Learning Objectives

. Communication
Unet Goals Vocabulary Grammar

l
• Suggest W'lflfS to enjoy life • Personality types • Cerunds and infinitives: changes
m0te Word Sklll: In meanlng
• Describe people's personalities • C~_sslfylng by posuve and
New • Com~re perspecoves on híe
• Share a life-<hanging
negaúve meaning
• Ccrunds and lnfinitlvcs: summa,y
Perspectives expeneoce • Gr.unmar for Wrltlng:
page 2 pa,allclism wlth gen.rnds and
infinitives

2
• Describe thc music yoo ltstcn to • EJemenl.$ of mu.s,c • Thc present ~ect and t.he
• Explain the role of mu.sic in • Describing creaúve present pedect continuous.
your lifc personallt.JCS flnlshed and unfln1shed actlons
Musical • Desaibe a aeative person Word Sklll: • Noun clauses
• o.seuss me beneüts of muste • Usin9 patticipial adjectives
Moods
page 14 • Finished and unfini.shed actions:
summary
• The pa.st períectcoruinuous
• Grammiir for Wrltlng: noun
dauses as adjective and noun
compíemems

3
• Talk about your financia! goals • E.xpressing buyer's remorse • Future plans and finlshed future
• Cxprcs~ buyer's ren'IOf~ • DeS<.ribing spendíng habíu acuons
• Describe your spending habits • Charity and investment • Toe pa.st unreal conditional.
Money • 01)(:uss reasons ÍOI' chi,nt.ible inverted f0tm
giving
Matters
page 26

4
• O,scuss appropriaie dress • Dcscribing fashíon and st}~e • QuanUticrs
• Comment on fashíon and style Word Sklll:
• Evaluate ways to change one's • U$1ng the preflx ~
Looking appearance • Quantifiers: re11iew
• 01~uss c1ppe.iranc:c and º A.JI:YJ aoo WtJ,.a...liJJk and .lillle
Good self-esteem O Usíngm

page 38 º Whhout reterenrs

• Grammar for Wrltlng:
~ubject-verb agreement with
quanliher~ with o(

5
• Pohtely aslc someooe not to do • W~ys to .soften an ob¡ectlon • Pouesslves wlth ge,,.mds
somelhing • Ways lo períorm community • Paired conjunctions
• Complaln about pubh< 5ef\lj(I'

Community conduct Word Sklll:

• DIS(USS sodat responubtllty • Using negative prelixes to • Conjunctioru with .1Q, J.gg,
page 50 • ldentify urt>an p,oblerru form ¡mtonyms .oei.tbe1, or oaJ el1bec
• So, too, neíther, or not either.
sbcrt ,e~pon~

lv
 Conversation Listening/ R d. w •t•
Strategles Pronunclatlon ca '"9 r, 1"9
• Use Al:1ua1l)( to sonen a Llstenlng Skllls: Texts: Task:
negatlve response • lnfer polnt of \/\e\v • A maqanne artlcte about • Oesalbe personallty
• Use I W011der to elicil an • Listen for main ideas finding balance in life types
oplnlon polltely • Under~tand írom contexr • A maga71ne arncle about Wrltfng Sklll:
• Use You know to indicate thal optimism vs, pessimism • Par agraph Wu<twe:
you are ebout to offer adv,c.e • A survey aboet perspectíves review
or a suggcstion on lile
Skllls/strategles:
• Relate to personal experlence
• ldentify supporting details

• Use So to mdkate a destre to Llstenlng Slcllls: Texu: Task:

begin a corrveesetion
• Conflrm lnfo1m.-it10n whh rlght?
• Use You know to inuoduce
mformatíon and be tes-< abrupt
• Begin clOSVICIS with .wc.u to
introduce an op,mon
• Listen to actívate vocabulary
• listen for m.iln i<leas
• listen for supporting detads
• Brief CD reviews from a • Describe yoursdf
vtet>she Wrttfng Sklll:
• lnte,views: the role of music in • Parallel stMture
Olle'~ hfe
• A biography of Ludwig van
BePthovl'n
Skllls/strategles:
• Makc personal compañson.s
• Artlvate language from a text

• Use l:IJ:){ to indicate enthusiasm Llstenlng Skllls: Texts: Task:

• Use ro ren you lbe 1011b to
introduce an unexpected
a~~ert,oo
• Ask What do you mean?
to <larlfy
• Agrce inlormallywilh
You're telllng me
• tnter reasons
• Listen for main ideas
• Listen for deta1ls
• Flr1c1nc1.il tlps from a • E.xplarn your lnl.lncral
newspaper goals
• lnterv,ews: flnandal goals Wrltlng Sklll:
• A magazine artlcle about Paul • Sequendng events:
Newman's philanthropy review
Skllh;/strategl~:
• Makc personal comparisons
• ExpresI and support an
opinion

• Use can yoo belleve to lbtenlng Skllls: TextJ: Task:

indkate disapproval • lnfer informalion • A newspaper article about • Compare two
• Use Oon't yoo thlnk to • Llsten to a<tlvate vocabulary casua I dress at work people'c tastes In
promote consensus • listen to summartzc • A magazine artidc about how fashlon
• Begln a response wlth Well to • Expres$ and suppor, an oplnlon the media affe<ts Wrlting Sklll:
convey polile disi>grcemenl or ~f-ímllgC? • Compare and
reservatlon Skllls/strategles: centraserevicw
• Stress lhc main verb to • Examine cultural expectaoons
acknowledge only partial • ldcntily supporting dctails
agrttmcnl • Apply 1dl'as

• Use Do you mind to expres.s llstenlng Slcllls: Texts: Task:

concem that an lnten<led
action rnay otíend
• use A<.tu.uly 10 object polltely
• Use cxpressions S\lch as .!..h2llt
th,n's not <1 problem to sonen
an ob¡C?ction
• Say Not at ali to rndicate a
willíngnC?ss to comply
• Listen to summan1e
• Listen for details
• Cntrcal thlnkrng
• A gr.iph deplctlng wortd • Complam about a
population changes problem
• tnterviews: pet peeves aboui Wrlting Skill:
publíc conduct • formal lener~: revlew
• An interview about
Nmcg6cities ..
Skllls/strategles:
• lntetpret data from a graph
• Expre~i your ideas
• Conf1rm content
• Undcrstand from conlC?Xl
• lnfer information

V
 • Communication
Umt G Vocabulary Grammar
oa I s

6
• Exchange opínions about the • Ways animals are used or • The passive voice wíth modals
treeunent of i,nimi,1$ trellted
• Ducuss the benelits of • Describinq pets
Anima Is ceruln pets
• Compare animal characters
• Descflb1n9 cl~racter traits
page 62 • Oebate the vafue of emmal
conscrvation

• Pas~~ form~ ot gerunds and

7
• Civc shopplng edvke • Descrlbing low prlc~ end
• Discuss your reactions to ads hrgh prices infinitives
• Perwnúe someone to buy l! • Shop¡,1119 exp~s~lo11~
Advertising product
• 0C)trlbc c<1n~urr~t )hopplng
• Ways to perSl.lade
• Grammar for Wrltlng: past
and habits fOfmS of g~tJnds and lnflnitlves
Consumers
page 74

B
• Describe famrly trends • E.xamples ol bsd behavior • Repeated comparatives and

...
• D,scuss parent I leen i$SUC-~ • Oes.cribing parent and teen double cornparatíves
• Compare generatlons behavíor
Family • Describe cere for the elderly Word Sklll:
• Tr.insfonning verbs and • Miiking comperísor»: summ.iry
Trends adjeclJll'eS mto nouns • Other uses of comparattves,
page 86 supcriotives, .ind comparisons
with~ ... ~

9
• Speculatt> about the • Ways ro say '"I don't know" • lndíren $J>eech wlth modals
out-oí-the-ordinary • Ways to expresa certeinty • Pcrfect modals in thc pas.siw
• Present a theory about a Word Skill: YOrce for speculatmg about
History's p,ul evenl
• Dt.SCuss how believable a
• U~lng &d,e<trves wlth rhe the past
suffix~
Mysteries 3lory i5
• Eva!uate the trustwcrtruness • m, ~ end !.fil; surnmary
page98 oí ncws sources • Grammat for Wrltlng: other
reporling vcrbs

10 • Explaín the benelits of leisure • Ways to express lear and • Order ol modifiers
¿¡cth~tles teertessoess
• Describe hobbies and other Word Skllls:
Your Free lnterests
• Compare your use: ol lcisurc
• Using collocations lor le&ire
actlv,ties
Time time • Modifying with adverbs
page 110 • DISCUSS the nsk-t.ilking
pe~onahiy

Pronundation table/ Irregular verbs page A2

Statlve verbs / Verbs followed by a gerund / Expresslons that can be followed by a gerund page A3
Verbs followed directly by an infinitive / Verbs followed by an object before an infinitive page A4
Adjectives followed by an inflnltlve page A4

vi
 Conversation
Strategles
• Use !'ve hgard to introduce a
st11tement of popul$r op,nion
• Use [Qf one thjng to provide
eoe re11son 11mong several In
supporting an argument
• lJ~e hl>Jlevl' lt nr not
to introduce l\Jrpñ.sing
mformanon
• Soíten ., wuh or ., )latcment of
intent wnh I think l'd lilce to
• Rt)l)Oll-0 wltli nothl[!Q 111
partjcular to indicate indecision
or avold ~01mn1t111e11t
• Make a suggestion by saying
something woukl be a good be¡
• Say or rourse to rnake an
affmn11t1ve answer $tronger
• Use I hate to say it, but
to introduce unwekome
mtormation
• Rcspond with 1 >lf PP2tt lo
indicate partial agreeffiEl'lt
• Use fu!l to muodoce ,1
di.s3enting opinion
• Respond with 8eats me to
adrnit lack oí knowlcdge
• Say Vou're probablv right
to acknowíedqe another's
encouragement
• Asl< ., qucslion wíth Why ehe
would to confirm one's own
opinion
• Use kiod of like to make a
toose compensen
• Use I bate to w Ibis but to
excuse oneself Ior dl~agreelng
• Use Wrll l'Y!'1l so to
c1rknowtc>d9e ~omeone·~ polnt
but dis;,grce pohtcly
Verbs that can be followed by a gerund or an infinitive / Participial adjectives
Grammar Booster
Pronunciation Booster
Listening/ R ea d"1n9 w r1"ti ng
Pronunclatlon
Llstenlng SkJlls: Texts: Task:
• listen to 11ctlvatevoc.-ibuh,ry • The U,inese 7odtiic • Fxptffl 11n oplnton
• Express and support an opinion • A discussion board about the on animal treatment
• Oraw conclus1oru humane treatment ot anlmats WrltJng Sklll:
• Make compañson.s • An article about animal • Pcr,uaslo11
conservatlon
Slcllli/itratcglu:
• Evaluate ideas
• Undel'$(llnd from context
• Critica! thinking
Lbtcnlng S1clll1: Tcxts: Task:
• Listen lo actívate vocabulary • lnterviews. reaction.s to ads • Ex.pbin an artic:le
• SUl'J,IOtt r~nlng wltl1 dtt11lb • A presentatlou of etght you read
• Apply idea.s advertising lechniques WrltJng Sklll:
• A 1t"'9IIJ\llé ¡irtldt: eboot • Surnmarlze and
compulsive shopping p,ir.,phrJ$Canother
Skllls/strategle:s: person's ideas
• Underswnd from cootext
• lnfer information
• Relate to f)C!f1011al experlence
Llstenlng SkJlls: Texts: Task:
• Uslcn to .ipply grammar • A brochure about li,lling • Describe your
• Listen lo activate vocabulary blrthrates relationsh1p with a
• Milkc personal ccmparisons • A ncwspaperartkle aboot íi,mily member
• Listen to sumrnarize China's elderty population Wrltlng Sklll:
• listen íor detarls • Case stu<l,es: Jginy ¡>Jrents • Avoldlng run-on
• Compare and contrast Slcllls/stro1teglcs: seniences ;,nd
• Crlticul tt,tnklng • ldentify cause and effect comma splices
• Summerize
• Confirm content
• Oraw cooduslons
Llstenlng SkJlls: TexU: Task:
• Listen for maín ideas • Encyclopcdia entríes aboo; • Write ., news artíde
• Listen lo sumrnarlze well-known mystenes Wrltlng Sklll:
• Oraw conclusioru • A m.igiianc article about the • Avoldlng sentence
wor1d"s greatest hoaxes fragmenlS
Skllls/strateglu:
• Oraw coodusíons
• Actívate pnor knowledge
• Confirm I.Kts
Llstenlng Slcllls: Text.s: Task:
• Listen to define • St11tlstics comper,n9 • Comment on
• Re!.lte lO pe,sonal experience technologícal promises,-s. reality another's point
• Message·bOJrd posts c1bou1 of vlew
unU5\Jill hobbies Wrltlng Sklll:
• A m.:iganne artlcle about • Ex.pre5$ing and
t<?chnolog)' ilnd leisure time ~vpporttng oplnlons
Skllls/strategles: dearly
• Oraw cond11~lon1
• ldcntify supporong dclails
page A4
page G 1
page Pl
vli
 1 Suggest ways to enjoy hfe more
2 Describe people's personaütles
3 Compare perspectives on life
4 Share a life-changmg experience

rJ To pie Preview. Look at the map of the world. Where do you

thlnk the artist Is from?

·•·
Xl-..{l:.
Bll0n0$ • ~---=-- -
A,res

•
Johannesbu'g
Sáo Paulo • N

•
Nalrobl

Taipel •
•HonQ ,- ·~
Kong '°gf~
Tol(yo
•
e
Seout • Bei¡,i,g •
New YOfk
• Los
Angeles
Berton•
Moscow • •
Stockl'.olm

l!J Express Your Ideas.

1. What is unusual about the way the map depicts the world?
2. What do you think the artist is rrylng to say with the illustration? Is the artíst being
serious or funny?

2 UNIT 1
B @sound Bites. Read and listen to a conversation
between two colleagues working temporarily in another
country.
GILBERT: Oh, man! Am I ready to head home!
ANNA: Are you kidding? 1 can't get enough oí thls place.
GILBERT: Well, it's been three weeks.and I think l've had about
enough. l'm tired of eating strange food.
ANNA: Wowl I feel just the opposite. 1 can't get over how much
I enjoy being here. 1 love how different the food is.
GILBERT: Well, not me. And frankly, it's a pain in the neck having
to work so hard to understand what people are saying to me.
ANNA: 1 actually think it's fun trying to figure out how to
communicate. Stop complaining! You'II be home before you
know itl
GILBERT: Fine by me. There's no place like home.

[;] Think and Explain. Read the conversation again.

With a partner, explain the meaning of each of the
following statements.
1. "Am I ready to head home!"
2. "T can't gct cnough of this place."
3. "1 think l'vc had about cnough."
4. "l can't get over how much 1 enjoy being here."
S. "It's a pain in thc ncck having to work so hard."
6. "Thcrc's no place likc home."

D ldentlfy Supportlng Details. Read each statement

"tm a /ittle uncomfonable with
places tba: ore new to me.'
and wirh a partner dec:ide who you think 'nove rrying
said it-Anna or Gilbert. Support your opinion newthings.·
with information from the conversation. 1wont some advenwre
inmylife.•
•¡ prefer ro srlck
D Compare and Contrast. Discuss the questions. e/ose, 10 home:"

1. llow would )'OU describe Anna's and Gilbcrt's personalities?

How are thcy diífcrcnl?
2. Who are you more like, Gilbert or Anna?

STARTING POINT

Activate Language from a Text. Check which of the following statements you think you
would make about foreign travel. Then compare and discussopinions with a partner.

o "l can 't get enough of visiting o "l leve how differenl the o "lfs a pain in the neck havíng to
new and interestlng places." food is." figure out what people are saytng."

o ·•J think it's fun trying to ñgurs o "After a few days J'm ready o Other:
out how to comrnunicate when to head home."
J don'I know the language."

3
 CB•ni•
Suggest ways to enjoy lije more
l'J @ Grammar Snapshot. Read the arucle and notice the use of .(Qrgfil. ~ and remember.

Are you burning the candle at both e11ds?

Do you fcel you have no ume íor yourself?
Oo vou forget to cal! family on b1rthdays or
ho1idays? Have you stopped going out w11h
fnands because voure too busv? Do voo have
trouble rclaxing and having 'un?
lf you recognize vourself. vou should
remember to slow down ano take mo-e ume
for eve1y1h1r9. Living a balanceo lile is about
intogratmg the many vital areas ot your l,fe,
me uding your health, f-iends. family, work, and
romance.
Here are sorne ups for restonng a healthy
oersoective. frrst, remember to make timo for
the 1mportant people rn your hfe. Stop over-
scheduling and spend quahty time with tr'onds
and fam ly. Second, learn to eet, ta k, walk, and
drive more slowly. And don't forget to turn
your cell phone off sornetm-es. f>eop e who
re;illy want to talle 10 you wil ca I back. Third.
ear-i to lve m the present and stop worrying
ebout the íutura. And f1nally. take it easv ano
begin en,oy ng tne simple thmgs in life. Stop to
smell tne roses

I] Relate to Personal Experience. Discuss the questions.

1. Did you rccognizc yourself or someonc you know in thc arlide? Civc cxamples.
2. Did you find the rips helpful? Why or why not?

4 UNIT 1
B Grammar. Gerunds and infinitives: changes in meaning
Some verbs are followed by either a gerund oran inlinitive with no change in meaning,
for example: ~ ~ can't stand, !l.!!!, prefer. ~ start, continue.
Begln enJoylng the Simple thlngs In life. OR Begln to enJoy the simple tlllngs In 1110.
Some verbs change meanlng, dependlng on whether they are followed by a gerund or an lnflnltive.
rememher + infinitive = remember to do something
Rememberto make nme for the írnportant people in your lñe.
I have to remember to send an e-mente my frlend. REMEMBER
=
remember + gerund remember somelhlng that happenedIn lhe past Sorne verl>s aro followcd by Infinitivos.
I remember having more time for myself. Lcarn to live in the presenl
Do you remember going there wheo you were a kid? Some vofbs aro followed by gerunds.
I enjoy spendlng tíme with my fñends.
forget + infinitive • forget to do something Somo veros are followed by objocts
Don't forget to turn your ctll pllOne off. and infinitivos.
He always forgets to call on my birthday. He romlndcd me to call my mother.
IOrlJel + gerund = lorget something that happenedin the past For 3 complete lis\ of verbs followad
1'11 never forget seeing lhe mountains for the first time. by gorunds, lnfinillves, and ~blccts
can you ever forget golng to me beach? ;ind intinltive$, seo pago A3 '" the

~ + lnflnltlve = stop In order to do somethlng

Stop to smell the roses.
Appendices.
-------
GRAMMAR BOOSTER
can you stop to pick up some chocolatesfor the party? ~ GI
.s1lUI + gerund = stop an ongolng action
1Wnma1y
Stop over·schedullngand spend quaJlty timo vilth fntnds and famlly. • P~rr~ll~li~ with 9HUnd1
You need to stop worTylng so much and mfinm,~s ~

[;] Grammar Practice. Complete each sentence wíth a gerund oran infinitive.
Explain the meaning of each sentence.
·Number IIs obout rememberlng
1. I'll never Iorgct (travel) abroad for the first lime.
somechlng rhat hoppeflf!d In the pose.•
2. When l feel srressed out, 1 rernernber (put) things in
perspective.

3. You need 10 stop (try) lo do everything at once.

4. lf I forget (send) a card for a friend's birthday, 1 try to remember (call)

s. We forgot (huy) flowers, so we stopped (pick up) sorne on lhc way to 11,c party.
6. 1 rernember (celebrare) holidays with my family when I was young.

•§t•WJi•J••ffii§•Suggest ways to enjoy lije more

D Notepadding. With a partner. write a list of Srop w0Yry11,9 .1ÓOt,T' f'f,t, Smdll rlu1tgs.
suggestions for what someone can do to enjoy
life more. Use remember. forget. and gQQ.

