6 dl e5 (2
6 a feel like fish out of water b smelt a rat
c let sleeping dogs lie d flogging a dead horse
e made a pig of myself f chickened out
7 The following words appeared in the original
advertisement, though in some cases other words
would not be incorrect.
1 Listen 2 shares 3 needs 4 relationship
5 meaning 6 tail 7 interpret 8 language
87
ANSWER KEY
9 yours 10 down 11 translating 12 expressions
13 range 14 bonds 15 once 16 understanding
17 delighted 18 refund 19 enclose 20 charge
8 a peer b gaze c pout d beam e frown
f gape g sneer h glare i stare
9 a gazing b peering c beaming d gaping/staring
e frowning f sneering g pouting h gazing
i glaring
10 Colin: John, can I ask a favour?
John: Sure, what is it?
Colin: W ell, I've got to go into the city centre at
lunch time, and it's raining. I don't suppose
you'd lend me your car, would you?
John: Ah, well, normally I would, but it's a bit
difficult today, because I'll be using it myself.
Sorry about that.
Colin: OK, no problem.
Derek: Derek R eynolds.
John: Hello, Derek, this is John Carling.
Derek: Hello, John, nice to speak to you again. W hat
can I do for you?
John: Hi. Listen, Derek, I'm sorry to put you out,
but that meeting we arranged. W ould it be
possible to change the time?
Derek: It depends. W hen did you have in mind?
John: Sometime during the afternoon, if possible,
Say 2 pm?
Derek: Let me see. W ell, I'm supposed to be busy
then, but I could try to rearrange that, I
suppose.
John: W ould you? I'd be grateful if you would As I
say, I'm sorry to put you out like this, but
there's no way I can make the morning.
Derek: Don't worry about it. I'll see what 1 can do
about rearranging the other thing, and get
back to you, all right?
11 a Although many people find the presence of so
many dogs in B ritain a nuisance, it cannot be
denied that they often provide uncomplaining
companionship to people who, because of age or
other circumstances, have no other friends.
b Most people would support a moderate movement
whose aim was to end the use of animals in non-
medical experiments, as long as it pursued peaceful
means. However, animal rights activists who use
wildly inappropriate terrorist methods only alienate
88
the majority of the population, who ask themselves
with some justification if these people are quite
right in the head.
Unit 10
1 a If it hadn't been (B ut) for my wife, we wouldn't
have moved house.
b If it hadn't been (B ut) for my financial situation, we
wouldn't have left New York,
c If it hadn't been (B ut) for the low price, we
wouldn't have been able to buy our house.
d If it weren't (B ut) for the strange stories I've heard,
wouldn't worry,
e If it weren't (B ut) for the noises at night, I would
quite like the place.
f If it hadn't been (B ut) for my little boy, my baby
daughter would have been killed.
g If it weren't (B ut) for all those stupid Hollywood
films, nobody would believe in ghosts.
2 a were offered, would probably be, didn't speak, wouk
take, was, would have, wouldn't
b had, was, went on, would buy, would go, wanted,
wouldn't matter, didn't know, would have, still had.
would send, liked, would crew
3 a 1 O n the 2 in favour 3 mind 4 under no
5 in return
b 1 beyond 2 in 3 the advice 4 on second
4 The following are the prepositions which appeared in
the original article, though in some cases other
prepositions would not be incorrect.
1 along 2 to 3 for 4 like 5 into 6 in
7 within 8 since 9 of 10 with 11 into 12 for
13 on 14 up 15 to 16 of 17 among
18 during 19 by 20 with 21 from 22 between
23 with 24 after 25 for
5 a on b up c with d into e from f into g of
h for, in
6 W here more than one adjective is possible, the most
common is given first. The stronger adjective is
written in italics.