D Use the Grammar. Share your ideas with

your class or group. Using the information on
your notepad. create a llst of suggestlons rhat
everyone agrees with.

5
 CB•M•
Describe people's personalities
[1 @conversation Snapshot. Read and
listen Notlce the ccoversauoo strategles.
A: Havo you had a chance tu m<'<'t thc
ncw manager?
B: Liz? Actually, no. Hove you?
A: Not yet. 1 wonder what shc's like.
B: Wt>II, everyone savs ,hl,'~bad news.
A: You know, )'UU can'! belicvc
cvcrythíng you hear. Shc might turn
out to be a real swccthoart,

@Rhythm and intonation practice

I] @vocabulary. Personality Types. Listen and pracnce,

Positive Negative
a sweetheart somconc who " likable and a tyrant someone. espccially 11 bow, who
cavy to gei along with rnakcv pcoplc work c,1remely hard

a team player someonc who works well
w ilh othcr people o the whole 11roup •
~uc:.:c,,ful
II braln someonc who ·~ in1clligcn1 and can
solve pmblcm, ihm are drfticuh for 01hcr,
a people person <omeone who likes bcmg
wilh and work~ well with other pcoplc
a workaholic someonc'' ho ¡, .tlway~ working
and doc-, m>I have 111n.: for jnything che
a pain in the neck somconc who ;.-omplain~ a
lot and often cau-e- problcm,
a wlse guy somconc who -..:iy~ or d°':s
annoying lhings. ci.peciully to makc h1m,clf or
hcrself sccm cmuner than ouier pooplc:

B @Listening. lnfer Point of View. Listen carefulty to the conversations about

people's personalities. lnfer which expression from the Vocabulary the speaker would
use to describe the person.

1. 11,c woman thinks that Sh<'II)' i<;

a. a swcctheart b. a brain c. a pain in thc ncck
2. Ihe woman thinks that Pcter ¡,,
a. a workaholíc b. a tyrant c. a tearn ployer

3. Thc man íhinks that Paul is

a. a team playcr b. a people pcrson c. a wisc guy

6 UNIT 1
l!J Word Skills. Classifying by Positive and Negative Meaning. Fill in the diagram
with the adjectlves in the box. Decide whlch adjectives describe personalines positlvely,
negatively, or both. Add other adjectives you know.

annoylng Iunny lovable outgoíng silly

easygoing hardworking modesr professiona I smart
friendly helpíul nervous reliable talkatíve
fun impolitc offcosive scrious unfair

Positlve Both Negative

D Associate Words and Ideas. With a partner, write adjectives from the chart you rhink match
each of the personality types. More than one answer is posslble. Explain your cholces.
1. a sweetheart
2. a team player
3. a brain
4. a pain in the neck
s. a tyrant
6. a wis<'guy
t. a people person
8. a workaholic

•fü•ftfli•1•jffii§• Describe peop/e's personalities

rJt Use the Vocabulary. Describe the personalttles of people you
know. Give specific examples to explain.
a liiend
a CO·worker
a ne,ghbo,
"My sine, is such a tyrantl She makes aspouse
a toac11er
aclassmate
her kids do ali che housework!" a relatJve

"My friend Hugo is a real people l!9 Use the Conversation Strategies. Role-play a conversation
person. He's so ourgolng and fr/endly.• about a person you haven't met yet. Use the Conversatlon Snapshot
as a guide. Start like thls: "Have you had a chance to meet ... ?•

7
 •3•4i•
Compare perspectives on lije
rJ Reading Warm-up. Look at the glass of water. Do you see the glass as
halí full or half empty? What does that say about your perspectlve on llfe?

a@ Reading. Read the article about optimism. How do optimists

and pesslmlsts respond to problems dlfferently?

by Kali Munro, M.Ed., Psychotherapist

Have you ever wondered why sorne people feel down and
defeated when faced with diffirult situations. while others feel
challenged and hopefull These different reactions are due to how
people mterpret events-whether they thmk positively. from an
optimistic viewpoint, 01 negatively, from a pessimistic vicwpoint.
Optimists and Pessimists
I he difference between optímists and pessimísts isn't a drfference
in hfe expeneoces but rather in how people percerve and respond
to problems. For example, ar optirmst who is going through
a hard t me teels conf,dent that life w11l gel better, wh1le a
¡>eMlmist is more cynical and belíeves hfe Wlll always be diff,rult
and palnful. Pessimlsts tend to expect the werst and see only
p,oblems. Optimists, confronted with the same sítuarons, expect
thc besr. Whílc a pessimist ma)• give up. an optlmist will look on
the bright side and. instead of seeing a problem. will see a solution.
The Pros and Cons
There are pros and cons to both optimism and pessimism. A healthy
dose of optimism can be uplifting and hopeful. while a healthy dose
of pessimism can be realistic and \IIÍSe. Ach:eving a balance of being
reakstx and hopeful isnºt always easy.
Staying Optimistic
While we can learn from both optimists and pessimis~ mosr of
us need help being optimistic. Maintaining a hopeful, posítive.
yet realistic perspective in the face of hard times can be a real
challenge-one many are facing right now in the world-but 11 is
essential to living peacefully and h.Jpptl) Just as it is ,mportant
1•
to recognize what is un1ust and unía.u in our lives and the world.
it is rmportant to see the beauty, love, generosity, and goodoess
as well.
On your AcWeBookdisc: Readlng CloJ.Sary and
Cxtra Rtading Comp,ehemion Qufltiom

lnformation source: www.Kal,Munro.com

O Relate to Personal Experience. Díscuss the questíons.
1. Do )'OU agree with thc author that "most of us nccd hclp bcing optimistic"? How do you think
people can avoíd negativo thinking? Describe expcricnces from your own lifc.
2. In your opinión, are thcrc limes whcn optimism can be bad, or whcn pessimism can be good? Explain.

E ldentify Supporting Details. With a partner, rete these people's optimisim on a scale oí 1 to 5 (1 being
very optimistic and 5 being very pessimistic). Explain your answers, citing information from the article.

l've had sorne bad

I wouldn't say rhar
l'm cyn,cal, but lt's
importdnt to be
re~listic. Let's face it-
life is hard.
I think t can keep things
in perspectíve. 1 try not
to think negatively, but
l'm reali~ic about the
thíngs I can't change.
l try to look on the
bri9ht side. 1 think it's
better to try to see
a solution instead of
seeing a p,oblem.
I find it difficult when
thlngs get tough.
I sometimes feel
completely hopele~s.
I just don't expect
thlng,s to get ~tter.
experiences, but I thlnk
they've mdde me more
realistic. lt's not always
poss,ble to hope fon he
bcst, but good thlngs
do happen.

1 2 3 4 S 1 2 3 4 S 1 2 3 4 S 1
-
.,-.,
2 3 4 5 1 2 3 4 S

8 UNIT 1
•§t•Nli•)••:@@• Compare perspectives on lije

[.'9 Frame Your Ideas. Complete the survey.

Do you hove a negative or positive perspective?

1 • You wake up in the mlddle or the night wlth
a 5tomachache. Your fir5t thought i5 •••
O "l'm sure it's nothing."
O "1'11 take sorne medicine."
O "'I think I should go to the doctor."
5. When a friend feels down, you •••
4ID understand and try to offer support.
O tell him or her about your problems too.
9 tell him or her how much worse it
could be.

2. You apply for your wperfec.tw Job. but you
don't get it. You think •••
CD "Never mind. 1'11 find something else."
O "That's really unfair."
O "'lt figures. 1 never get the job I want. ·•
3. \\Jhen you are introduc.ed to someone
new. you •••
O make triends easily with that person.
6. Your boss asks you out to lunch. You think •••
O "I must be getting a raise."
9 "That's really nice."
O "Oh, no! l'm getting fired!"
7. lf someone unexpectedty knocks on your
door, you lhlnk •••
O ·r wonder which triend is dropping by."

O "warm up" to that person gradually. O "I wonder who lt could be."

O make that person prove to you that he or

she is likable.
4. l'lew5 aboul crime or di.5a.5ter5 rnakes you •••
O want to do something to help.
O realiza that sometimes bad things happeo.
O feel unsafe and depressed.
O "l'm not answering. lt must be
a salesperson."
Al1'1 up your pohlls.
· -···--···--···--·---·--···· -·, i
7-10 You're an optUTil~t Yoo zl11a)~ see ttie glass hall ft l.
¡ t 1 1 ~ Y01/rca bit of an optmS; anda pessimist. Yoo'rc vt!}' rcalistic.
j t .S-'.! t You're a pesslmist. You tend to see the glm ~alí empty.
!-··-· ,.., - -··- -··- -·•·- "·-··· ·•••• •·~ ••·•·- ··•· ·•• ••• ... ··--·•L

[9 Draw Conclusions. With a partner, compare and explain

your responsesto the survey ltems. Does your score describe
you and your perspective on life? Why or why not?

9 Discussion.
t. In )'Our opinión, in order to succecd, how
ímportant is your perspecrive on life? Do you
think it':. beuer lo be optimí tic, pessirnisttc,
or somewhere in the rmddle? Explain.
2. Read thc quotation by Winston Churchill.
Do you agrec with him? Why or why not?

/ "Tite pessimist sees diffic~/1~,

i11 every opportunity. The º~'"!"'si se,,es
the opportunity in everv difj,culty.
winston Churchill,
British Prime Minister
(1874 1965)
9
 Cd•ni•
Share a life-changing experience
D@ Listening. Listen for Main Ideas. Listen
to each person talklng about a life-changlng
experience. Then choose the best answer to
complete each statement.
1. The most sigmficant experience of the
first speakcr's lifc wa · when he
a. became a father
b. began workíng
c. íraveled to another count·ry
d. gol married
2. Toe second speaker's life changed
when she
a. got a full-time job
b. had a baby
c. got more free time
d. got married
3. The third speaker's perspective on life
changed when he
a. lost his home in a fire
b. lost his job
c. gol divorced
d. had a serious illness

[] @ustening. Understand from Context. Read the statements. Then listen again to infer
what each speaker means.
1. When the first speaker says, "I was really able
to sce othcr people's points oí vicw," he means
that
a. he could understand how other people íeel
about things
b. he met people of dilierent nationalitíes
2. Whcn the fir:,t speaker says, "lt was J real eye-
opener forme," he means that
a. the experience was a bit scary
b. the experience taugh: him a lot
3. When the second speaker says, "Ir tul me that l
was responsible Ior her," she means that
a. she realízed she had to take care of her baby
b. she rcgreucd she had to takc cace of her baby
4. When the second speaker sars, "lit] is
dcñnitely a life-altering expertence," she
rneans that
a. the experience is not rewarding
b. lhc cxperience changos a person
5. When the third speaker says, "That pul things
in pcrspectivc," he means that
a. he realized sorne thingsare not so
important
b. he had lo work <lay in and <lay out
6. When the third speaker says, "You start lo see
the big picture," he means that
a. he understood what was reaUy ímportant
in life
b. he rcalized how much he had lost

O Summarize. First. in your own words, summarize each person's life-changing experience.
Then discuss which person's experience you identify with the most. Explain why.

10 UNITI
•@1,@,1ij:@@• Share a /ife-changingexperience
flt Pair Work. Explore ideas about experiences that can change a Thing& thot can chnngte
one'!! P8r'!llpective
person's perspective on life. Complete the list with your partner.
-r1,, .6,,-r;, of' a el,//,:1(.
·,Z d-lS'1Sl"#r
otepadding. Think about a hfe-changing experience you have had.
ake notes about it on your notepad, -rr,z.-,/ -.
\IVhat was the expenence? When did it happen? Where?
-

Hcw did the expenence change your perspective? How did you feel at the tune?

9 Group Work. Share your life-changing experience with your classmates. Explain
how this experience changed your perspective on life.

•iast year my morher hada serlous 11/ness. lt real/yput

!hings in oenoeatve far me. Ali me disagreemenrs
we'd had in tne post seemed so unimponant. • MA fewyea1s ago, twem o,i vacation to Europe. lt hit
me how useful it wos knowing English. n come in
handy in o lar of situotions. M

l'.:Jt Presentation. Write a paragraph about a life-changing experience you have had.
Use it to present your story to your class or group.

,,
 Writing: Describe personality types

Paragraph Structure: Review

WRITING MODEL
A paragraph consists of sentences about one topic. The most }-_:;
important sentence in a paragraph is the topic sentence. lt
Is usually the first sentence, and it introduces the topic of a Th llorkahol les Iead unba l anced 11 ves .
paragraph. Forexample: ey spend all their energy on
work. They rarely t Je •
Work:tholics lead unbalanced lives. an a e t1111e to relax
d let their m1nds rest l k
In academic writing, ali the supporting sentences that beca use 111)' fa ther was a · k now
. . wor ahollc
follow a toprc sentence-cdetaüs,examples. and other and he worked every d f ·
. . ay o the
facts-must be related to the topíc presented m the week. lle hardly ever h'
. s,iw 1m. Even
topic sentence. when he was not at k
w . . y wor . we knew he
The last sentence ofthe paragraph is often a concluding}-J as thlnklng about work. ffe seeaied
sentence. A concludlng sentence resta tes the topíc ne ver to th1 nk of anyth 1 ng el se.
sentence or summarizesthe paragraph. A concluding 1 n summa rs . not knowl ng how to
semence oíten lncludes phrases such as In conclu~lon escape from work aiakes 1 t di fficul t
or In summary. f~r a worl<aho 1 i e to ff nd ba I anee
1
n
hts or her 11fe.

rJ Prewriting. Brainstorming Ideas. Write a topic sentence for each personality type.

team players tyrants wiseguys

1.
2.
3.

Now choose one of your topic sentences, On a separare sheet JVorkal,o/t~s lllP;::t. ,.m'7.zlar.~e¿t ore»,
of paper, generate ideas you could use to support the topic. -Jlvvays f-Aink Pbour work
-~dn'f- Ye/ax

I] Writing. On a separate sheet of paper, wrlte a

paragraph about the personality type you chose in Prewriting.
Make sure all the supporting sentences relate to the toprc,
End with a concluding sentence.

D Self-Check.
O Does your paragraph have a topic sentence?
O Do the supporting sentences in your paragraph ali relate to the topic?
O Do you have a concluding sentence?

12 UNIT 1
E @ Listening. Listen to the people talking about their reactions to events in the
news. Decide if each speaker is an opttmist, a pessirnist,ora realist.

t. [ohn 2. usan 3. Matt

[I Now read the statements. Write the name of the person from the listenlng who is most
likely to have said each staternent. Listen again if necessary.
1. "You'vc gol to be practícal, There will be sorne problcms in tifo that you can solve and
orne that you can't, What's important is realizing when somethíng is boyond your
control. Thcn it's better just to move on."
2. "Life is íull of hard times. You just have to accept the fact that bad rhíngs happen and
know that there's very little you can do about it."
3. "lt's important to S\.'C a problcm a both a challenge to be Iaced anda an opportunity
for success. Difficult experiences can make a person srronger."

D Complete each conversation with a personality type.

1. A: Looks like Ihavo to work overtime again íonigh]. .'vly supervisor [ust gave me threc
projects to complete by the end of the day.
B: You'rc kidding. He sounds like a real
2. A: You know, without Sarah's help, 1 would never have completed that presentatíon
in time.
B: Tell me about it. She really helped me out with my sales campaign last month. She's
such a
3. A: 'lorn i-; rcally a . 1 ran into him in the park last weekend, and he was itting on
a bcnch and working on that rcport.
B: Ycah, that's Tom ali right. 1 le ncver stopst
4. A: 1 don't think Jill had a very good time at the party=-she didn't saya word the whole
evening.
B: Well, Jill doesn't feel comfortable in social situations. She's just not a
S. A: 1 lave you heard the ncws? My daughtcr Audrcy gol a perfcct scorc on her entrence cxam
to law school.
B: Congratu lations! 1 always knew she would do wcll in school. She's such a
6. A: l'm so tircd of Kcn. The othcr day I made a mistako at thc romputor lab at school, and he
said something that rcally made me fcel dumb,
B: Don't lct it get lo you. Everybody knows hes a . Jusi try to ignore him.

l!J On a separate sheet of paper, write advice for each person. Use
rhe verbs S!QQ, remember, and ~ with gerunds or lnflnltlves.
1. Samantha has a demanding job and works long hour . When sho finally gcts home, he'
cxhaustcd. She spends all weekend trying to catch up on houscwork and shopping.
2. Michacl spends most oi thc day at the computer. Somc days he docsn't cvcn gct outside
cxccpt to walk to thc bus top. On the wcckcnds, he just walchl'S a lot of TV.
3. Philip is a single father with three kids, and he travels a lot for his company. He feels his kids
are growing up so fast that he h.irdly ever sees them.
4. Marisa has bccn using her crcdit cards a lot lately, and shc can't kecp up with thc monthly
payments. And now he' having a hard time keeping up with 111/ her bilis.

13

Preview
[1 Topic Preview. Look at the reviews from the music website.
Are you familiar wlth any oí ibese artlsts?
~rihl'd ilS •v,11n(f piC111rc-'
arid 'rmnd muse" m hrs nat1vc
J-'11~ n, KitMo'selP((ronr< mu<.~
mcorporates the sounds ol
1Ya\~S. wmd 3nd ,,,in. inspiriog
l11tericr~ to (ecl art<J appreoate
the natural \\'orld A true
I] Express Your Ideas.
1. 'Which reviews did you find thc mosl appcaling? Wh),? Which musical gcnrcs in thc rcvicws
intcrcst you thc most?
2. Can you think of othcr artisl<; for cach gcnrc?
14 UNIT 2
1 Describe the music you listen to
2 Explain the role of muste in your life
3 Describe a creative person
4 Oiscuss the benefits of music
Carlos Poncc,Ponce
Puerto Ríe.in ~ingc:r I
so11g1"1111er {and TV ~tar?
c.,,1os Ponct' di:- ivtrs cl fun
míx ot romant e baltads
~od caribbean f .iv"rt'd
da nce grOO\sts C\•en il vou
don't un<ler'St<'lnd Span1sh.
vou can't helo but teel the
cmot,on in Po11<e's \,01ce. Andrea Bo<ellí, Sol}no
wtuch rango from a rough S<>g!!'O hnd~ thc cla~\icaltv
growl lo a passionate e,.,.. trained Bo<elli mo111rl1!
Aoother bnlham s..'I from away lrom thi: worid of
tlit richl\• 1alt11ted a, a?than opt<il w,111 ;1 colltrtíon
ke.,-boardist I comecser of modern POI> ballads
uarcos Ariel Chcd, out the Fan> ol 8-0<etl ·s
unpredictablc mt~y rernark.Jble vo1cc y,00·1
bf·t1"i"C'l'n tht' group nwtnhf"S be d1~ppo:ntoo Whe1~r
111 "Bahra Suite; where \k1a he's ~ingmg an ltdlidn
Mite's e');(' tíng Pt:'f<lK~ on pop song or a 10\'t'lv duet
sets thc tempo. vihrlc Ancl"s 1,,1 h J)Ofl diva Cehnc
piano race\ in and around Oían :he dcpth and
Fr.ink Gambale ·s surpns.mg fet·hn,i ol h1s mu~1c w1II
g_uílilr línts touch your sool.
ee~on<i' kick~ ott her <iOIO MU2$Íká~ ThePrlsoner'sSon9
carc:cr and keeps thc: dance Síngíng in llungarian and
floorscro1,ded with hfr hit plaw-s 11ad1tf()flal
singles on th1s cr.crgct1c msírurnents, Muisikás
re<(>'din& HeM the red·hot 3rr,Hlgt'S ten t:astern
·cr.urm tove" (a duet w1th furopran folk ~ to tell a
ran arMt Jay·I! and the plavful h3untíng sto,y óf lo'II:. dtSl•t>.
'Babv sov· (1~11h dance hdll ~w, ard frccdom. Add lead singcr
'lean l'auQ ju~t once and ~ou'II M~rlil o;rh<>-tvm's ,1m;i1íng
be humm111g thcm in rour voicc. and ,oo\,c got a soond
hcad ali day. unlík<· .,nv yoo\'<' <'VN hnrd
lnformarion source: wID•ial!rousjccoro
B~ Sound Bites. Read and listen
to a conversauon between two fnends
compañng musical tastes.
TANIA: Wow! You've got quite a CD col!ection!
KEN: 1 guess so. Let's put something on.
TANIA: Got any jazz?
KEN: How about sorne Gato Barbieri? l've got
Peni«.
TANIA: Actual!y, his saxophone playing kind of
gets on my nerves on that one.
KEN: Real!y? l'm totally lnto him. Fenix is one of
my all-tirne favorites.
TANIA: Yeah,but it's pretty hard to dance to.
KEN: Well, have you heard sorne of his later stuff?
TANIA: No, whars it like?
KEN: lt's got more of a Latín feel, lt'll definitely
get the party started.
TANIA: Oh yeah? ters give ita listen.