a high unemployment b the great majority
c best, good wishes d good sense
e high, strong winds f the best part g heavy rain
h a high opinion of i a heavy blow
j a great, good opportunity
k a good ten minutes/a good while/a good hour
1 high speeds m a strong possibility n strong views
ANSWER KEY
o a strong smell/taste p high, good quality
q big business r high profits s high finance
t heavy industry u great difficulty v a big mistake
w a large quantity x a strong, heavy accent
y heavy losses a z strong influence
7 a 1 strong argument 2 good sense 3 big mistake
4 great opportunity
b 1 great difficulty 2 good 3 best part
c 1 High winds 2 heavy rain 3 strong possibility
d 1 large 2 high quality 3 strong 4 high speed
5 a good chance
8 go
cold, bald, pale, mad, crazy, white, (and other colours)
wrong, bad, blind, deaf, broke, wild, insane, bankrupt,
well
get
angry, old, cold, drunk, violent, thin, fat, ready, tired,
unfriendly, cloudy, windy, bored, excited, lost, wet,
well, nasty, mad, difficult, dry, impossible, famous, rich,
9 a turned b get c has gone d getting e getting
f go g become h has gone/is going i going
j getting k became 1 get m turning n has gone
0 gets p go q went r turn
Unit 11
1 b I was going to buy dollars, but now the exchange
rate has gone up, 1 think I'll wait a while.
c 1 was going to go for a walk, but now the weather
has clouded over, I suppose I'll stay in after all.
d They were going to offer him a job, but now they've
found out he's been in prison, I guess they'll think
twice about it.
e Luis was going to have a party to watch the W orld
Cup Final on TV, but now Brazil have been
knocked out, I guess he'll call it off,
f I was going to call the doctor, but now her fever has
come down, I think I'll wait and see how she is
tomorrow.
g I was going to take out a mortgage to buy a flat, but
now the interest rate has gone up, I suppose I'll
have to keep renting.
h I was going to take a job in El Pagador, but now
civil war has broken out, I suppose I'll stay in
B ritain.
1 I was going to write to you, but now you've phoned,
I guess I won't bother.
j They were going to have a baby, but now he's lost
his job, I suppose they'll wait.
2 1 h Yes, that's right, next month actually. W e're
moving to Portugal on the twentieth.
2 d Yes, I'll be teaching English in a small school in
Lisbon.
3 f Yes, I'm starting at the beginning of September.
4 b W ell, I'll be working outside the centre, so it
won't be all that picturesque, but yes, Lisbon's
nice.
5 i Apparently, yes, but I'll be working in the
evenings, so I'll be going to work in the late
afternoon. And that's when everybody else will
be coming back. So I won't be sitting in a traffic
jam every day, I hope.
6 e They'll be going to school in the afternoons, so
I'll be able to spend some time with them in the
mornings. And we'll be living in a house, so
there'll be a garden to play in,
7 a Yes, we're moving straight in as soon as we
arrive.
8 c Not especially, no. W e won't be living as close to
the beach as we would like, but at least it's not
too expensive.
9 g W eli, I won't be earning very much, but enough
to live on quite comfortably. W e'll be O K .
3 a 'The Prime Minister is to attend a special session of
the UN Security Council later this week.'
b 'W ill you be wanting breakfast in your room?'
c i' m spending the weekend at my Grannie's.'
d 'I was going to ask her but I forgot.'
e 'You're not going to go out/not going out in this
rain just to get a newspaper, are you? Look, I'm
going to the town centre myself a bit later on, so I'll
be walking past the newsagents anyway. I'll get you
one then if you like.'
4 a 2 a click 3 the howling 4 the roar 5 a screech
6 a sharp crack 7 The heavy thud 8 crunched
b 1 a sharp hiss 2 a faint tinkle
c 1 a polite tap 2 barked 3 would rattle
6 b It wasn't because of lack of planning that they
failed/It wasn't lack of planning that caused them to
fail/their failure.
c W hat gave him confidence was his belief in his own
ability/It was his belief in his own ability that gave
him confidence.
d It looked as if there had been a fight.
89
ANSWER KEY
e W alking in the countryside is something I've always
liked.
f She wasn't nearly as interested in football as I was.
g I'd rather you didn't do that.
h You must take his age into account/take into
account how young he is.
i It suddenly occurred to me that I hadn't seen John
all day.
j His behaviour gave rise to resentment.