I:] Think and Explain. Read the

conversation again. With a partner, explain
rhe meaning of each oí the following
statements or questions.
1. "You've got quite a CD collection."
2. "Lcr's put somcthing on."
3. "His saxophonc playing kind of gcts on my nen es on thal onc."
4. "l'm totally into hirn."
s. "Havo you hcard sorne of his la ter stuff?"
6. "11'11 dcfinitcly gct thc party startod."
7. "Let's give ita listen."

STARTING POINT

D Frame Your Ideas. What recordings are your all-time favorites? Complete the chart.

Title of recording Artist or group Genre of music

D Pair Work. Talk wrth a partner

about the music in your chart.
Compare your musical lastes. "We/1,rock usual/y gets on my nerves;
bur maybe l'I/ glve lt o listen somerime.-

15
 CB•ni•
Describe the music you listen to
veussou ~·oour
[1 ~ Conversation Snapshot. Read and listen. Notice the
conversatlon strategles.
A: So what havo you bccn listcning to latcly?
B: Mostly world music. E ver heard of Youssou N'Dour?
A: I thinkso. Ile's from Senegal, right?
B: That's right.
A: You know, I've actually ncvcr hcard hís music.
What's he likc?
B: Well, he's gota terrific voice and a unique sound.
l'd be happy to lend you a CD if you'd like.
A: Ali ríght, thanks. 1'11 lct you know what I thi.n.k.

~ Rhythm and intonation practice

[J ~ Vocabulary. Elements of Music. Listen and practlce.

beat the rhythm of a ptece of muslc
fila/ :;o11g has a greal beat you m11 dance lo.
lyrics the words of a song
Her cntchy lyriC'S make you u1t111/ to sing 11/011,~.
melody the order ot notes In a musical piece
Hi« so11g has a11 111,forgettabte metody.
sound the particular style or qualíty of an
artlsr's or group's mu sic
The band Jra.s created a 11ew and exciting so1111d.
voice the quallty oí sound produced when
one slng_s
She Iros a be.autif11/ sopra110 ooice.

D~ Listening. Listen to Activate Vocabulary. Listen to the pieces of music. With a

partner, use the words from the Vocabulary to discuss what you like or don't llke about the musíc.

l!J Grammar. The present perfect and the present perfect continuous: Word$ snd phrasés U$9d
flnlshed and unflnlshed actlons with ~presc,¡t perfect
fw tlnished actions
Finished actions already ever never yet
Use tho present pcrfect, not the present perfect contlnuous, whon an acUon Is completed once. l\vfoe, ttuiie ll"1e6
al an unspe<:ified time in the past. (Remember that aclions completad at a specified time in Howmany, .. ?
the past require the simple past tense.)
l've already heard that OO. 1 heard lt yesterday.
How many times have vou seen Youssou N'Oour In concert?
l've seen him twice. As a matter of fact, 1 just saw him last week. Word$ and expresslonsoftfn
use<! wlth unfinlsh~ actions
Very recently flnlshed actlons: an exceptlon
The present perfect contlnuous Is preferred to describe very recenUy completed actlons ter+ tately mese d ys
slnce rocenVY for 3 \,,l\~e
when resutts can stlll be seon. all day thliyear ~qw lon9 · · · 1
They've been practicing. 1 see lhem putting their instruments away

-IR<~
Unflnlshed or contlnulng actlons
Use the present perfect OR the present perfect continuous to descñbe actions that began
In the past, contlnue lnto the present, and may continuo lnto the future. • Finishc:d ~nd vnr,nish<,d
Have you llstened to any Jan tately'? OR Have ~·ou been llstenlng to any Jan tatel'I' actl<>M: wmmary
• lhe past perfecl
l've listened to Beethoven since I was a child. OR l've been lislening to Beelhoven since I was a child. continuous

16 UNIT2
D Grammar Practice. Write f if the action is finished. Write y if the action is unfinished or continuing.
t. Hc's played with their band for almosr s. Ladysmith Black Mambazo hasn't becn
ten years. playing many concerts lately.
2. Cactano Vcloso has madc dozcns 6. Havc you ever gonc to a classical
of recorclings. conccrt?
3. They've never heard of Alexandre 7. How many times have you heard
Pir~. Carmina Burana?
4. We've been listeníng to that CD a1l day. 8. They've played Brahms's First
Lcrs play something diffcrcnt. Symphony twíoe this ycar.

D Grammar Practice. Complete the biography ofVanessa-Mae with the simple

past tense, the present perfect, or the present perfect continuous. Use the present
perfect continuous if the action is unfinished or continuing.
Vanessa-Mae music smce she was a little girl.
il i.: '1'formi
Born in Singapore on October 27, 1978. she her
(2 hJIO)
first piano Jesson al the age oí three. Ayear later, she
(l .i .. ,,
taking violín Iessons, and whcn shc was jusi ten ycars old, shc

her coocert debut with the London Philharmoníc.

l4 lkl'I
Si.nce then, Vanessa-Mae numerous classical
,s. máe)
recordings, but it was in 1994 that she the field of
eme- 1 :6
pop music with The Vinlin Player. The álbum immediately
(7. becoroe:
popular with pop and classical music fans.

In more recent years, she with other pop artists such as Annie Lennox,
(8. 1>ay:
Janet [ackson, and Princc. Vanessa-Mac her audionccs for overa docadc,
'.9. entf'"rlaml
and she continúes to astonish them with her innovativc sound.

•§t•fflfé1ijffji§• Describe the music you listen to

D Notepadding
. Wnte sorne of the musical artlsts or bands you've been listening to lately.

Artist or band Whllt you líke

Éro,le . t.;, 0.,¡k,u· ___:;l""ª" ..:ta""'" ó-,.,,r
Artist or band What you like

D Use the ConversationStrategies. Talk about music you listen to. Use the Vocabulary from page 16 and
the Conversation Snapshot as a guide. Start hke this: "So what have you been llstenmg to lately?"

17
 Cd•Ui•
Explain the role of music in your lije
[1 @Grammar Snapshot. Read the commentaries and notice the noun clauses.

tt's my op1nioo that music is a kind

Frankly. l ean't 1magmc what my
tlfe would bo llke ,vithout music.
lt's what gcts me through the
day. List!!f11ng to musíc is how I
gct going in thc moming. 1.3ter,
at wori<. lt's how Istay
productive. And In the evenlng. rt's
what hclps mo unwlnd.
of íntemational language-s way
for people to communicate with
whomever they meet. The fact that
enjoyment ot muslc Is universal
maees ,t 3f'I Ideal way to brlng cultures
togethur. MusiC can open oooes for
you everywhore you go In the WOf'ld.
ª
l'm p.,.
......,,ormer, and musJc is a part or
who I am, lt's a way for me to express
what•s in my heart. Tbe tn.ith is,
whethor or not l perform is not maJly
8
Cholce-r hsve to do lt. Whatever
happens durlng tho day-good 01
!>ad-comes out in rrry muslc.

Make Personal Comparisons. Do any of the comments above rlng true for you?
Explain and discuss.

A noun ctause can t>egin ~ 1tla1, if,

Grammar. Noun clauses ll4\ll1hllf (Qr rutt),or a quost1on word,
A noun cfause can be a subject, a dlrect obJect, an lndlrect obJect, 1 'Qe4icve that hfe would be empty
a subject complemem, or the object of a preposition. v11thout muste.
We asked them lf they could play ma
Vlhatever happens during the day comes out in my music. (subíectj soog for us aga1n. .,
I don'I know why l'm so crazy about hls muslc. {direct ob¡ect) OR we asked them wt,ether (or nou
1'11 glve whoovor calls flrst the IJCkets. {indirect ob)e<:t) theY coutd play tt1t: soo9 for us agrun.
Mus,c ,s what helps me unwind. [subJect complementj l'm no\ sure wt,y the t>ano dec1de<I to
Music is a way for people to communicate with whomever* they meet. b<eak up. .
(obJect of a preposftlon J Do you knolll whlch I what ,-istrutnenl \
shaplays? .
lndlrtcl speech Is expresscd uslng a noun etause. Thoy asked her how she traull..'Ó h1,r

J
They asked whether I if we CXIUid recommend sorne good recordings. vo.ce to be so ooaut1ful.
The violinist explained that the concerto was quite ditticult to play.
When 3 noun clausc is 3 ~irect objoct.
A noun clause can also be lntroduced by whoever, whomever, or whatever, tho word !12.íU may be om1ttod.
meanlng any porson or any thlng. I belicve Ufe would be omply
Vlhoever can combine hip-hop with pop is sure to be a hit. without musle,
The auclience always loves whatever they play.
Noun clauses often follow phrases wlth Impersonal !! subjects. BE CAREFULI use normal, not
lt's my O()lnlon thal muslc Is a klnd ot lntcrnallonal languago. invortcd, word ordC1' In noun clal!Se.S
In wrlllng, subJect noun Clauses are otlen preceded by phrases such beginnlng with quostlon v/Ofds.
as the fact, the Idea, etc. NOl They askcd her how dto-she
The fact that enjoyment of muslc Is universal is quite interesbng. ~ htll' voíee 10 be so beautlful.

•very form;I

18 UNIT 2
EJ Grammar Practice. Introduce each noun clause with that • .[f. whether (or not). Quostion words
or a question word, who vihat
why vlhlch
t. lt's his opinión classical rnusic i~ boring. when how
2. Buying old rccords is I spcnd my Saturday afternoons. where

3. I'm havtng difficully recallíng band played al the dance.

4. I like rnost is to take a hot bath while I listen to rnusic.
S. Did they tell you the conccrt would start? 1 don't want to be late.
6. 1 can't really tell you l likc sorne preces oí music, Maybe ít's because
they remind me of songs my mother sang to me when l was a child.
7. Robert asked me I had bought tíckets yet.
8. She can't imagine shc would do without music,

D Grammar Practice. Complete each statement wíth a noun clause that represents
each questíon.
1. r don't know
(\~Mr~d<I Moz,lít liv~t¡
2. 1 have no idea
{When dld ~ges Baet compase (ormen?)
3. Shc told me
lWhere do tbe B acle She-,p usually perrorM!J
4. 1 don'! know
(\'lhlch genr~ of mu\k 1\ hl, fa-.oc le')
s. l'rn not sure

NOW YOU CAN Explain the role of music in your lije

D Analyze the Grammar. Read the followíng quotatlons and under11ne:--------

the noun clauses. Classify each noun da use by its grammatic.al
function wlthln the sentence (subJect. dlrect object, etc.).
Then discuss the meaning of each quotation.
Restate each in your
ownwords.
'°Music is a gift and a burden l'oe had
since l can remember who T uias."
Nin~ Simon11, US. singecand pianiSt
1933-2003

D Use the Grammar. Discuss the role of music in your life. Do you listen to music
at spedñc times duríng your day? What sorts of muslc do you ttsten to?
Use noun dauses to explain your ideas.

19
 Cd•M•
Describe a crestive person
[1 @vocabulary. Describing Creative Personalities. Listen and practice.
Positive quallties
gltted ttaving a natural abllity to do eoe or more th,ngs
extremelV well II
ner etic very active, physlca"Yand monta Y .
~ ~ ti able lo thinl< ot new and lnterest1ng i<!eas
,magma ve . ethtng and
passlonate showlng a strong l1k,ng fOf som
be',ng Vl!K'/ dedicated to il
I] Reading Warm-up. lt is often said that gifted people have eccentric or difficult personalities.
Do you agree?
0 @Reading. Read the short biography. What effect did Beethoven's personality have on his life?
Ludv g , an Beethoven:
i USlC
B om In 1 no In BoM, Gefmany,Ludwig van Beetho\tenstarted
playlng the pcano beforehe was tour yea,s old. By ttwl time
he was twelve, thts d\¡ld prodigy had alreadycomposedhis ñrst
piece of music \Vhen Beethovenvras just sixteen, he vrent to
stud)' in Vienna,Austria.lhen toe center ol European cultural lile
and home to the mostbñlllant and J)aSSIOflatemusiclansand
oomposets of 111e paríod. '*thoven proved to be a g,fted planlst
and an imaginative composer.
Beethovaiis remembefedfor his great genius but also fOf
his strong and dil1icult pe1sonality. In one infamousinciden!,
Beell1oYefl becameso uoset v.ilh a vrolter lhat he emptled a ptate
ot tood over the man's head. Despue thls type of behav10<, many
in musicaland anstocratic cueles admirad Beethoven, and music
lo\'erswere always Beethoven'sgreatestsupporters. lhis fact
did not preven! him from losing his temper wilh one Of another of
íhem, Howeve<,beeause ol nts talent, Beetho11t1n's friends al1J1ays
excused hls lnsutts and moOdy temperameot.
BeethoYttlwas also notonousfor rus eccenbic behaviOI'. He
often vralked through the streets of Vienna mutteringto himself
and stamping his leet. He compietely neglected his personal
appearance;hls clothes would get so d rty that hls frlendswould
come and taice them away durlng the rught. When they replaced
the old dothes v11th new ones, Beethoven never noiicedthe
difference.
AllhoughBeethoveflwas respected and admiredby his audience,
he was not concernedwlth pleaslng them. BeelhoVencould play
20 UNIT 2
Negative qualltles
e~centric behavillg ill an unusuaJ w;xy or appearí.-.g
diffetent from most peop¡e
difíicult ncwersa!;sfie<J and hard 10 ple.!!$$
moody_ quicldy and easily becomlng annoyed 01 unhappy
~gotlshcal believlng onesetf to be bette, or more
,mportant than othar people
On your ActiveBook duc· Read/ng GloSUJry and
Extra Readlng Comprehen.slon Questlons
the piano so beaullfully
that sorne hstcnct's crled;
however.~ he saw
his fans crying, Beelhoven
only laughed and said
lhe\• were lools. He
was so egotlSticalthat lf
people talked while he
was per1otming,he would
slop and walk avray.
Beethovenwrote two
famous WOl1<s, hfoontlght Sonata and Für flise, t01 tvro dlffarent
women he loved. He was almost alwaysin love, oftcn with a
\\'Ornan viho was already marriedOI engaged. Although Beethoven
asked severa! women to marry him, they all rejectedh1111. But
the most traglc aspect ot Beethovens me vras his gradual loss
of hearing, t>eg,nnfng In llls late twentlesuntll he was complete!)'
deaf. However.even as h1s heating grcw worse, BeethO\'en
conlinued to be energetic and produclive:his creative activity
remained intense, and audiencesIO'tedhis musíc In 1826,
BeeU1oven11eld hls last publlc pe.rfOll11allCeof hiS famous N ntll
Syml)hony. By thls time, the maestro was completefydeaf. V/hefl
he was tumed ar<Uld so he could see the roaring applause that he
could nol hear, Beethovenbegan to cry.
Beethoven died in Vienna in 1827 al age fifty·seven One out
of ten people wtio lived in Vienna carne to his funeral.
lnformation source: www.cla.ssic.alarchive.com
EJ Activate Language from a Text. Read each fact about Beethoven. Then, with a partner,
discuss whlch ad¡ectlve from the Vocabulary best completes each statement.
t. Bccthovcn was alrcady publishing music s. Bccthovcn bocame frustratcd when he bcgan
and carning a salary at thc agc of twelvc, to lose his hcaríng. \<','hile socializing wilh his
lle was ,·ery fricnds, he would oftcn have suddcn bursts of
2. Beethoven once told a prince, "There anger. He could be rather
will be thousands of princes. There is 6. Beethoven said that his music expressed what
only one Beethoven." He could be quite was inside of him and that he had no choice
but to compose, He was a
3. Beethoven would work long hours composer.
composing and ncver secmed to tire. He 7. Bcothoven's attcntion to focling in his music
was alwavs when he began a new "style," different in sorne ways
pcrformed for hi - audiences. from Baroque music, which wa popular at the
4. Bccthovcn had many close friends who time. H1s compositions were
tricd to hclp him with rus problems. He s. Beclhovcn's Iriends thought he could be
continually pushcd thcm away and rcfused al times. For cxample, whcn
thcir assistancc. He was considered to be a he made coffce, he uscd to count out cxactly
person, sixty beans for cach cup.

•§t•ftff,,1ij@tj• Describe a creetive person

D Frame Your Ideas. Rate your own personality on a scale of O to 3.
Compare your answers with a partner's. Use the Vocabulary. "tm an extreme/y passionate persor:
I chlnk ir's reolly fmportanr ro love whac
you do. Whot oboin you?"
gttted Q eccentr1c Q passíooateQ lmaglnative Q
ditt,cult Q energetic Q moody Q egolistical O creatwe Q

D Discussion. Read the quotations from three famous musicians. Whidl one do you find the
most lnteresting? After readlng the quotattons. how would you describe each muslctan's perS-Onallty?

"Musi( is 1wtf1i11g separatefrom me. Tve outdone anyone )VJU ca11

lt is me. . . . You'd hac« to remoce name=Mosart, Beethoucn,Barh,
tite music surg¡cal/y. • Strouss. Iruing Benin, he wrote
J .001 tunes. 1 ierote5,500.•

Ray Charles. American soul slnger. Pablo Casals.Sp.an,sh ceUlst JamH Brown, American R & 8
~ongwriter. and planlst. 1930 • 2004 and conductor.1876-1973 s;nger and songwriter. 1933-2006

B Project. Wríte a brief b,ography of a creatíve person you know. Describe his or her personality, creativity, and
achievements. Put ali the biographies together for a web arride about creative people.

21
 •d•M•
Discuss the benejits of music
[1 @ustening. Listen for Main Ideas. Read the questions. Then listen
to Parl 1 of a talk about an unusual use of muslc. Dlscuss the quesuons with
a partner.
1. \<\1hat does Dr. Schmidt do?
2. What sorts of people does shc work with?
Explain how she works with these people.

[J @ Listening. Listenfor Supporting Details. Read the

questlons. Then listen to Part 2 of the talk and answer the questlons.
1. What are the four benefits Or. Schmidt talks about?
a.
b.
c.
d.
2. What is eme cxample of cach?
a.
b.
c.
d.

D Apply Ideas. Discuss the questions.

1. Can you lhink of any olhcr
bcncfits of music thcrapy?
2. Can you think of anyone
who might benefit from
music ther.ipy?
lf so, how?

22 UNIT 2
l!J Word Skllls. Uslng Particlplal Adjectives. @Pre$0nl P;,st
par1iciples ~rticlplos
The present and past partid ple forms of many verbs function as adjectives. amazrng amazed
The past participle has a passive meaning. Most sentences using past particlples annoyíng annoyed
borlng bo<ed
can be restated with a .bJl phrase. depressmg depressec1
Toe patient is dcpressed. = The patient is depressed [by his lifej. disappo,ntlng d,sappolnted
l'm bored. = l'm bored [by this movie]. enterte1n ng enterta,ned
exciling excited
The present particlple does not have a passlve meanlng. Most sentences using interestlng ,nterested
present participles can be restated with an active verb. l)/$aslng pleased
That book is depressing. - That book depresses [everyone]. rclaxlng relaxed
SOOth1ng
lt's so boring. = lt bores [me).
SOOthed
Slimul:it,ng stimulated
touch.>ng touched

D Word Skills Practice. Cirde an adjective to complete the sentence about music therapy.
1. Music can makc paucnts fccl (rclaxcd / rclaxing).
2. Listening to music makes patients feel less (depressed / depressing).
3. Patients find sorne types of music to be very (soothed / soothing).
4. For patícnts in physical pain, 11,c bcncfits of music can be (surpriscd / surprising).
s. Srudies show that a student's ability to learn is (stirnulared / stimulating) by music.
6. For paticnts with cmotional problcms, music can be vcry (comfortcd / comforting).
7. Many doctors rcport thcy are (pleascd / ploasíng) by 11,c cffoct music has on thcir paticnts.
B. Many patients say that music therapy is (entertained / entertaining),

Notepadding. What are sorne

benefits music brings to people's Benefits
Ex:unpJes
lives? With a partner, make a liSl Mu!:/& ,:;,~,11 Í,Ae» soo,'lr,119.
.,_

and discuss. Use participial /'/Py1n9 .l><USI& PI- WOY/( ,:;p,11 Y&/ax
adjeaives. peop/" so rltey'y,s noro r-,,,_,..- .,_
.-"'-·V.&/°/Yb_
Benefits
Examples

Share your ideas with your class or group. Comment on your classmates' ideas.

23
 wming: Describe yourself
Parallel Structure
In a paír ora series, be sure to use parallel structure. AII the words, phrases, or clauses should be in the same form.

lncorrect Correct
He's a composer, singer, and a violinist, He's a composer, a singer, and a violinist.
(article. no artícte, article) (article, eructe, article)
OR Ile's a composer, singer, and violínist.
(one article for all three)

J like dancing, paintíng, and lo sing. J like dancing, painting, and singing.
(gerund, gerund, lnfinltlve) (gerund, gerund, gerund)
OR l like to dance, lo paint, and to sing.
(infinitive. infinitive, infinitive)
OR l like to dance, paint, and sing.
(one 1Q for all three)

The picture was f.ramcd, examíned, and lhcy sold it, Toe picturc was framed, examined, and sold.
(passive, passive, active) (passive. passive. passive)

I like pcoplc who havo thc samc intcrests as I do, I likc pcoplc who have the same interests as I do,
makc me laugh, or who likc outdoor sports. who make me laugh, or who like outdoor sports.
(clause. verb phrase. clause) (clause, clause, clause)
OR I like people who have the same interests as
J do, make me laugh, or like outdoor sports.
(verb phrase, verb phrase, verb phrase)

•fo;(.j¡ij,fo¡j{iiHi• Correct the errors. 1

[1 Prewriting. Clustering Ideas. I have always been a relaxed, passionare, and been
Look at the idea cluster below. On a
a moody person. I !ove lraveling, to meet new people,
separate sheet of paper, create your
own idea cluster. Draw a circle and write and learning abour new places. I have been to rnany
ME inside it. Then write any ideas that
interesting places; Cor example, I have been on top o! Mount
come to mind in circles around the main
circle. Expand each new idea. lnclude Kilimanjaro, 1 have gone ice !ishing wíth Eskirnos in Al
k
as a,
hobbies, accomplishments, places you
and I rode on a carne! in Morocco. These were sorne o!
have traveled, interests, goals, etc.

Writing. On a separate sheet of paper, write a

paragraph descrlblng yourself, uslng the lnformatlon
from your cluster. Make sure to use parallel structure.

Self-Check.
[) Did you use parallel structure with pairs or series
of nouns, adjectives, and adverbs?
C Did you use parallel structure with the clauses.
phrases, and tenses?
O Does the topic sentence introduce the topic of
24 UNIT 2 the paragraph?
E~ Listening. Listen to the conversations about musical preferences.
Determine if each person likes the artist or group. Check the appropriate box or boxes.
Then listen again and write what the person likes (voice, melody, lyrics, beat, or sound).
the man thewoman what he or she likes
1. Andrca Bocclli o o
2. Gato Barbieri o o
3. Ladysmith Block Mambazo o o
4. Bcyoncé o o
s. Antonio Carlos Jobim o o
[J Complete the statements with an appropriate adjective from the box.

eccentric egotistical energetic gifted moody passionate

1. Sarah is a vcry rnusician. Shc startcd playing thc piano whcn shc was thrco.
2. My neighbor has thirty cats. You could say he's a bit
3. Franco is an cxrrerncly pcrson. He only thinks of himsclf.
4. Dalia is su latcly. Shc gcts angry at thc smallest lhing.

131 Circle the correct form of the verb to complete the paragraph.
Sandilc Khcmcsc (1. has playcd / playcd) thc violín since he was a child in [ohanncsburg,
South Africa. In 1989, Sandilo (2. formcd / has formed) thc Sowcto String Quartct with
rus brothers, Rcubcn and Thami, and thcir Iricnd, Makhosini Mnguni. Thc group
(3. played / has played) at Prcsidcnt 1elson Mandcla's inauguration in 1994. Toe Soweto

Stríng Quartet (4. won / has won) many music awards in South África, induding Best ew
Artist. They (S. have recorded / have been rccording) a number of successful CDs. In rcccnt
years, thc Quartet (6. has bccn giving / gavc) concerts ali around thc world.

[;l Underllne the noun ctause In each sentence. Wrlte whether lt Is a subject, a dlrect object,
a subject complement, oran object of a preposition.
1. I bclieve that wilhout music lifc wouldn't be as much fun.
2. Whatever's playing on the radio is fine with me.
3. That's why Jorge hkes only pop music.
4. Do you know whcrc sorne good music is playíng?
s. They'Il listen to whatever music is playing.

25
 rJ Topic Preview. Read these financia! tips.
Do you think you have a high financia! IQ?

How to RaiseYour
FinancialIQ
1. Save money. ~'P,
Start saving while you are young. When you have
money in your pocket, the impulse to spend it
can be very strong. When you get your paycheck,
don't run to the mall. lf you put away a small
amount of money inco a savings account each
week and earn interest, your money will grow.
2. Live within your means.
The secret to financia! success is spending less
than you earn. lf you make a lot of money, but
spend it ali, you are not really rich or financially
secure. lf you lose your job, or get seriously ill,
you will have nothing to fall back on. People who
make less money than you but don't spend it all
are actually much wealthier because they are able
to handle any emergency that arises. Fortunatefy,
today's technology makes managing your money
easier than ever. Financial-planning software can
help you keep a budget by adding up your income
and expenses and keeping track of your spending.
3. Don't go into debt.
lt is a lot easier-and sometimes safer-to pay
with a credit card than to carry around a lot of
cash in your pocket or purse. However, it is easy
to get into trouble with credit cards if you use
them as a substitute for money you don't have. lf
you charge so much that you cant keep up with
your monthfy bilis, interest charges will quickly add
up. Going into debe because of credit card bills is
the surest sign of a low financia! IQ.

[] Express Your Ideas. Whlch tlp do you thlnk Is the most lmportant one to follow? Why?
Can you think of any others?

26 UNIT 3
O @ Sound Bites. Read and listen to a conversation between
two Iriends about saving money.
DAVID: Hey, a new entertainment system! What did you do-strike it rich?
JUDY: 1 wish! No, I saved up for it.
DAVID: There's no way I could do that. Too many bilis.
JUDY: 1 knowwhat you mean. Mycredit card bilis used to be totalty
out of hand.
DAVID: Really? Then how did you manage to save up all that cash?
JUDY: Well, 1 just decided it was time to start living within my means.
I cut way back on my spending.
DAVID: Wasn't that hard?
JUDY: Kind of. But rm glad I did it.

I:] Think and Explain. With a partner, discuss the questions and
support your answers with information from Sound Bites.
1. Do you think Judy makes a lot of money?
2. Do you think David is good with moncy?
3. What was [udy's financia! situation like in thc past?
4. What did Judy do to ch,mge her financial situation?
S. How would }'OU describe [udy's financia! JQ?
6. Are you more likc Judy or David?

STARTING POINT

D Frame Your Ideas. What's your financia! IQ? Choose the staternents that best apply to you.

1. o I live within my means. o I live beyond my meaos.

2. o I keep track of my expenses. o I don't know where the money goes

3. o I regularty pul wmclhing away into savings. o 1 spcnd evcrything I have and never save,

4. o I always try 10 pay my credit card bills in full. o I don't worry aboul paying my credit card bills off
1 every month.

s. o I always have enough monev for what I need.

1
o I can't make ends meetl

D Pair Work. Compare your answers with a partner's. Who do you think has the higher íinancial IQ?

27
 Cd•M•
Talk about your financia/ goals
[1 @Grammar Snapshot. Read the interview responses and notice how future plans are expressed,
What are your short-term and long-term financia} goals?

I flnd lt reall~· helps me to 1ry and plcture

where I want to be over the next fcw
vears, By ncxt ye.ir. 1 hope to have gottcn
a good jOb as a flnanclal consultant. That's
my short·torm gool. My long·torm goal?
I plan to havo roachod real financial
independence before Iretire.

l've decidod to set a long

!OfTTI goal for myself-to Mi¡ long·term goal is
put aside enough money to have saved enough
to buy a new car. By this My college expenses are golng 10 get me money 10 spend a
time next year, 1'11 have lnto a lot ot debt. 1 don't expect to havo year travellng. By the
put away enough cash bcgun maklng paymcnts by the time I time l'm forty, l'm
fOf' a down payment. My gradUlltC, bvt Ido have a plan After l flnlsh SUTe 1'11 nave savcd
short-term goal Is to &chool, rny shoet-torm goal Is to llnd a jOb enough. Altor l've
start llvlng wlthln my where I can make sorne good money and soon soma of the
means. Once rve startcd begin a payment plan on my loans. Then. 1 world, 1 plan to sottlo

I
stlcklng to a monthty figure that by lhe time l'm thirty, 1 should downand buy
budgcl, 1 th111k it'II bo casy. have paid back everything I ovre.
ahouse. 1
David Michaols, 24
Brisbanc, Australía
Robín Kraus, 22
Boston, USA
•Mhli•
l!J Make Personal Comparisons. Discuss how similar you are to any of the people in the Grammar
Snapshot. Do you share any of the goals they mentloned? lf not. dlscuss some of your goals.

O Grammar. Future plans and finished future actions

Future plans
Express general future plans wlth mm. h2U. lnlw, or J2lin and an lnflnltlve.
\lle hope to start putting sorne money away.
I don•t plan to be financialty dependcnt for the rest of my life.
Use lhe perfect term of an lnfinltive to express that an acUon wlll or mlght take place
before a speclfled time In lhe fulure.
By lhis lime next year, 1 plan to have saved up enough cash to buy a new car.
Her goal is to have pald off ali her debt in five years.
Finished future actions
Use lhe futuro perfect to lndlcato an acllon that wlll be comploled by a specified time In the futuro.
By next year, 1 will have completed my stud,es, but I won't have gotten mamed
How much will you have saved by next month?
Use lhe present perfect In an adverbial clause to dlstlngulsh between a completed future actlon
and one lhat w111 follow 11.
Once l've completedmy studies, 1'11 gel married.
l'm going shoppingwhen l've finished my report. 1. .<@11
i11Thc:liifM11tlfl11t~cillcolniltiÍllnu~ov;ls
BE CAREFUL! Don't use lhe future perfecl In the adverbial clause. • The fvture perfect
contlnuous
NOT l'm going shopping wtien I wm haoe fi11islied my report.

28 UNIT 3
EJ Grammar Practice. Complete the paragraph about Ms. Kemper's future plans. Use expect. hope.
inl.frui. or S2lfill and an rnñmtive form of the verb.

Iessica Kemper business school this semester, and then she

l e ,..nplrlrl
a job in the financial industry. 1 lowever, Ms. Kemper has a lot of debt
2 ,d,
to repay. Shc's borrowed sorne moncy from her parcnts and sorne from thc bank, but shc

cveryone back as soon as she can. She a part-time job to

> J>JY'
hclp makc ends meet whilc shc's payíng off her debt,

D Grammar Practice. Complete the paragraph about Mr. Randall's future plans. Use expect. hope.
~ or ~ and a perfect form of the lnflnltlve.

Paul Randall has bccn "drowning in debt," so he's dccidcd to make sorne changcs in his
Iinancinl habits. By the end of this month, he a realistic budget that he can
1 te.uel
follow. As a matter oí fact, he one of his last credit cards by October.
(2 P•)' oífl
In addition, he putting sorne money awa) in savings. tf he can stick to his
13. be91n1
budgct, he most of his dcbt within rhc ycar,
(4 p..,ybMk

D Grammar Practice. On a sepárate sheet of paper, use the cuesto write sentences with the future perfect.
1. By the end of this month / 1 / put 10 pcrcent of my paycheck in thc bank,
2. By the summer / 1 / save enough to go to ltaly, .:,,
•u.•1, 1.•111.,, , ••• ,,.• ~
~
3. you / pay off your crcdit card balance by December? • Semence rh)'thm
4. v\lhcn / they / pay the bill in full?

l•§t•@j,1iji@§• Talk about your financia/ goals

D Notepadding. Write your short-term and lonq-term flnanclal goals on your notepad.

~E~~ 1\1 snort-terrn goals complet1on dates long-term goals compleuon dates

• be financiallyl!ldepcndenl
• save enough to buy .. _ .....
• cut back on expenses short-term goals ccmptetron dates long-term goals comoienon dales
• create a budget
• pay my dobts in tun
• live wrthin my means

D Use the Grammar. Describe your future flnanclal goals to a partner, •once /'ve startedworklng, Ip/011 to pura
/In/esome1hi11glnrosovings eve,yweek.*

*By rhe rime I graduare, I hope to hove

sovedenough 10 buyo new cor."

29
 CB•ni•
Expressbuyer's remarse
[1 ~ Conversation Snapshot. Read and listen.
Notlce the conversatlon strategles.
A: Hey, 1 hcard you got an G-tcc MP3 playcr. Lucky yuu!
B: Well, to tell you the truth, 1 could kick myself.
A: What do you mean?
B: 1 had no idea it would be so hard to operare.
lt took me hour to figure out how to download a song.
A: What a pain!
B: You're telling me. Had I known, 1 would have gotten a
different brand.

~ Rhythm and intonation practice

Listen and practice.

lt costs so much to lt takes up so much lt's so hard to lt's so hard to put lt just sits around
maintain. room. operate. together. collecting dust.

0~ Listening. lnfer Reasons. Listen to the conversations in which people regret having
bought something. Complete each statement by inferring the reason for buyer's remorse.
1. He's sorry he bought it because
a. it cosis so much to maintain b. il takes up so much room
2. She's sorry she bought it becausc
a. it's so hard to opérate b. it's so hard to put togcthcr
3. Shc's sorry shc bought it becausc
a. it takes up so much room b. it ju t sits around collccting dust
4. l Ic's orry he bought it bccausc
a. it jusi síts around collecting dust b. it's so hard to put togcthcr
S. She's sorry she bought it because
a. it costs so much to maintain b. it's so hard to opcratc

30 UNIT 3
l!l Grammar. The past unreal conditlonal: inverted form
Past un real condltlonals can be stated wlthout .11. lnvert .b.aJ1 and the subJecL
lf I had known ít would take up so much room,
I wooldn't havo booghl íl.
I mlgllt llave gonen anomer brand lf Illad
realized ít would be so hard to operate
lf wo hadn't been so busy, we coutd ha,•e
shopped around.
lf l'd boen told they woutdn't operate without
batteries, 1 woold never llave considerad
gelting tbem
• Had I known ti would take up so mucll room,
I wouldn't have bought it.
, 1 m1ght have gotten another bfand llad I realized
it would be so llard to operate.
, Had we not been so busy, we could have
shooped around.
• Had I been told they wouldn't operate wíthout
batteries, 1 would never llave considered Use the past unreaJ
COndiliorn)I to dC$cribe
gcnlng thcm. unroal or untrue
conditions and resotts,

D Grammar Practice. On a separate sheet of paper, rewríte the following past unreal
conditional sentences, using the inverted form.

1. ThC)' would havc lent her the moncy if shc had asked,
2. lf I had been debt free, 1 would have considered buying that house.
3. lf the Carsons hadn't been able to support thcir son, he would havo had to
find a part-time job,
4. Could you havc gotten the car iI they hadn't raised thc pricc?

D lntegrated Practice. Make statements oí buyer's remorse. using the inverted form
of the past unreal condltlonal and the Vocabulary. Compare statemenu wíth a partner.

1. ... 1 would never havc gottcn that osprcsso makcr.

•Had / known it woold toke up so
2. . .. we never would have boughr such a large sofa. much room,I would never hove
3. . .. 1 could have gottcn an cntertainmcnt center with fcwcr preces. gotten 1hot espressomoker. #

4. . .. wc probably would havo boughr a more economical car.

S. . .. l would have gotten a DVD player with simpler directions.

•@t•ffM•i••ffiik• Express buyers remorse

D Notepadding. On your notepad, \•Vhatdid you buy?
answer the questíons about something
youregret buying. Tell your partner
about it. \ Vhy díd .}!OU buy j¡?

Do you sull have ir?

D Use the Conversation Strategies.
Role-play a conversation about the ltem
on your notepad. Use the Conversation lú;o, where is 11?
Snapshot as a guide. Start llke this:
"Hey, 1 heard you got ... : U not, what did you do with it?

\ Vould you ever buy a similar ítem agam?

Why 01 why not?

31
 CB•ni•
Describe your spending habits
[1 @ Listening. Listen for Main Ideas. Read the statements.
Then listen to a radio call-ln show and check I!:JJ.e or ~.
True False
1. Steve finds it hard to save money. o o
2. Stcve buys a lot on credít. o o
3. Stevc spends I~ money than he makes. o o
4. Stcvc has bccn on a budgct for throc months. o LJ
[J @ Listening. Listen for Details. Now listen again. What
are the three tips Lara Savino gives the caller?
1.
2.
3.

D Draw Conclusions. Discuss the questions.

1. Why do you think Steve has a problem with money?
2. Which tip do you think is thc most useful? Why?

E @ Vocabulary. Describing Spending Habits. Listen and practlce.

a big spender somconc who likcs to spend generous willing to givc more moncy, time,
largc arnounts o( moncy etc., than is expectcd

a spendthrlft someone who spends money cheap / stlngy unwilling to spend or give
carelessly, especíally when he or she doesn't money, even when one has a lot of it
have a lot of it
thrifty I frugal using money carefully and
a dleapskate / a tightwad someone who wisely
does not likc spcnding moncy and can be
unpleasant about it

D Vocabulary Practice. Complete the sentences abour people's spendlng habits.

1. Can you belicve what Martín is! He refused to lcavc a tip for the waítcrt
2. Our grandmothcr donares to many organizations. Shc's always been very
with her money.
3. He's so that he wouldn't even lend his own son money.
4. Coorge must be wcallhy. Hc's such . He always insists on trl'ating hís
fricnds to dinner,
s. Jí you try to be more with your money, you'll have enough when you
really need it.
6. Unless you stop being such , you're going to gel deeper in debt.

32 UNIT 3
•§c•M•1•jfflj§• Describe your spending habits
D Frame Your Ideas. First drde the tener that best completes the statement for you. Then compare
your answers with a partner's, Find out if your spending habús are the same or different.

A. use your credit card and hope you get a raíse

thís year.
B. cut back on othsr expenses untrl you've
saved enoogh.
C. wait until big-screen lVs come down in prlce.
D. other: 11 you c:.lrelod tlvee or moro As:
Vou ~ be genen>u,: :11 time:e:. bul you·re 3 bit ol 3 ~-
Voo.r motto Is •easy eo~. ~ go~
11 you c:Jrolod ttveo or moro 13$:
Vou"re usu:illy \"""f o.,,ef\A wílh y,,ur mcnoy-ev"" thtifty.
Vot# motto Is ªEvcrylhing ln mode<aUon.•
11 you cio-olcd thrcc or moro Cs:
A. offer to pay the emíre bill. Vou hllln ,r;ponding monoy. Somo might Sff'i }'OJ''O;, tightwad.
B. suggest splltting the bill equally. YOW"motto is ..Moncy docs.n1t grow on trccll!"
c. pay only what you owe. 11 you drolod thrff or moro Os:
o. other: How "~ you do~c:ri)(, ycur r.p,,nd,ng h.t,,ts?