7 a flash b flared c glow d glare e shimmering
f twinkling g sparkling h gleamed i blazing
j flickered
8 a No matter what they say, don't let yourself by
persuaded,
b As a consequence of uncontrolled deforestation, the
whole area suffers from soil erosion,
c W hy on earth she did such a thing is utterly beyond
me.
d In return for helping him, 1 was offered a job in one
of his companies, which I reluctantly refused,
e I'd be glad to get in touch with him for you, if you'll
let me have his number.
f As long as everyone stays calm, everything should
be sorted out shortly,
g He was accused of attempting to cause the downfall
of the Government.
h It is said to be by far the largest ship ever built.
i W hat difference does it make how long it takes to
get there?
j This accident, as a result of which Mr Smith lost an
arm, was directly caused by unsafe working
conditions.
Unit 12
1 Affirmative, in order of strength
There is no doubt whatsoever t hat . . .
It seems beyond doubt t hat . . .
There is a strong possibility t hat . . .
It's quite possible t hat . . .
It is possible t hat . . .
It is not impossible t hat . . .
It is not beyond the bounds of possibility t hat . . .
Negative, in order of strength
It is inconceivable t hat . . .
There is very little likelihood t hat . . .
It's unlikely t hat . . .
2 c It is inconceivable that the government will fall this
month.
d It is not beyond the bounds of possibility that the
government will fall this year.
e It seems beyond doubt that Japanese car
manufacturers will take over the luxury car market
in the next few years.
f There is a strong possibility that the hostages have
been taken to another location.
g There is very little likelihood that there will be
another global conflict in the near future, (or There
is very little likelihood of another global conflict in
the near future.)
h It is not beyond the bounds of possibility that cars
will be banned from all cities in the future.
i There is no doubt that women drivers are safer than
men.
j It's quite possible that he has left the country
already.
k It is unlikely that he has left the country already,
3 a It sounded as if/though everything was going well.
b Everything seemed to have been prepared correctly.
c The situation seems to have been brought back
under control.
d It looks as if/though everything is getting back to
normal.
e It sounds as if/though they're heading for a divorce.
f They seem to me to have made a mistake getting
married so young,
g It sounded to me as if/though he had no intention
of changing his mind.
h W e seemed to have been wasting our time trying to
persuade him.
i They seemed to us to be arguing about something.
j It looked as if/though they had come to blows
already that evening.
4 a ought to/should have been finished
b needn't have bothered c will have been driving
d would have been e might/could have been killed
f should have left g should be kept h might make
i will have left j should say
5 GB
a ground floor
b take-away food
c off-licence
d mates
e a crossroads
US
first floor
take-out food
liquor store
buddies
an intersection
90
ANSWER KEY
f a torch
g the pavement
h tough, vicious
i mean
j rubbish
a flashlight
the sidewalk
mean
stingy
garbage
6 a grotesque b debut c melee d genre e gauche
f carte blanche g duvet h blase i faux pas
j naive k farce 1 decor m brusque n fiance
Note: naive is used for both men and women, while a
female fiance is spelt fiancee.
8 a melee b duvet c blase d debut e faux pas
f decor g naive h brusque i carte blanche
9 scenario detailed prediction of the way a
situation could develop
fiasco failure so complete as to be ridiculous
bravado a reckless, courageous attitude,
intended to impress
prima donna someone temperamental and difficult
to work with.
guru a respected adviser or expert (slightly
ironic expression)
crescendo something getting louder or more
intense
saga a long story or narration
spiel a smooth, convincing speech aimed at
persuading someone
taboo considered by society to be too 'bad' or
offensive even to talk about
forte something you are especially good at
1 0 a forte b saga c fiasco d gurus e prima donna
f taboo g bravado h crescendo i scenarios j spiel
11 I hadn't been driving more than a few minutes when it
struck me that something was the matter with the car. A
strange noise was coming out of the engine, and from time
to time there would be such an alarming shaking that the
car seemed to be on the point of disintegration. It was by
no means the first time the car had behaved in this way -
I'd had it for fifteen years, and it wasn't a new car any more.
However, it had never caused me such concern before. It
seemed to me that it would be wise to pull off the road so
that I could look under the bonnet.