D Group Work. Tell your cíassmates about your spending habits or your partner's, Use the Self·Test
and the Vocabulary from page 32.

B Summarize. On a separete sheet of peper, describe your spending bebíts.

33
 •S•ni•
Discuss reasons Jor charitable giving
rJ @vocabulary. Charity and lnvestment. Listen and practice.

char-l-ty /'tf rer:i!i/ n. plural charities 1 [C) an
organization that gives money, goods, or help
to people who are poor, sick etc. 2 (U) chariry
organizations in g<'ncral
con-tri-bu-tlon /,kantra'byuf :in/ 11. 1 [CJ
somethíng that you givc or do in order to help
sornething be successful 2 [C] an amount of
money that you give in order to help pay for
somcthing
ln-vest-ment /rn'vcsrm:inl/ 11. 1 [C,U) ehe
moner that people or organizanons have put
into a company,business, or bank, in order
to gct a profit or to mako a business acuvuy
successful 2 [C,UJ a large amount of time.
energy, emotion etc. that you spend on something
phi-lan-thro-pist /f11l~n8r:ip1st/ n. (C) a rich
person who gives money to help people who are
poor or who need money to do useful things
pro-fit /'prof1t/ 11. [C,UJ moncy that you gain by
sellíng th.ings or doíng business

Excerpted from longman Adllanced American Dictlonary O 2007

[] Reading Warm-up. What are some reasons people donate money? What kinds of people
or organizations get contributions? Why?

D @Reading. Read the article. What reasons does Paul Newman give for donating to charity?
On your Actlve8o<>k disc: Rtodlng Clossary and
Extra Reading Comprehension Questioru

o Actor and Philanthropist

I
Actor Paul Newman began acting in 1954 donare ali profits to charity. ~ salad dressing they can temporarily forget lheir illnesses.
and appea,ed in more than fifty films in was a big success: In the first year. Newman Newman and otheJ generous donors have
h,s lifetime. He won an Osear for best contributed approximately USS1 ,000,000 to ~ponso,ed ov« 100,000 children to artend
actor in 1986 fo, Ibe Color of Money. In charitable organizations. these camps free of charge. When asked why
1993. Newrnan receiveda speóal Osear f0< Newman's Own expanded. and the he gave so much to children with illnesses.
humaniuirian se,vi~. Ihese l\vo awards ,efleél company oew makes many othet food ~; Newman said, ·rve had SU<h a stting ol good
his dual soccess as actor and philanthropist. products. Ellllry year. Newman donated { j fortune m my lrfe.... Those who are mosl
lucky should hold their hands out to those
In 1982, Newman anda friend. A.E. Hotdmcr. 100% of the profits from the sale vlflo a,en•t.•
foonded Newman's Own, a not·for,prolit food of Newman's Own products to
productscompany. The company's ñrst product thousands of educational and Paul Newman dldn't thlnk that belng
was a salad dressing that Newman and chañtable organizations.And since philanihropic was an exceptional
Hotchne, madt- at home them~ Newman Paul Newman's death in 2008, quality. To him. generositywas simply
was told that the Nevnnan·~ Own, 1nc. <x>ntlnues a human trait, a common-sense
salad dressing thls practlce and has donated more way o! living. •1 respect generos,ty
would sell only if than US S295 million to charities in people. 1 don't look at itas
his face vme on in the U.S. and 31 other countrie.s philanthropy. 1 see it as an inves1JT1ent
the label. Though around the w°'ld. in the community. 1 am not a prof~sional
he didn 't want to One of Newman'sspecial projects was the phi1an1hroptS1.• said Newman. "l'm not
call attentlon to Hole in the Wall Gang Camps, the wo,ld's running fo, sainthood. 1 just happen to think
hrmself,Newman only network of camps for diildren with lile· that in life we ~ to be a little like the
agieed because threatenrng illnesses.At these camps. children farmer who puts baclc mto the soil what he
he planned to participate in rnany outdoor activities where takes out."

"/ don't /ook at 1t as ph,lanthropy.

I see itas an investment in the community."
lnformation source: www oewmansown coro
34 UNIT 3
l!'J Expressand Support an Opinion. Discuss the questions.
1. Why do you think Paul Newman's face has helped to sell his products?
2. Do you think that thc work Ncwman is doing is making a diffcrcncc?
3. In your opinión. do famous or wcalthy people have a responsibility to "givc back"
or to share what thcy have with othcrs?

NOWYOU CAN Discuss reasons Jor charitable giving

D Pair Work. Read the list of possible reasons sorne people donate money.
In your opinlon, whlch are good reasons? Explaln.

• to change society • to givc new opportunities to peoplc

• to íeel good about themselves • to satisfy religious beliefs
• to gel publicity or advertising • so other pcoplc will thank thcm
• to say "thank you" for past help • so other people wrll admire them
• to share what they have with others • othcr:

D Notepadding.On your notepad, check the people or organizations you might consider
making a contribution to. List your reasons for giving or nor giving.

eople./ Oiganizations Reasons-1oLgrongo_r_nol gilring

O a homeless person
O a seriously ill person
O a pohncal candidate
O a disaster relief agency
O a hospital
O a schcol in a peor neighborhood
O a thearer or a musoum
O a local chantL
O an internatíonal charity
O a religiolL~ ínsnruríon
O other:

B Discussion. Talk about the people and

1 would roche, glve money ro o local choriry becouse
rlley'//use ir ro help people In my community.•
organizations you would or would not give
money to. Use your notepad. Explain your reasons.

O Presentation. Choose one person, charity, or type of organization people donate money to.
Wrlte a paraqraph explalning the reasons why people should donete to thls cause. Use the
Vocabulary from page 34 in your paragraph. Then present your ideas to your dass or group.

35
 Writing: Explain your .financia/ goals
Sequencing Events: Review
When writing a paragraph,the sentences need to be WRITING MODEL
logically organized. Time order words are used to
clarify the order of events in someone's life, to present l intend to be financially
the steps in a process, orto give instructions.
independenl by the time 1 am
Special time order words and expressions help make
six~. How? To begin with, I plan
sequence clear:
to live within my rnoans. 1 wil1
• First, cut corners where I can and stick
First of all,
to rny budge1. Then, I hope to
To begin with,
~pen up my own business. Next, l
• Second, mtend to start puuing sorne rnoney
Third,
away. Alter that, I plan lo make
• . cxt, sorne sman investrnents. In the
Then, end, by the lime l arn sixty, l will
Following that,
have saved up enough to retire and
• After, buy ª nice weekend house.
Afterwards,
After that,
• Fmally,
La tly,
In the end,

Toplcs
• My long-term linand.:11 goals
['! Prewriting. Listing Ideas. Choose a topic. Then complete the chart. • 7he steps I need to take lt'I
order to buy
Tople:

Goal orstep Myplan Completion date

First,
·n,cn,
Afrcr that,

Fina U y,

IJ Writing. Write a paragraph, using your notes. Use time order words and
expressions to organize the sequence of goals or steps in your paragraph.
Remember to write a topic sentence.

D Self-Check.
O Did you use time order words or expressionsIn the paragraph?
O Does the sequence of events in the paragraph make sense?
O Does the topic sentence introduce the topic of the paragraph?

36 UNIT 3
E @ Listening. Listen to the conversations about money matters. Then decide which
statement best summarizes each conversation. Listen again if necessary.
Conversation 1. Conversation 2. Conversation 3.
a. U hc'd known it would just sil around coUccting dust, he ncvcr would havc bought it.
b. He's too much oí a spendthrift. He should be more frugal.
c. l lc's nota spcndthrift. l le's just feeling gcnorous.
d. U hc'd known it would be so hard to put togcthcr,he ncvcr would havc bought it.

I] Complete the statements with words from the box.

1. Sícve Cold, an assistant to a big cxccutive at World Corp. saved his charities
company a lot of moncy by purchasing airplane tickcts online from a
contribution
discount travel websitc. His boss apprcciated his beíng so
frugal
2. Bill Gates, founder of the Microsoft Corporation, is nót only one of the richest
men in the world, bur he's also one of the most . The Gates generous
Foundaticn <lona tes a mínimum of US S1 .S billion each year. investment
3. Dan Fielding expected that his in the ComTech philanthropist
Corporation would result in a níce . However, the
profit
business Iailed and Dan lost ali of his money.
sungy
4. Onc oí thc richest women in history, Heuy Creen was also notoriously
. Shc once refuscd to light thc candlcs on her birthday tightwad
cake so she could rctum thern to the store for a refund. Hctry is considcrcd
to be history's greatcst
S. Andrew Carnegie was a famous who gave away over
US$350 million to His lnrgest was for
US$56 million dollars, which was used to build over 2,500 free public libraries
around the world.

O Write a conditional sentence for each regret below. Begin with an inverted form ('Had 1 .. .").
1. a rcgrct about your financial situation

2. a regret about somelhing you bought

3. a regrct about a relationshíp

[;] Express your future plans and goals. Use the perfect form oían lnftnltlve or the
future perfect.
1. Bcfore the cnd of today, I plan
2. By next month, I will
3. By the end of this F.nglish course, 1 expect
4. By thc cnd of the year, t intcnd
s. Within fívc years, I hope

37
 rJ Topic Preview. These pictures depict concepts of ideal
beauty at dlfíerent times and In dlfferent places. Do you find
any of these fashions attractive?

For cennnies in
Japan, the geisha
defined beauty
and grace.

Paduang women of Myanmar

In India, Pakistan, the Middle East. and Africa,
women paint theír fac~ and hand~ with henna
for speclal occastcns,
begln len91henin9 thelr n~
wlth gold bllnds at the age of
ñve 01 sil<.
In New Zealand, it is traditional
for Maori mento decorare their
faces and bodies with tartoos.

[] Express Your Ideas.

1. \\lhat things do pcoplc do today to make thcmselves
more attractive? Which techniques do you think are the
most successíul?
2. In your opinión, why do testes change over time from
culture to culture?
3. What do you think this expression means? Do you agrcc?

'b<:h<lldor-tho po,son who is lookíng

38 UNIT 4
B @sound Bites. Read and listen to a conversation between a couple about dressing up and dressing down.

MARGO: Don't you think you might be a little
overdressed?
PAUL: What do you mean?
MARGO: Helio! The lnvltation sald casual.
PAUL: Oops. 1 thought we were supposed to get
dressed up. Be right back.
PAUL: How's this?
MARGO: Now thars a little 100 casual.
PAUL: Margo! 1 wish you'd make up your mind.
MARGO: And what's with the baggy pants?
PAUL: OK. lf I change into a polo shirt anda pair
of stacks, wlll that work?
MARGO: Perfect.

l!J Activate Language from a Text. Use the following words to tell the story of what happened
In the conversation.

undcrdrcsscd ovcrd resscd formal casual

STARTING POINT

D Apply Ideas. Look at the pictures.

Are the people dressed appropriately
for each event? With a partner,
use the words frorn Exercise O
to describe how the people are
dressed. Then compare your answers
with other students'.

D Relate to Personal Experience. -

Discuss the questions. Event
., dmner p,tr!y al J
1. When was thc last time you got dressed up? friend's home
What did you wear?
2. llave you cver been undcrdressed or Evcnt:
Engl,sh class
ovcrdresscd for an cvcnt? What happcncd? How did you fccl?

39
 Cd•M•
Discuss appropriate dress
rJ @Grammar Snapshot. Read the article and notice the quantifiers .
..11f811•1t•11•111111111111u111meu•11•11•11111111111u,11me11•11•11•11•11•11•11111m•11•tt•11•11•11•11•111111m11111111•11•11•11•11•11111111111111111111•11•11•11•11111111111111111e11•11•11•11•t1•11•m-.:

DressingUp for Mlork I

i i

1.=

! Most orofoss,onals
around the world wear
down on Frid~ One third
of U.S cornparues make
tbe standard bosmess su,t
•
j
!!
¡
:!
~ fo•mal business artire optionat-allowlng casu.)I

I
•

i
to work in cOlTlpany
offices. In many
countries. tf,.ere is an
clothlr,g every da.y
rhere ·~ a grut dul of
mterest in a casual d-ess
i=
-

¡ unwr rren dress code codc bccausc of ts !

I O'l(jki'lg 1r mal'ldatory attraction to new !!
i fo, a man to wear a employees. ;
• da.rk suit and ne and Howeve-, sorne cr tics I
i fo, a woman to wesr corrplain that casual dress !
¡¡ in tbe offlce u uses a lot of
¡
¡
a ~kir ted su,L But in
sever;al cooruríes,
more comparues are
proolems,among them. less
prodvctlv,ty. Each man.1ger
Som,.u,mpl<J!r, rhotbuMl'IS
casual teoo« ro fe5s p,odua,v,ry.
i
~

;;
I
!
!
experimenfng with casual
business dress during v~king
boers,
Fo,molbllsiMSs ollirr.
o tliingoftlrtpo«l
needs to decide lf "bUSlness
casual" tS r ght for hls or >1e, company A few
expe-ts In the íashior 1ndustry ctaim thar the trend
¡il:
¡¡ In Australia, during the horrer summer months. toward casual office dress is on the way out. But a I
! a number of companies are allowmg employees to leave reccnt survey found that .a majority of cmployees !
I
¡¡ thelr su rs ar home. And In rhe Unlted Srares. a little
over half of ali office v.o,kers are allowed ro dress
say their company dress code is ar leasr as casual or
more casual man it was two years ago. 1
i

\11e11m11•11111111u1111111.•11•m•n•11•11•11•u,11111•11•u•11•1llll1•11au111111u1111111A11•11•11•u•m11111u1111111a1t•11•u•11at1111111111111111•11•11•11•11•11•11•1111a111a11•11•11•1111u•11•111

I] Examine Cultural Expectatlons. Discuss the questions.

1. l low do professionals dress for work in your country? Do people ever wear "business casual"?
What kínds of clothing are mandatory?
2. Do you think the way a person dresses has an effect on how he or she works? In what way?

O Grammar. Quantifiers
Some quantffiers can only be used witfl singular count nouns.
one person each manager every employee NOTE: The quantlfier a ma]oñty of can
a so be sed wlúi s ngu ar count ñouns
Some quanliliers can only bo used wllh plural count nouns.
that lnclude more than one person. Use
two problems a couple of employees both companies ¡) lhlrd-rrson singular vcrb.
a few managers a numberof businesses severa! vtomen A ma,o,'ily of the class thinks tlsiness
many young people a majorlty of professJOnals cas\ial is a good idea.
Some quantlllcrs can only bo used wllh non-count nouns. A m.y<>tity of the popuh,tlon pr f~rs a
a little conformily much ch0tce a great deal ot mterest slrlct dress code.
less productivity not as much satlsfaction r
Some quantltlers can be used w'lth both e-0unt and non·count nouns.
no people no Choice CRAMMAR BOOSTER
some I any employees some I any conformity • .G6
a lot ot / lots of companies a lot of / lots of individuality • Quan1ine1s: revlew
a thlrd of lhc companlcs a thlrd of lhc moncy . iúc:u~ndÍOY,.il.1ilJle
plenty of buslnesses plenty of satlsfactlon ,1fl(J.lilllc
· U11ngof
most managers most dissatislacüon • U~d without referenu
all young people ali innovation • Subjc:<1-\'Crb~reement
more countrles more 1nterest with quanoliers with.af

40 UNIT 4
EJ Grammar Practice. Circle the correct quantifier. Explain your answer. ·susine.s.speop/eis o
plurolcount noun.N
t. (Most / Much) businesspeople today prefer to dress casually
2. (A number of / J\ grcat dcal of) companíes would prcfcr not to chango thcir dress cedes.
3. (Ali J Evcry) manager has to decide what is best for the company and its cmployees.
4. (One / Several) cornpany in New Zealand decided to try a "casual summer" because the
summers are always so hot.
S. Research has shown that a business casual dress code has resulted in (lcss / a fcw) Job dissatisfaction
among professionals.
6. (A little / A few) companies are retu.rning to a more formal dress code,

D Grammar Practice. Readthe Grammar Snapshot again. On a sepárate sheet of paper, rewrite
the article, uslng dlfferent quantiflers with similar meanlngs.

Most protessíooats
around the wot1d weai
formal business attire
to wo1k 111 corr_pany
officee

D~ Listening. lnfer lnformation. Listen to the conversations about casual and

formal dress. Determine how best to complete each staternent.
1. Hc'd prcfcr lo a. drcss up b. drcss down
2. She wants to a. dress up b. dress down
3. He's pretty sure a tie is a. optional b. mandatory
4. Shc thinks a drcss is a. oplional b. mandatory

•@c,wt,,1ij§J@• Discuss appropriate dress

D Frame Your Ideas. How do you think people in your Evonts

• a business meeting
country would generally suggest dressing for these
• dinner al a nice restaurant
events? Discuss appropriate • dinner et the home of your friend's parents
and inappropriate dress for • en evening pany at a club ()( restaurant with
each event. •Mosr peopfewould ... , your ctassrnates
but o few peopfe •... • • an in-<:IRSs pany

D Use the Grammar. In a group, compare yourclassmates'

oplnlons. Use quantiflers to summarlze your clessmates' ideas.

•A mojority of the closs soid .•.. ",)

•A few studentssotd .... •

9 Discussion.
1. Do you think ir's important to dress according to social conventions? Explain.
2. How does what pcople wear affect how others perceívc them?

41
 •fl•M•
Comment on fashion and style
rJ @conversation Snapshot. Read and listen. Notice the
conversatlon strategles.
A: Check out that guy ovcr thorc,
B: Which guy?
A: The one on the cell phonc. Can you believe what he's
wcaring?
B: What do you mean?
A: Don't you think that shirr'« a littlc íla~hy?
B: Well, the colon; ARE pretty loud, but that's what's in style.

@Rhythm and lntonatlon practlce

IJ @vocabulary. Describing Fashion and Style.

Listen and practlce.

Attractive
1ashlonable I styllsh
modorn
temporarily popular
in style / trendy I hot•
in good taste
elegant I chic
attention-getting
striklng

Unattractive
old·fashloned / out of style no longer popular
tacky' In peor tasto
flashy•
a1tention-get11ng
shocking offensive

'info,mal · Linkóngsounds

0 @ustening. Listen to Actívate Vocabulary. Listen to the

conversattoos about fashlon and style. Choose the adjectlve trom the
Vocabulary that best summarizes each speaker's point of view.
1. They think thc purses in the magazine are
a. hot b. flashy c. elegant
2. He lhinks lhe jacket Carl is wcaring is
~.
a. stylish b. A¡¡shy c. striking . <,,
,//
3. Thcy tlúnk the girl's hairstylc is
a. striking b. old-fashioned c. shocking
4. He lhinks the dress the salesperson is suggesting is
a. clegant b. striking c. trcndy
S. She thinks the blouse her friend's holding is
a. out of style b. tocky c. chic

42 UNIT 4
EJ Vocabulary Practice. What do you and your partner think of these fashions and
ha,rstyles? Use the adrectlves from the Vocabulary to describe them in your own way.

D Think and Explain. With a partner, read and match each quote with a person in the photos in
Exercise D. Explain your answers. Which quote sounds the most like you?

•001hlngshould express your lndlvlduol/ty. I don': •¡ draw rhe fine ar wlld and crazy clothes. 1 Just don'r 1/ke
woni 10 conform 10 how otber people look or whor ro ar1ract ottentlon10 mysell f'm a /01 more comforrable
1hey weor I prefer10 s1and oul in a aowd.• m subdued colorsand classicstyles. #

'What 1 weot moy not be 1he most trendy- •¡prefero look 1hot isn'rjusto fod thor won't be in style for
but I like 11 thot woy. l'd rather be comfortoble very long. I prefer dothesthot ore well mode-they moy
!han fo1hlonoble.• con a bil more, bin 1hey tost longer.•

"the woyyou dress offec1show peoplepercelveyou, so it's lmportanr

10 dress well. I otwoys cnoosedesigne,lobels-rlley're the best.•

•§t•@Ji,1iji4§• Comment onjashion and style wellmade

comfortable
D Frame Your Ideas. Complete each statement about fashlons In your own way. r wild and cra¿y

¡
classlc
Use these words and expressions. Í -- --]_ subdued
ccntoem _J
fashlonable
I prefcr clothes that . . . stand out t•- .--old·fashloned styllsh
anreet atten "'" 1
I don't like to . . . express one's out ol style elegan1
St111óng
1 dislike it when women wear dothes that . .. 1 ,ndivíduality tacl<y
f\ashy IT6ndy
I dislikc it whcn men wcar clothes that . . . shocking

D Use the Conversation Strategies. Explain why you find some fashions attractive and some
unanractlve. Refer to the photos on thls page or brlng In others. Use the Vocabulary from page 42
and the Conversation Snapshot as a guide. Start with one of the following expressions:

··CMA '"tl· · :· -c..n ~011 Mlin~. · :·

43
 CB•ni•
Evaluate ways to change one's appearance
rJ @ Listening. lnfer lnformation. Listen to Part 1 of a radio program about men's
hairstyles. Then reacl the statements and listen again. Complete the statements,
according to the information in the program. a 9oa1ee
1. In the eíghteenth century,wígs were considered
a. chic b. tacky c. out of style
2. In the ninctecnth ccntury, wigs were considcred
a. in style b. old-fashioned c. striking
3. Before the twentícth ccnlury, short hair would not have bcen considcred
a. stylish b. out of style c. shocking

[J @ Listening. Listen to Summarize. Now listen to Part 2. What generally

happened to men's hairstyles in the rrud-twentieth century?

D @ Listening. lnfer lnformation. Read the following statements and listen to

Part 2 again. Complete the statements,according to the information in the program.
1. Men changed thcir hairstyles in the 1960.s as a sratement.
a. Iashion b. social and political c. religiou and moral
2. Twcnty ycars ago, the bald look would have becn considered
a. ccccntric b. stylish c. old-fa hioned
3. Yollllg pcople who dye thcir hair want to
a. bo stylísh b. conform c. cxpress thoir individuality

(;J Expressand Support an Opinion. Do you agree wit.h the hair stylist that
•anything goes• today for men's hairsty1es? Are there any hairstyles that you really
don't like on a man? Do you think men's hairstyles have improved or gotten worse
in recent times?

a buzzcut

44 UNIT 4
NOWYOU CAN Eva/uate ways to chan e one's appearance

D Frame Your Ideas. Discuss and complete the checklist with a partner,

Ways people spend time and money to make

themselves more attractive
Which do you think are good ideas for women? How about formen? Which do you
think are good for both? Check the appropriate box.
men women men women
skin lightening o o contact lenses o o
skin tanning o o false eyelashes o o
body plerclng o o rnakeup o o
teneos o o hair coloring o o
facials o o permanents (perms) o o
rnankures o o halr transplants o o
nail extensions o o wigs o o
nail polishing o o hair removal o o
cosmetic surgery o o other o o

D Discussion.
t. 'Who do you think should spcnd more time making thcmselves auractivc-«
men or wornen? Why?
2. Can pcoplc do too much to try to make thcmselves attractivc? If so. what do you
think is "too much"?

45
 •B•M•
Discuss appearance and self-esteem
rJ ~Word Skills. Using the Prefix Self-. Usea dictionary to find other words with the prefix self-.

self-confidence the belíef that one has the ability self-centered interested only in oneself
to do things well Cl1ilrll1'n are 1111t11rally self-centered, bul llwy 11s11nlly
Parentscan build /1,eir children's :,elf-..-011fo:le11ceb.v learn lo be more mtere.::led i11 other» 11s 1111:y grow 11p.
prnising tlte1r a<Yt1111pli,h111e11ls.
self-confident sure of ones,I(; not shy or nervous
self-esreem lhe attitude of acceptance and in social situations
approval oí oocself Jn11el 1s n t•ery self-confident yo1111.~ wonum. She'/1 do
ffig/1 self~lmn can /irlp a ¡1ersn11 sucacd, ami lm» !l'W!// ni /he IIIIÍL'W!l'Sily.
self-esteem cn11 be dn11111g111g.
self-lmage the opinion one has about one's own self-consclous worned about what one looks like
abilities, appearance, and character or what other people think of one's appearanoe
M11rk's self-imnf<t'improMI nfll'T hr stanrd l1is [t,cryonc ni tJ,e meeting uvrs drcssed en unlly, so I felt
rrew job. sclf-ro11sc,011s 111 111y suit,

self·plty thc fccling of bcing sorry for oncself self-critical lending to find fault with oneself
11':;ea,y lo ind11/ge in ,;eif-pily when yo11're faced Paul is loo ,;clf-crilirol. He nlways forn,;e<; 011 lus
witli prublem,. mistake» rather tiran l,i;; acco111plislm1e11ts.

I] Reading Warm-up. Do you think most people are self-consclous about how they look?

[31 @Reading. Read the article about female body image. What do you think is expressed in the song lyrics?

WHO ·i1m 1 rot rxelo/~?

IS my la'irt too árof.f!fl?
On a\'fr.t~. U.S. dllld1en agt tlgh1 or olde1 spei1d

DEFINES almoSI seven hou1s a day wmhlng lfl~lslon, playlng video

!~~-do )O'J 59!: ngm gmes. or reading mlgazines. Srudies h;r., reeealed these
tlvC\'.;fil~ fl,e,.

BEAUTY?
trends:

• lf the)' lud Jusi one l\ish, girú ~ ele1'l!n to m-enteen

ThC' "''<''.og<' r.si,,on IT'odrl Is S Í1"<'1,
11 in-(1.83motou)lbl6nd
W4!'9hs 117 pounds l53 \llo(Jr.ims)
ThC'"''<'<.og<'wom.111 IS~ ÍN'I,,
ind,e,(1.65 motcrsl toll ond .... ,.igh,
140 J)OtM>ds (63.S kilogr.imsl
46 UNIT 4
Whal makes a girt bcauliful? lhc lincs above are from
the song "Not Prtlty Enough: l\'rlllcn and penermed
b)• K.lsey thambers, an Au.siullan íolk-fodc slnger and
so1igwrfter. The words tell usa 101 aboul wtial l!'s llke 10
be femalt in a sociel)• in whidl mefü such as televlston.
movíes, and maguints define whal il mea ns to be beautiful.
In rul1ures where sumss and happiness are equa1ed
with belng thin and attmtive "just llke models or mavie
mrs.• many young \\'Ornen are left feeling either im•isible
or ~l and unaccepted.
lt might not surprisc )'OU 10 read that 7S ~rtent or
l\'Omen in the United States think th.it they are •too fat."
8ut many people do not realiie how lh~c ideas aboul
bod)' image ha11? affecled ieen..geo and children. You don't
havc to look much íarther than a hillboud ~ign, m.zga,ine
advcrtlstmrnl. or popula, 11:IC\'lslon .lhow tosa: how g1rls
and women are belng presented and to undentand how ti
affects them.
On your ActiveBook disc: Reading Clouary and
Extrq Recding C omprtlrtmlvn Que~llons
say they l\'Ould wish to be thinner.
• Bel\\-een the: ages of ten and fourteen. the pe:mntage
of gtrls who are •ttappy ll'lth thc way I am" d1ops
from 60º0 to 79'•.
• ~ of ten·)-ear-old girls m on díets.
• Bel\\-een S and 10 million leenage g)rts and young
l\'Ome.n ha1't an e.111ng dlsorder-extreme dletlng-
that an be dangcrn~ 10 their heallh.
• TeenJge cosmelic sur¡¡eries more than doubled in the l.lst
decade and are grol\ing atan alarming r.1te.
• 701;, of glrls say lhey llave wanted to look llke an actress.
About 30%. h3\or actually lried to.
Young people an benefil from realizing how much
they are being tar¡¡eted as J consumer group and how media
messages are uscd to either scll thtm products or convey
mess;¡ges ¡!,out body image, self-1:steem, social 1".Jlues,
and behavior.
lnformation source: www.riverdeep.net
l!J ldentlfySupportlng Detalls. Complete each statement, according to "Who Defines
Beauty?w Then support your answers, using information from the article.

1. 11,e inedia c.:111 be damaging to young people's

a. self-irnage b. high self·esteem c. self-pity
2. lf girls had more , they would not want to look like fashion models.
a. self-pity b. self-confidence c. self-image
3. Beforc the age of Len, most girk; are
a. self-conscious b. self-confident c. self-crirical
4. After the agc of ten, a lot of tecnage girl suffer from
a. too much self-confidence b. high selí-esteem c. low self-esteem

D ApplyIdeas. Discuss the questions.

1. Are girls and womcn in your country affected by imagcs in thc media?
Are boys and men also affected? J low?
2. What do you think young people cando to avoid being affected by the messages
they get from advertising, TV, and the movies? What can they do to be more satisfied
with the way they look and to develop their self-esteern?

•§t•fJi,1••ffl.i§• Discuss appearance and seif-esteem

D Frame Your Ideas. Take the survey. Then compare and explain your choices with a partner.

How much do you agree with each statement

about men and women in your country? 110,,glydl!q(Jree wongly ,l(Jree

1. Most women are selí-conscious about their bodies. 2 3 4 5

2. Most menare sett-ccnsdovs about their bodies. 2 3 4 5
3. Most women are self conscious about their faces. 2 3 4 s
4. Most menare self-conscious about their faces. 2 3 4 5
S. Most women want to look more like people in the media. 2 3 4 5
6. Most men wani to look more like people In tbe media. 2 3 4 s
7. Most women think beauty is not irnportant. 2 3 4 5
8 Most men think beauty is not lrnportant, 2 3 4 5

D Notepadding.Make a usr of factors that affect self-esteem.

Build self-i:!steem
lnterfere vlith
self-esteem
B Discussion
.
1. Do you thlnk Iífe is easier for pcoplc who are
attractivc? Why or why not?
2. Do you think people should just nccept the way they
look or try to change their appearances?
3. In an ideal world, what should onc's sclf-estccm be
based on?

47
wming: Compare two people's tastes in fashion
Compare and Contrast: Review
Compare (show similarities) Contrast (show differences)

like unllke
Like Sylvia, 1 wear [eans ali the time. Unlikc her si ·ter, Wcndy wears grcat clothes,
OR Wendy wears grear clothes, unlike her sister.

similarly
1 grew up payíng little attention to fashion.
Similarly, Mel was not very interested in clothes.
OR I grew up paying little artention to fashion:
similarly, Me! was not very interested in clothes.
in contrast
l'vc always likcd body píorcings and tauoos.
In contrast, my boyíriend thinks they're ugly.
OR l'vc always likcd body piercings and tattoos;
in contrast, my boyfriend thinks they're ugly.

likewise
My mother always liked elegant clothes.
Likcwise, her rwo si ters did too.
OR My mother always liked elegant clothes;
likcwisc, her two sistcrs did too.
however
Lrly had to wear a uniform when she was in school,
Howcvcr, 1 wa able to wear anything I wantcd.
OR Lily had to wear a uniform when she was in school;
howcvcr, 1 was able to wear anytlling I wanted.

as well / not either whereas / while

Many people spend too much money on dothes. Sam spends a lot of money on clothes, whereas
They spend too much on shoes as well. Jeff shops in thrift stores.
Our parents' generation didn't worry so much OR Sam spends a lot of money on dothes, while
about fashion. Their own parents didn't either. Jeff shops in thrift stores.

Prewriting. Organizing Ideas. Me -conf~1vot,v~ rtyl~

Choose a topic and draw a diagram similar to the -,.,~a, ,v,t,, f!(;rt,, blovs~, opics
one on the rlght. Label the clrcles wlth the toplcs Compare and
contras! your fashion
you are comparing and write Both in the
Style wrth that of
mlddle. List the dífferences In each clrcle -1,kc to i,,ca, J.atf
omeone you know,
Both -1.vy dotJ.cf ª" folr
and the similarities in the middle. • Compare and
-J.avc "'ª"Y pairf o( ff.ocf
contras! fasl\lon
today wlth fashlon
1lv9, ton. or twonty
Wrlting. Write two paragraphs comparíng and -ki11d o( ~uc11tric
yoars ago.
contrasting ideas, referring to the notes in your -likcs (loshy pa11ts,
facky sho"s
dlagram. In your first paragraph, write about
the differences. In your second paragraph, write My brothcr
about the simílanties. Use connecting words and
include a topic sentence for each paragraph.

O Self-Check.
n Did you correctly use connecting words for comparing?
O Did you correctly use connecting words for contrasting?
O Does each paragraph have a topic sentence?

48 UNIT 4
E~ Listening. Listen carefully to the conversatíons about lastes in fashion.
lnfer which adjective best describes what each person thinks.
1. TI,c man thinks the suit is
a. stylish b. out of stylc c. tacky
2. The woman thinks thc dress is
a. chic b. old-Iashioned c. flashy
3. Thc man thinks thc tie is
a. fashionable b. out of style c. shocking
4. The woman thinks the shoes are
a. out of sryle b. in sryle c. striking

I] Complete each staternent with an appropriate word or phrase.

1. set of rules for how to drcss in a particular situation is a drcss
2. In thc Unitcd Statcs and Cariada, many companics allow lhcir cmployces to wear
"business " on rriday;;-thcy don't havc to wr-ar suits, skirt«, or tics.
3. Sorne companies allow employees to dress for sorne business rneetings
where the Iocus is on gening lo know each other in a more casual scuíng.
4. Whcn a fashion is style, peoplc no longer wear that fashion. Whcn a fashion
is stylc, cvcryonc wants lo wcar it.

B Cross out the one quantifier that connot be used In each sentence.
1. (Evcry / A Iew / Most) oldcr peoplc find today's Iashions pretty shocking.
2. Our company says that it will allow us to dress down (one / a couple of / a few)
doys a week.
3. (vlost / Milny / Every) young girls arcn't worricd about thc way thcy look.
4. (Much / /\ majority oí / A numbcr of) rescarchcrs are concomed about lhc cffect
thc media has on young boys as well,
S. (Many / Most / Much) men wore their hair very short in the 1930s.
6. l'd say y<>ur sister could use (sorne / a littlc / a fcw) fashion hclp.
7. There are (several / most / many) reasons why so many people have eating disorders.
8. A new srudy says that (most / many / every) children who watch TV for more than
six hours a day mily have problems with self-esteem as teenagers.

l!J Write a paragraph explaining your opinion about one of these expressions.
Give concrete examples from your liíe.

49
 rJ Topic Preview. Look at the graph and photos. Where do most
people live in your country-in rural or urbana reas?

xperts predict majar changes in

··-- Estimated and Projected
World Urban and Rural Population

the distribution of the world's ?· =-

1950-2030

population in the 21 st century º"é".i --

}'~ =-
a; -
. ....... ·-··· -·"···
• ••••
Rural

0 1 o o o o I o o , , 1 , , , , , 1
1950 191s :>coo 2030
In 1950,only 29% of me wolid's populatlonllved In 1owns and cides.
Now on the twenty-forstcentury-for !he first ume In human hlstory-
more than half of !he wolid's population lives on urban areas..
Souroc: Unttcd Naticw. Pq)ufation Oi~n. ,000

In many developed countrles, there has also been

a m191auon-but from urban arees to the suburbs.

I] lnterpret Data from a Graph. Wirh a partner,answer the questions, according to the
information in the graph.
1. Approximately how many people in the world will be living in urban areas in 2030?
How about in rural arcas?
2. In what year did the world's urban popularion surpass the world's rural popularion?
B Express Your Ideas. Is there much migration in your country? What are sorne reasons people migrate?

SO UNIT S
l!J @sound Bites. Read and listen to a
converseuon about city life.
DON: Hey, Kyle! So how's the big city treating you?
KYLE: Funny you should ask. Not great.
DON: What do you mean?
KYLE: Well, on my way here, l'm crossing the street
and this guy in an SUV turns the comer and
almost runs me over.
DON: Are you serious?
KYLE: Yeah. The driver was in such a big hurry he
didn't even notice. 1 just can't keep up with the
pace here.
DON: Well, you do have to learn to stay on your
toes in the city.
KYLE: lt really gets to me sometimes. 1 don't
think 1'11 ever get used to it. 1 guess l'm justa
country boy et heart.

D Think and Explain. Read the conversation again.

With a partner, explain the meaning of each
of the following statemems or questions.
1. "So how's the big city treating you?"
2. "I just can't keep up with the pace here."
3. "You do havc 10 learn to stay on your toes."
4. "It really gcts to me sometímes."
s. "I'm justa country boy at heart."

STARTING POINT

D Frame Your Ideas. What are some advantages and dlsadvantages of living In each type oí
place? Write them in the chart.

I U'n·~.,.OT.T...1 :rrn.'f". •\.•r .• ,, .... :..J.'1

the country

thc city

thc suburbs I
D Discussion. Where would you prefer to hve-in the country, the c,ty, or the suburbs? Why?

51
 •d•ni•
Politely ask someone not to do something
rJ ~ Conversation Snapshot. Read and listen.
Notlce the conversatlon strategies.
A: Do you mind my smoking h<'rc?
~ W~ to sorten an
8: Actually, smoking kind of bothers me. oblectlon
Ihope lllat s not a problem
I hope that's not a problem.
J hope You don t mind. ·
A: Not at ali. I can stcp outsidc. I hope 11 's OK I an right.
8: 11,at':. very considerare of }'OU. Thanks I don1 mean to
for asking. onconvernence yau.

~ Rhythm and lntonation practlce

ll Grammar. Possessives with gerunds

You can use a possessive befare a gerund wtien you want to índicate the performer
of the actlon.
The klds' slnging was too loud.
Your constant arguing s getting oo my nefVes
I d1dn't like their talking dunng the movle.
You should complaln about Sam's cuttlng In 11ne.
The th,ng that bothels me Is her smoking.
In informal spokeo English, a noun oran object pronoun ís often used instead of a possessive.
I can understand John being annoyed. Qnstead of "John's being annoyedj
I can't accept thcm lgnorlng me. Onstead of "thelr lgnotlng me")

D Grammar Practice. Combine the two statements, using a possessive

wlth a gerund.

Example: They allow smoking. I'm not in favor oí it.

"9 , "''" r¡
t. lle piar his MP3 player in the library. l don't appreciatc that.

2. Thev mokc cigan, in thc car. My mothcr objccts to it.

3. She's talking on her cell phone. We don't mind it.

4. My brother littcr . I'm really annoycd by it.

52 UNIT S
l!'J @ Word
Nogative prefixes
Skills. Using Negative Prefixes to Form Antonyms. dís- ir·
1. acceptable unacceptable 4. propcr ... improper
un-

...
in-
2. considérate inconsidcrare s. respectíul -; disrespectíul
3. poli te -; impolíte 6. responsible -; irresponsible

D Word Skills Practice. Use a dictionary to find antonyms for the following words.
What other adjectives can you flnd wlth negatlve preflxes?
1. appropriatc -+ s. honest -+
2. courteous ..... 6. pleasant -;

3. excusable ... 7. rational -;

4. imaginable -; 8. mature -;

D Activate Word Skllls. Write your own examples of inappropriate behavior. Use the adjectives
from Exercises D and E.
Example: I/-5 /f'.,/')/15/.,l,.Y..lrl" ro pldy lou¿l llfl/51& on d .6u5.

1.
2.
3.
4.
s.

NOW YOU CAN Politel ask someone not to do somethin

D Notepadding. Discusssituations in which you would probably ask for permission to do
something. Make a list on your notepad.