Lifting the bonnet, I noticed a faint smell of burning. I
looked carefully, and as I thought, the engine was giving off
wisps of acrid smoke. Since I am by no means an expert on
cars, let alone on an old wreck like my own, I retreated in
order to consider the situation from the safety of the other
side of the road. It looked as if I might be in serious trouble.
Something had to be done, that was plain to see, but it
wasn't quite as easy to see what that something should be.
O n the other hand, it was possible that the engine could
cool down in a few minutes if I waited. Having come to the
conclusion that this was the wisest course of action to
adopt, I sat down on a rock.
It was at this point that the first flame showed itself
above the engine.
Unit 13
1 a He tried to explain away his absence.
b Come on, into the kitchen, you're not going to get
out of the washing-up this time!
c Unfortunately, your theory is not borne out by the
facts.
d It's not fair, you always side with her when we
argue.
e I read up on the company before I took the job.
f Don't worry. He'll threaten you, but he hasn't got
the nerve to go through with it.
g Don't take out insurance with the first company you
speak to, be patient and shop around first.
h It was only when the lesson began that it dawned
on me that I was in the wrong classroom.
2 a put it off b boils down to c cash in on
d taken aback e head straight for f make up for
g coming up with h talked me into
3 b set against c read into d talk down to
e talk over f talk out off g come by h come about
i take back j take down k take in 1 take on
4 a take down b talk . . . out of c set about
d talk down to e take on f talk . . . over
g set against h come by i read . .. into
j take . . . back I taken in m come about
5 The following are only suggestions, but the main ideas
should be as here.
B : Yes, I was there in 1976.
B : Really, what month?
B : April. Greece gets so crowded in summer, and the
weather's too hot for me.
B : W hich part of Greece did you go to?
B : You think so? I found them rather unfriendly,
actually.
B : Maybe I did. How did you like the food?
B : I thought it was absolutely disgusting, to tell you the
truth. So oily. I don't think I've ever eaten worse in
my life.
91
B : Fair enough, but it's very bad for the health, you
know.
B : O verall, I did, yes. Mostly because it's such a
beautiful place.
B : W here are you going this year?
B: W ell, we were thinking of perhaps going to
Scotland, but nothing's fixed.
B : W hat's wrong with Scotland?
B : There's some lovely scenery there, I've heard.
B : I've heard the weather's good in summer,
B : W ho from?
6 b 1 haven't the faintest idea what you're talking
about.
c I refused to have anything to do with him. I didn't
like the look of him.
d I wouldn't think that would be a very good idea, if
you want my opinion,
e The truth of the matter is that you don't really care
do you?
f No matter what anybody says, I'm going to marry
him.
g In spite of the way in which he'd been treated, he
didn't stop loving her.
h Contrary to what I'd been led to suppose, the food
at the restaurant was rather good.
i Had there been any possibility of our reaching the
summit, we would have continued, but it was clear
that there wasn't.
j Not being in the mood for going out, they decided
to spend the evening watching television.
k As far as I know, the meeting is still scheduled for
3pm.
1 W ell, it's been nice talking to you, but I must be
going now.
m It'll be a long job, but regardless of how long it
takes, it's got to be done.
n Much as I regret having to do so, I'm afraid I must
turn your offer down,
o I must say I'd rather he hadn't told them, but I
suppose he thought he was acting for the best.
p I'm afraid there seems to have been some kind of
accident in the street outside.
q In no way should this be taken as an admission of
guilt.
7 a rapport b suave c risque d raison d'etre
e critique f mystique g par excellence
h rapprochement i en suite j en masse
92
9 b R ecently, crime has been on the increase,
c Don't put the blame on me.
d There's no way of knowing for sure.
e But for Henry's help we would never have managed.
f I made as honest a reply as I could,
g That's the course {of action) that we should follow.
h I assure you (that) I am not in the habit of asking
strangers for money,
i The eighties saw a contraction in B ritain's
industrial base.
j There is insufficient provision of information.
k It wasn't long before they left./It wasn't Song after
that that they left.
1 In the light of the recent troubles, 1 have decided to
cancel my visit.