S/1fOKf"9..Jfl J /'ll>J'Jut'AnT

l"YrJ"9 º" fkt> TV "' u ,:i.(),;fo,''SwAtftr..¡ roor«

,,,,zkit19 ,t r,J/1 0/1 "'Y EIIJ.IpJ,!!1•e' .Ll' pu/JI,,:

Your Iist:

"Doyoumind
D Use the Conversation Strategies. Role-play a mysmokingr
•oo you mlnd my
conversation asking for permission to do something.
making a qukk cal/
Your partner politely asks you not to do lt. Use the
Conversation Snapshot as a guide. sran like this: on my ce// phoner
"Do you mlnd my .. :

53
 •E•ni•
Complain about public conduct
B @Grammar Snapshot. Read the interview responses and notice the paired conjunctions.

What ticksyou off?

Here's somethlng that

What ticks me off? Wel,
I can't understand why
people lrtler. Who do they
thlnk Is 901ng to cle:'ln
up aner them? Ekther
they sh<>uld llvow thelr
garba.ge an a uash can or
hold on to ,t WI lhcy lind
one. 1 th111k ít's greal that
people have lo pay a fine
for lillering. Maybe they'II
think twice beforedoing
it again.
Youknow whal gels to
me? Smoking. lt's such
an inconsiderate habit.
Secondhand cigarette
smokeis nelther good
for you nor pleasam to
be around. l'd Mke to see
smoking banned from
more publlc ptuees. Don't
non-smokershave rlghls
too?
11 realty bugs me when
people spn on 1hestreet.
Not only do l 11nd ,t
d,sgustlng, but 1t's aise
unhyglenlc 11':i lmport.:int
lo th<nk about olhcr
people's feelings and
public health.
gets on my nerves, 1
hale 11 vlhcn pcople use
lh°" oell pilones in public
places. They annoy olh6f
people, not only on trains
and buses but also in
lheaters. They shoutd
nave lhe courtesyto
elther turn 1helf phones
off or 10 !eave them a1
home. 11 reallymakes me
angry. 1 guess u's klnd of
rny pet peeve.

I] Express Your Ideas. Do any of the behaviors described in the interview responses "tick you off"?
With a partner, discuss and rate each of them as follows:

extremely annoylng somevlt!a! annoylng not annoylng at au GRAMMAR BOOSTER

• G9

O Grammar. Paired conjunctions

You can connecl relaled Ideas with palred conJunctlons.
ellher ... .!!!
Ellher smoke outslde or don 'I smoke al all.
Cell phones should ellher be turned off or lefl at home.
neilher •.. !lQ!
I would allow nellher sprtllng nor llttcrlng on thc street.
lfelther eatlng nor chewl119 gum Is acceplable In class
.nl!!.R.!!ll .•. l2llLJaw¡)
lfot only CD players but also cell phones soould be banned
trom tralns.
BE CAREFUL! When not only .•. but {alsol Jolns two
clauses, nollce lhe subJect-verb poslllon In !he flrst
ctause of the sentence.
liot only did thcy forget to turn off their cell phones, bu!
they atso lalked toudly durlng the coneert.
lfot onl)• are they nolsy, bol lhey're rude
Verb agreement with paired conjunctions
When Jolnlng two subJecls, make sure !he verb agrees
with the subJect closer to the verb.
Eilher the mayor or local buslnesspeople need to decide.
Elther local buS1nesspeo1>le or tho mayor ncees to decide.

54 UNIT S
l'.!J Grammar Practice. On a separare sheet of paper, combine the sentences wlth the palred
conjunction indicated. Use or • .!lQ!:. or but (also).
1. My uncle isn't willing to gíve up smoking. My grandparents aren't willing to gíve up
smoking. (neither)
2. People should speak up about what bothers thern. They should just learn to live with
othcr pcoplc's habits. (cither)
3. 1 don't likc it when peoplc use cell phones in theaters, 1 don't like it whcn they use them
on buses. (not only)
4. The smell of the smoke borhers me. The danger to my hea lth bother me. (not only)

•§t•@M•r••I§• Complain about public conduct

D Notepadding. Make a hst of sorne of the thmgs that really get on your nerves
in public places. Then write sentences with paired conjunctionsto express your
opimon. Use sorne of the adiecuves wíth neqauve prefixes.

• cutting 1n line
In restaurants: t-al.is1r-9~ t:;bJl pNJJ<~5-
• graffítl on waRs
l1'~ fl{)I o.t!f,¡ ,111Nl'¡'lflt¡... /JuL tl":L~l5(L~l',Y-Ll!'f<JlJÍt'_. • talkin!) In theaters
• strong perfumes
In restaurants: • gosslplng

In stores:
AdlectiVCS wilh
negativo prefixcs
On buses and traíns: dlsrespectrul
lmmature
impolite
On the street: ¡n.conside(ate
inexcusable
lrrespons,blo
In oíñces: unaeceptablo
unpl~nt

In movie theaters:

Other:

D Use the Grammar. One student is an "on-the-street mterviewer" and asks the other students
about what gets on their nerves. Use the sentenceswith paired conjunctions from your notepad
in your responses.
meoffls ... I can't understandwhy ···
1'11 tell you what really You want to know
gets on my nerves.... what reanyhugs 111e?
9 Discussion.
1. In your opíníon, how should people behave in public places? Do you think it's importan!
to spcak up whcn pcoplc bchavc inconsidcratcly in public?
2. Do yo11 evcr do things that annoy other pooplc? Explain.

55
 CB•ni•
Discuss social responsibility
[1 ~ Vocabulary. Ways to Perform Community Service. Listen and practice.

• ••
Clean up

·1
litter
Pl.ml r.01,erJ or Piel: up rrashfrom paib
p'aygiounds. Mail ,or.cr~. ma.ce phone Volunteer
nees wh"'Je therc calli raree mon'-"',', 01
.1ren't an¡ O! 100 SIR'CI
callec1 Slg'!\,IIUie.'! tor Work hllhout l'MY 111

""
ihe me dep,¡1:1nen1. ,,
hospua]. or a .!C:1001

I] Vocabulary Practice. Would you ever consider doing ·¡ would neverconslderdonoting my

any of the community service activities in the Vocabulary? organs because ir's against my beiiets:"
With a partner. explain why you would or would not.

O~ listening. Listen to Summarize. Readthe questions and

listen to Part 1 of the story about Nicholas Green and his family.
Take notes on your notepad. Then summarize the first part of
the story with your partner.

Where..were tbe..Greens~om? _

Whal w.fflUhey dQing in 11ª,)_y?

What happened to.Nicholas?

What decision did his parents rnake?

How did the ltalian people react?

[;] ~ Listening. Listen for Oetails. Read the questions and listen to Part 2. Discuss your
answers with a partner.
1. ·wnat changos occurred in Iialy alter the Creens made their decislon?
What is 'Toe .icholas Effect"?
2. How many people received one oí Nicholas's organs? \o\lhat effect did his gift
have on their lives?
3. As a result of this íncident, what are thc Grccns doing today?

56 UNIT S
D Critica! Thinking. Discuss the questions, using information from the listening passage and
your own ideas.

1. Do you think you would have made the saine decisión the Greens did if you had been
in their situation? Why or why not?
2. Why do you think pcople responded so strongly to this story?

•@t•fftfi·J,1ijffii@• Discuss social responsibility

D Frame Your Ideas. Consider each situation and discuss what you might do. Based on your
answers, how strong do you think your "sense of cornmunity" is? Compare ideas with a panner.

"My first responsibllity is to ~y

·rd be happy to donote money
fomily. ¡con'r imagine domg
ro help O stronger. People
this foro rotor stronger. •
should help eoch other:

There has been a terrible slorm, and many homes have been
destroyed. You're asked to let a family live with you until their
home is fixcd.
What wou/d yau do if they were ...
a. your relatives? c. your colleague's family?
b. your neighbors? d. complete strangers?

Someone needs a new liver to survive. Doctors say that

they can use a piece of your liver to save that person's life.
What wou/d you do if the person were ...
a. a family member? c. your classmate?
b. your ne,ghbor? d. a complete stranger?

Developers plan to destroy a well-known historical

monument so they can build a new office building. You're
asked lo donare your time lo help save that monumenl.
What wou/d you do if the monument were ...
a. in your nelghborhood? c. In another clty In your country?
b. in another part of the city? d. in another country?

D Discussion. Have you or someone you know ever volunteered for sorne kind of community
servlce? How important is lt for a person to be active in his or her community? Explain.

57
 •S•ni•
ldentify urban problems
rJ ReadingWarm-up. What problems do you think cities of 10 million or more people might share?

I] @Reading. Read the lnterview. Do you agree wlth Dr. Perlman's views?

The Advent of the Megacity

Following 1s an interview wnñ Dr.
Janice Perlman, founder sna president
of Mega-Cftles Project. tnc: Her
orgamzation attempts to make aties
worldw1de more bvsble places by
takíng good ideas from one place and
t,ying to make them work in another.

Q. How do ~u define "megaoty'?

A. We define megac,ties n w "~ as
OIJCS 1ha: 11.sve readled pop~,mons of 10 m,llion
or more. The maplly ol these are in ée\•elop1og
countties. Migration 10 the city s t~~ route for
,nany l)('(ll)lt to greater choice. op:x,rt11111ty, and
vrell being. By <oming to seti.e in the oty. lile)•
llave in eflea ·,'Oled w,th thfir feet. • Q. Oo rnegacities in the develope<I and Q. Is tne solullOn to utoan pioblems st11tl
d~¡j!Joping \\ood é !fer, or are tlley Cnk.ed by cemra1 pla~ning?
Q. •Mry are these p.1ces going to be VE!)' <.e1ain sim1la1ities? A. Al»olutety r.ot We r.eed de<entraliled
lnl)Oft311t in 1he ne¡c¡ l>Jndred years? A. lhl!Sc larg<? o~es ha,'<! a lot more m plarning 1ha1 mcl~s loca citi7ens. In my view,
A. The 21st cen,ury won't oe a cenMy <>' c.ommon with each other than lhe-f do w1th attempts to «eate ¡>:anoed ones ()( comm1,11ines-
11Jra areas ?~d small to,ms but oí giant cities the smal 10\\'!IS and ,, lages in 1heir CMTI 1 <e 6ras11a 01 Chandlgarh are too S<e-1.e and
that WIII Stt me standard ol llOYI vte \'e. hOlv our couoUies. for 1:1:ample. ever, megacl\y st'Uggles mss the spontane ly of cities tnat gre'II o-qal\(ally,
em•ironment is prem"ed (O' nol presen,ed). now vlfth .i wden ng g.ip betvittn rich dnd poor. El-ery l<.e Río de Jérleiro, Bombay, or e\len New York
oor economies work, and what kind o' cr.-1 societ)• "first·world" city, such as losA~geles. NewYOfk, City T~ best eXiimple ol u(can plaMing rvc
we devclop. lonOO'l. or TO<}~ has Vtithin ta ºthird·worlo" seen re<endy ,s in Cunnba, Brairl, wlucn set up a
o¡y ol po,teny a1d d<!prvatioo And Mry 1hird· brilliant pub' e tranSl)Oltanon ~ysiem II antl(lparion
vrorkl c1ty, sudl .is Calcuua. Caro. o, ll'ex,co C1ty, of popv'a1ion grcYtlth. The hist(Yi( a·eas ol otes
has wrth n it a firs1·11'0'ld Clt)' oí high culture, °'
1 <t Sle11.i, f>a,is, 8J'Cl'on.i all h,M eleml'nts o'
tec~nolog'¡, l.wiion, and 'inance. plarning tha1 let1 to ooildings of s,mita· heights
In addiuon, all me9aci1i~ share 1ne p1oblems and archi1eaure, but mey
were not centrally
o' OfO\llding jobs and ecooomic opportvmties. pl<lllllcd The!e 1s d lo1 of J1vtrS1ty vnthm the
anó making housing, educa1ion. ano health ca<e des,gn, aoo people love to go to those c,ties.
ava, a ble. They deal w lh cr me and ,·io!Ence, Megac,ues are rt.illy ,-ery cxot 'l9 places. The
as wet as basic infrastrooure S4JCh as water. uuth rs, l've neve· mel a f11e5<1Clly thal I d,dn't ke!
sa<inatH),. ard pub!K trans¡>0ndt1on. Th1s ,s
no easv task. The leader~ of these atJe~ Tho Worid's Ton ~11)'>1,-.lonsl Ro#
Laraest Urban Areas ~ 19'6 112015 lh201l
recogni1e tnat they have ~imilar p1oblems.
1 Toba.IJPJh 27.2 28.9 1
an:I they v.'Ould il.e 10 learn rrore 'rOl'1' other
'
2 M•"<o Cicy. ~t,,xo 16.¡ 19.l
oties. partitularly abo,.rt ~~ccessíul solutions.
3 s.lo Paulo. Brai, 1&8 203 4
I' we are 9()1119 10 crea1c ~·able cities lor 4 111<\, Yorl<. Unltod Slbl"' 1&.4 17.6 9
lhe nexl century, vre will rA!ed to be clever S Mumb.li (8omb.1y),Indio 15.7 26 2 2
eooug1' 10 <io it 1hrough col abora11CW1 a~d
cooperation. Tha1 is why the Mega<i1ies
'~.China
7 los An<1eles. Unlttd s:ates
13.7
12.6
18
14.2
•
15
ProJect WOlkS 10 s~are experle/Kl!:S tllat wo,k a Kobta (Colcuttol, lndla 12.1 17.) 10
across boundar es of rulture and geograph)'. 9 Burno,Awl'\,A(9'N,n;, 11 ~ 139 17
1 O Seoul. korro 11.8 13 19
~-------------< On your Actlvc8ook dlsc: ReodlngClossory Jnd 1---So-"_"_«_u_N_~_P"-"""-"'-°'-"---"-•-•d_=
__,,1o_•_0(_.,_<1on_~
Extra Reoding Comprehemlon Qumions lnform.ition source: )11\11\\( meg,¡cjljespro¡ect org
58 UNIT S
D Confirm Content. Check the types of urban problems Dr. Perlman mentions or suggests in
the interview.
O poverty O pollution O uncmploymcnt O inadequate public
O lack of housing O discase e discri.mination I ransportation
O crowding O crime O corruption

[;J Understand from Context. Read each statement from the interview.
Choose the sentence closest to what Dr. Per1man means. Use information from the
artlcle to explain your answers.
1. "By coming to settle in the city, they have in effect 'voted with their feet."'
a. l'cople are making it el 'ar which kind of lifc they prefer.
b, People would rather live in the country than live in the city,
c. People don't have as much opportunity in the city as they do in the country,
2. "Every 'first-world' city ... has within ita 'third-world' cíty of poverty and
deprivation. And every third-world city ... has within ita first-world city oí high
culture, technology, fashíon, and finance."
a. Sorne rnegacities have more poverry than others,
b. Ali megacíries have both poverty and wealth.
c. Sorne mcgacitics have more wcalth than othcrs.
3. "The Mega-Cities Project works to share experiences that work across boundaries oí
culture and geography."
a. Toe Mega-Cities Project helps megacities communicate their success stories lo rhe
people who live in that city.
b. Toe Mcga-Cítícs Projcct hclps rncgacitícs communícate their success storics to
othcr citics in that country.
c. Thc Mcga-Cítícs Project hclps mcgacítícs communicatc their succcss storics to
megacities in other countries.

D lnfer lnformatlon
. Oiscuss the questions. Support your opinion with information from the article.
1. Why does Dr. Perlrnan Sel)' she prefers cities that are 1101 planned over planned ciries?
2. \<\íhy do you think Dr. Pcrlman thínks mcgacitics are cxciting? Do you agrcc?
3. Do you live in a mcgaciry, or have you ever vísitcd onc? What are thc pros and cons
of living in a megacity?
4. Do you think life in megacities will improve in the future or get worse? Why?

•§t•@•J••i¡jk• ldentify urban problems

D Frame Your Ideas. Check which urban O poverty O pollution

problems you thlnk exist in your area. Discuss
with a partner and provide examples.
O crímc O corruption
O crowding O lack of housing

D Discussion. Talk about the problems you've O díscase O discrimination

identified. As a group, discuss at least five ways O inadequate pubhc O unernployment
to make improvements in your town or city. transportation
O other:

B Proje et. Choose severa! social problems that exist in your town or city.
Write letters to a local newspaper suggesting posslble solutions.

59
 Writing: Complain about a problem
Formal Letters: Review WRITING MODEL
When wrltlng to a friend or family member, an Informal tone,
your address --{ '1719 McPhersonA,'e11ue
casual language, and abbreviations are acceptable. However,
Phtladelplua. PennsylV<1ni,1 19102
when wrlting to the head of a company,a boss, or someone date --{ Jtmo 30, 2006
you don't know,standard formal language should be used,
and regular spelllng and punctuatton rules apply. Formal
letters are usually rypewritten, not handwritten. The following
salutatlons and closlngs are approprtate for formal letters:
I Red M.aple Café
700 W'es1 Pino Srr~
Pht1¿¡deJph1a,Penn..qylvaru.i 19!02 }-
rec p,ent's
address

~---------------------sa-· _1u_ta_tJ_on_=-{Dear Sir 01 Mi.tdillll:

Formal salutatlons Formal closlngs
l hve a few blocks ñom yow re.'ltaurdnt fi
Dear Mr. / Mrs, / Ms. /Dr./ Professor [Lee]: Síncerely (yours), the pasr severa! m ,L. or
.' " . on« ..s. 1 have noncod lhat in the
e1.enmg~ rhe1e_ is a 101 of trash on lhe sido of 'Our
Dear Sir or Madam: Rcspccrfully (yours),
huilding Cats in !he ne1ghborhood rurn ove >th
To whom it may conccm: Best regareis, garb.:lge cans, and rhe rrash goes evervv her . e
Tlus is nor only un ¡ r •1 o
~"" P eas,1n1 10 look ar, but II is aioo
,¡ he..,u, hdZ,11d
Cordially,
h Could }'OUplease make sure th,u when lhe
IS put out, !he gdrbageC'<U\S are dosecP
~~
Letters of Complalnt our helping keep OUT ne:ghborhoodclean ~d
When writing a formal tener of complaint, first state the reason be.1untu1 wouJdbe gTfMtly appreciaiect. '
why you are writing and the problem. Then inform closing -{ Re"""-"'"·"·.
whomeveryou are wríting what you would like him or -""""""7·
her to do about it, or what you plan to do. ~ , ,/--,.,. • _ )--
~ / ~ U<.11"1, slgnature
Olivia Klum

t1 Prewrlting. Llsting Ideas. Think of a problem

in your community that you would like to complain about.
List the reasons why it is a problem.

Problem: trJ,;lt an ,;1.;t.A o/' Óútl.;ú"9

Reasons: -vr.p/l!Jt:,1nr to loo.k .1r
[J Writing. On a separate sheet of paper,use your
-ltt>JitJ, /,J;r_,¡,-~
notes to wrlte a tener of complalnt. State what
you intend to do or what you would like to see
Problem: done. Remember to use the approprlate level of
formality.
Reasons:

D Self-Check.
O Did you use the proper salutation and closing?
O Are the tone and language in the letter
appropriate for the audience?
::J Did you use regular spelling and punctuation
and avoid abbreviations?

l!J Peer Response. Exchange letters with a

partner. Write an opproprlote response to your
partner'sletter. as if you were the person to whom it
was oddressed.

60 UNIT S
E~ Listening. Listen carefully to the conversations about cities. Check the adjectives
that are dosest in meaning to what the people say about each place. listen again if necessary.

_,...J>
~ ,tit :,.,.
..:,'<. ~4,
# ~~:le
~ ,l
~()
.e-
c"ti <Y' ,:¡>l."-
6"
~,.,:.<e ,t ·# ~,.<t
(ii
..:,
~
1. rural China 00 00 00 00 00
2. Los Angeles 00 00 00 00 00
3. Singapore 00 00 00 00 00
4. París 00 00 00 00 00
IJ Rcspond to cach question in your own way.
1. "Do you mind ií I call somconc on my ccll phone?"
(!ou)
2. "Would you mind not smoking in here?"
(!~
3. "What bugs you about living in your town?"
@12
4. "Who do you know that really gets on your nerves?"
G~
131 Make each sentence logical by attachíng a negahve prefix to one of the adjectives. Use a
dictionary if necessary.
1. Painting graffiti on public busos and trains is s. Wht'n a alcspcrson is rudo, 1 find it not
rcally excusable. only respectful but also annoying.
2. 1 believe littering and spilting on the trect are 6. 1 should warn you that thc air pollution
responsible behnviors. downtown is really pleasant.
3. Young pcoplc who play loud music without 7. I think politicians who are honcst and
considcration for thc peoplc around thcm are corrupt should be punished.
cxhibiling really propcr bchavior.
8. lt doesn't help when people are courteous
4. 1 think ir's very approprinte for people to to each other,
scream into their cell phones in theaters,

l'.!J Combine the sentences with the paired conjunction indicated. Use Q!.. nor, or but (also).
1. Restaurants shouldn't allow smoking. Thcatcrs shouldn't allow smoking. (neithcr)

2. Smoking should be banned. lt should be restricted, (either)

3. Littering doesn't offend me. Spitting doesn't offend me. (neither)

4. I Lhink loud music is rude. 1 think loud people are rude. (not only)

61
Preview
D Topic Preview. Find your birth year on the Chinese Zodiac.
What's your animal sign?

TIGER
I~ 19&2 197.C

195,
RABBIT
1963 197"
1926 19138 20 O
Stff-()Ontldcnl, mdcpcndent,
ox
1987 1999 2011 ancl cmolional. Somehmes 19'9 1961 1973
you :1m to lle 1noonsldet.1:e 19~5 1997 2009
lntellltent. klnd, and llelp1UI.
ardsclfi3h. lbrdworklng, Uftous, and
You are ¡lso tia.d1bonal and r"P()n5lble. Vol. un $Clffie(rnes
some,Yllal <un$1;,'1/aU1'ó,·ou be á wOJbhotl:. n'$ d~licull eo gtl
wld to tel Pecc>e "Atlat'll on
)'OU to c.tt.mge your oplnlo'll and
your mmd.
be1td~ and )'00 061 an!lrv e~ly.

DRAGOM
·~2 '964 1976 RAT
9R8 2000 2012 1~ 1 o 1!,m
Rsl loVlng. artJstte. and 1 !13,C 1996 2008
bvthfllt. Voo óo:1'1 alwm kci Cltaerous, lklnest. and
conMelll In V!)Ure!lll Of )'OUf lmaglinati\!C. Yoo .-e l.llualt,
ali ~. You are al!AU little careru.. anc, !lOln!l llYIIIS )OU
coccr;nc at bmcs. ara a Pilfecttonli,t

BOAR
I~ 196~ 1911 959 97 1983
lfl'l!I 2001 ,'()13 '99!1 2()0/ 2019
Atttlcih'e and very ca.lm. Genet3lfr ql.ie1 and hC111utL
Voo an: ablc IO makc good You 11011< har4! IOWYd Yl)Uf
del;dions Md Qil'e goorl ooals, Vou don't hil\'C mall)'
&1h1ce. SOO'e(rnesyou con fl'IMdS. i.,i )IQU are n!ry
be set-oeti1c1cd ccm1dera1e to the ll'lands
)VJ ha1-c,

195' 1966 978 195a 1970 1932

1900 2002 201-'
PopUlar, otrlgalng, llld ·~ 2Ct"Aí 2018
ltonut, carir,g, and inodiest. 'lw
dl&er1\II. ~ are ¿ ,~1 are .t\vB)-a ttiere sor your trtends
pcoplc PCl$on. Scc,ic:t1m&$ You ffliJ'J ¡t trncs $Ccm c:old and
)'QI are loo lalk:11í1,c
unflle:nclly to people: \,h,,
don1
tcno..~ you.

19!''6 1!167 1979

199 2003 2015 1957 19ii9 19;,1
P~natc, vcry ¡~le, 1993 2005 20 7
~d a bit stly. You are yootl 1956 196S 1~ Attractt.'11 a.d aeH·confldent
at JOOaratandlng otil!f' 1992 2004 2016 You w~'ll lo be \~"/ suoccss'ul
people'6 problem5 Somebme:s Clcvcr and likablc. ~ hil\'C Sontclill'd you S8f thlngs jast ll>
)'OU me 100 w ing 10 belic-ti: new ano l!Ud6$1111Q ldaas.. mal'.e peopie lod< up to 100
~lhat otll!I.' ~ soy. and )'CO leafn Y81Y QJCkl)•.
Sornc:llmos l'OU c:3n Jl:;o IIO
a lítlls egotlstic3l.
lnformation source: .silv.e.cdragamu1-.dio.com

[J Express Your Ideas.

1.How well do thc adjcctíves for your sígn describe your pcrsonality? How are you
diffcrent from the dcscripticn?
2. Do you think the descriptions match the animals in any way? Why or why not?

62 UNIT 6
B @sound Bites. Read and listen to a
corwersauon between two friends at the zoo.
ALICIA: 1 can't believe I let you talk me into coming
here. 1 really have a problem with zoos.
BEN: C'mon. These guys have gol it made. They'rewell·
cared for. They're healthy. They'vegot plenty of food.
ALICIA: You could say the same thing about people in
prisons. What about freedorn? 1 hate seeing animals
cooped up in cages.
BEN: You think animals are any happier in the wild?
Always hungry? Running from sorne bigger animal
that's trying to eat them?
ALICIA: 1 don't know. Ma)•be not.
BEN: Just look at that tiger over there. Where else
could you see such a beautiful animal up close?
ALICIA: You're right about that. He is magnificent.

[;] Think and Explain. With a partner, discuss

the questions and support your answers with
information from Sound Bites.
t. \Nhat is Alicia's objcction to zoos?
2. How is Bcn's attitudr- diffcrcnt [rom
Alicia's?
3. What does Ben mean whcn he says,
"These guys have gol it rnade"?
4. What do Alicia and Ben agrcc on about
zoos?

STARTING POINT
Associate Ideas. What adjectivesdo you assoctere with dlfferent anlmals? With a partner,choose five
adjectives and discuss an animal you think each adjective describes.
unfriendlY
frightening ADJECTIVE ANIMAL

un usual
,. independent
2.
fun 3.
4.
friendly s.
disgusting
calm írritating attracthre
. hardworking Qui et
1 ovmg

63
 Cd•M•
Exchange opinions about the treatment of animals
rJ @Grammar Snapshot. Read the posts on a discussion board and notice the passive modals.

dsuchet o momb('f
Does anyone else get as fed upas I do about the inhumane treatment of animats? In my opinion, animats should
never be kílled just for sport or entertainment. Hunting, butlfighting. and any other "sport• that involves the killing
ot defensel&asanlmals should be oomplet&ly banned. What do you all lhlnk? Is l<Jlllng ammaís ever ¡ustlfled?
8 -ltD· 711 11·.. AM louolon· •>--¡\

Reiko T O gues,
As far as l'm concerned. the needs of people come ñrst. For example, anlmals have to be uscd for madlcaJ
research to make sure new medlcatlons are sate. lt ¡ust can't be helped. Otherwise, new treatments might
not be discovered.

Laura Propoggio O mcmbtt joincd: 09/12/04 )

I agree wlth Relko-peoplellrst. Bul mat doesn't mean an1mals should be treated lnhumanely. Recootly I
was read1ng about corporate cattle tarms, and I was shocked at how crowded and filthy lhe conditions are.
l'm sure animals don't have to be raised like that.

I] Evaluate Ideas. Do you agree with any of the opinions expressed on the discussion
board? Wh~, or why not?

O Grammar. The passive voice with moda Is e><pk!.Jlons: 1umn1ary

can for present possibiHty or ability Yes I !!.2 questlons

Altemalíves can be found for medica! research on ammals. Can other 1ypes 01 ,esea,ch be lound?
Mlght (notl and could for present or tuture posslblllty Should factorytarms be shut down?
1'ew medicines mlght be dlscovered through Must animals be used for research?
animal testing. Do ammals have to be used for research?
C.ittle might not be místreated if people knew lnformation questions
abcut the condnloos. How can arnmats be trained to help numans?
A lot could be done to imptove condilions \!Jhat could be done to improve condilíons?
Couldn't and can•t for present impossibilily \li1ly must tholr llvos be respected?
Research couldn't be done today without animals. \li1ly do their tives havo to be respected?
Somet1mes 1estlng on anlmalS ean't bo helpod.
~ and shouldn't for advlsablllty BE CAAEFUL! Q.o.n_'tbay t
Cofporate chicken larms should be snut down. express~s a l:>cl< ot necls~ I Dcam1flave,tD
People shouldn't be prohlblted from hunting. expresaos Prohlb11· ftY, but lllltSt.n.ot
.lln 100. •
Have to and must for necesslty ,.,,...,pa!s ®h't ht1v..e t0 ·
Sorne an1mals have to be kllled.
l= lt ls.11or ,v,,.__
v'"""".l,YJ
be killcd for rese,y,...
,..,,
Tradilioos like bulllighting must be preserved. Ar,~ must not be kJlle(S fbr re
NOTE: .M1W Is rarely used In Informal Engllsh. I~ Shoolc!I be proh1bitOdJ searcn.

-1 -1

64 UNIT 6
EJ Grammar Practice. Write sentences using modals and the correct form of the passive voice.
1. People / should / allow to hunl deer,
2. Altcmativcs to animal rescarch / might / discovcr,
3. Wild anirnals / shouldn't / keep as pets.
4. Fox hunting / should / ban.
s. TI,c trcatmcnt oí animals / could / improvc.

They're klll~ for

thelr hldes and fur.

They're used for raclng.

They're raised for fighting.

Thty're tralned to help

p1opl1 wlth dlsabllltles
They're slaughtered for food.

D lntegrated Practice. On a separate sheet of lvu,,,.11/s .-.ht:,u/d btJ ke-pt- o, zoos

paper, wríte your oplnion about each of the ways
anima Is are used or treated. Use the passive so />Aoplt'- &lln ~11/oy l lt8,,,..

volee wlth moda Is.

NOW YOU CAN Exchange opinions about the treatment of animals

D Use the Grammar. Exchange opinions with a partner abour the ways 01$agrcefng
anima Is are used or treated. Ask and answer questions.. using passíve moda Is. I see what YoV mean, but
Th.at's one way ro lo<>k at ¡1
but . ·
"Animalshove to be usedfor medica/ Expressing an opinfon
On !he one hand • bur on
research. We can't experirnent on I lhink I believe ¡ fOOl ••• the orher hand
humons, ran we?" 1t's mor:illy wrong. Icompletely disagree."
it's OK under sorne
"Actual/y,I don't think onimols cin::umstances
Agreelng
should be treated tbot way. it's wrong llO matter what.
f'm in favor of I couldn't agree wlth you m°'e.
I think it's moral/y wrong.• ' comp¡etely agree.
l'm opposed lo
Yov're so nght.

D Discussion. Compare your classmates' opinlons on the treatment of anima Is.

Does the majority of the class íeel the same way?

65
 Cd•ni•
Discuss the benefits of certain pets
[1 @conversation Snapshot. Read and listen. Notice the
conversatlon strategles.
A: I've becn considering gct l ing an iguana Ior a por.
B: Are you out of your mind? I've heard they're filthy.
A: Actually, thar's a mísconccption. Iguanas are very <lean
and make grcat pcts,
B: In what way?
A: Well, for une thing, they'rc very inl<'lligcnt. And believe ..,-
it or not, I find thcm bcautíful, ,,r
~
@Rhythm and intonation practice

[1 @vocabulary. Describing Pets.

cutc and charming

affcctionate exccptionally fricndly and loving
gcntlc I good-naturcd easygoing; good with people and other pet$
low maintenancc easy to care for and inexpensíve to keep
Joya J / dcvoted attentive to its owner; reliable

_N_e_g_a_t_iv_e_t_ra_i_ts~~~~~~~~~~~~~~~~~~~~
aggressive violent: sometimes dangerous
costly expensive to buy and to take care of
deslructive harmful to furniturc and other things
filthy unclcan; makcs a mcss
high maintenance timc-consuming to takc carc oí

D @ustening. Listen to Activate Vocabulary. Listen to the conversauons about pets, Then
listen again and complete the chart. Use adjectivesyou know that best describe the advantages
and disadvantages the people talk about. Discuss 1f you think the people will gel the pet,

Dlsadvantages
Conversation ·1

Convcrsation 2

Conversatíon 3

Conversation-!

66 UNIT 6
l!J Expressand Supportan Opinion. Discuss the questions.
1. Do you think that an animal can be a good companion? Why or why not?
2. Do you know anyone who is very attached to hisor her pct? \o\11,y do you think
orne peoplc get so dosc to thcir animals?

•§t•ffl•)••ffii§• Discuss the benefits of certain pets

D Notepadding. Which animals do you think make good pets or bad pets? With a partner, discuss and
make a list on your notepad. Use the pictures or other animals you know. Write complete sentences,
using the Vocabulary from page 66.

Goo.dpets Why'?

Badp~ _Why'?

D Use the ConversationStrategies.

Role-play a conversation about getting
a pet, Use the Conversatlon Snapsho;
as a guide. Start like this: Tve been
conslderlng gettlng .. ."

p;,,¡.¡:g;m.

67
 CB•ni•
Compare animal chsrscters
[1 ~ Vocabulary. Describing Character Traits. Listen and practice.

clever a ble to use one's intelligence to do something

gullible too ready to believe what other people say, and therefore easy to trick
mean willing to hurt others, especíauy with words
selfish caring only about onesclf and not Hkcly to share with othcrs
sincere saying what onc really feels or believcs
vaín too proud of one's looks, abilities, or posirion
wise able to make good decisión and give good advíce based on life cxpertences

I] Vocabulary Practice. Complete each sentence with an adjective from the Vocabulary.
1. Don't be so . When something sounds too good to be true, it usually is!
2. He i:, so that he won't go out ií his hair i -a bit messy,
3. Carla is really open and . You can always trust her to say what she means.
4. My parrot is so that he's learned how to say three new words this week.
s. Our ncighbnr is really . Whcn kids play in Iront oí her house, she atways yclls at thcm.
6. My grandfather knew how to help me with my problems. lle was really
7. Ir's normal for young children to be . They usually don't want other children to play
with their toys.

D~ Listening. Draw Condusions.

Listen to the fable oí "The Fox and
the Crow," Choose character traits
from the Vocabulary to describe each
animal. Then listen again and write
the moral, or the lesson, of the story
in your own words.

Adjectives for the fox

Adjeclives íor tne erow

'rne moral of lhe st0rY

"Ihe (oxsall' a cnnv in a tree.'

68 UNIT 6
EJ ~Listening. Draw Condusions.
Now listen to the fable of "The Peacock's
Tail," Choosecharactertraits from the
Vocabulary to describe each animal.
Then listen again and write the moral of
the story in your own words.

Ac(JectJves for thc peacock

Art; •
,..,ectives for tbe sparrow

The moral of the story

i \ small brow11 spano» sai i11 a tree watching the peocock.'

D Make Comparisons. Dlscuss the questlons.
t. Hnw are thc crow and thc peacock alikc? What trait or traits do thcy sharc?
2. llave you ever known anyone who has the same íraits as the peacock. the crow,
the Iox, or the sparrow? Explain.

•§t•f}f,,1ij{4§• Compare animal charaders

D Notepadding. What are your favorite animal storíes from books.cartocns, TV programs,or movies?
Choose three animal characters and describe the animals' character traits on your notepad.

Animal characters Character traits

l.

2.

3.

D Associate Ideas. With a partner, compare and discuss the animal characters you chose.
What moral or lesson about life do you thlnk the characters try to teach?

B Discussion . Why do you thlnk wrlters oñen use anlmals lnstead of people In storles?
Why do you think so many children's storiesare about animals?

69
 Cd•fi.i•
Debate the value of animal conservation
[1 Reading Warm-up. What are sorne endangered anirnals you can think of? What are sorne
threats to thelr survíval?

IJ ~ Reading. Read the article. Do you agree with the point of view expressed?

On your AcbVe8ook disc: Reoding Glossoryand

Extra Rtodlng ComprthenslonQ11tstlons

The ea.rth is rich in biodi,-ersity Wlth milllons of dlfferem has been worlcing since 1961
speoes of plants and anírrals. However. many species are to conserve the dtversity of
disappearing ar an alarm1ng rate. Biodiversity is reduced when life on earrh n recenr years..
ecosystens are mod1fled and habitat~ of plants and arv'llal~ are WWF has advanced giant panda
destroyed. The one conse1vat1on b)' trainlng more
species that is causing than lOO perda reserve staff
thls pheno'llenon is a'ld local govemment offi<ials.
the same o-.e tnat can YIQRing Ynth the comnuuty
stOP rt-huma.ns. to help sa.ve habitat and guard
•• Many SClEnlÍUS il8ainst illegal hunnng. By
view the cu11e11 wave spreadi'lg awareness of the
of species ext11Ct1ons danger of carbon droxicle em1ssio'"IS, and by promoting the use of
as unrivaled since renewable energy resources such as wind and solar power. WWF is
• the d1sappearance of try11g to head off the effects of global warming. giYíng rbe polar
IS the dmosaurs. mOfe bear a chance to SUMVe. With the helo of other orga.n zanons SS
than 6S rn1llion yea,s in Afnca. WWF has establíshed a ~tem to monitor the status of
aso. Currently. around mounrain gorilla.s in order to be able to address potennal tlveats.
11,000 species of wtr¡ cate abour endangeied an mals? There are nany
pla.nts a'ld animals are reasons for prorecrng endangered spedes, includ1ng oor ovm
at risk of d11appeanng surV1Val. Many of our foods and medxines come írom wild
fore-,er-this inctudes speoes. and each wítd species depends on a particular habitat fo,
oYer 180 mammals. its 'ood and shelter, and IAtrnately írs SUfVh•at. lf one sp«ies in
Ma.ny species clmg to SUMVal. Found only in China. me giant a, ecosystem d1sappea1s. other specles are affected. And when
panda's habitat has been decimated-tt-e okl·growth bamboo one ecosynem 1s altered or destroyed, a npple effect cccurs, and
lS for5ts where the ~nda.s make then home are me interdependency of ali I mgthings becomes
oem¡¡ destroyed rapidly lt 11 estill'ated that as dear Arv'llals not only need protection to
few as 1.600 g.ant ~nda.s remam n the Wlld e-sure their own spedes' survml. but they also
today In the Arctic, the polar bear's 1<.y habitat serve as urt"O!ella speoes; helpmg them helps
IS disappearing as a result of global warm ng. nuneroos other species that !il'e in me same
lD and its IVYiVal ,s at risk. And in Central and habitat.
East Afrt<.a. wht<.h have eoc'tred decades o( Cl'lil Beyond economics a.nd human well-being.
war, tt-e rnountam gor1lla poj)Ulation now torals however, the rapd extinct10n of so many
JUSt ove, 700 rdividuals. creanses on our planet raises profound eth1cal
lf present trends conti!l.ll', humanity and moral quest10ns. What sort of wor .d will
35 stands to lose a large pomon of rts natural our duldren mhem? Do we want the funne to
inheritance. F1tmct10n is one enwonmental be a place where pandas and gonllas only ex1st
?fOblem that IS truly nrevers1ble-ooce gone. in capnw¡ 1'\ zoos? lf we are u,able-or
these sp«ies cannot be brought back. unwillmg to protect the animals we sha·e
What can be done? World W1ldhfe Fund 0..11 planet Wrth, whar does tl\at say allout
(WWF), the global conse,vation orga.niut10n, humankind's fvture on earth?

For mol'e information on WWF and its work. visit YOYW worldWjldJile org.
70 UNIT 6
D Understand from Context. Use the context of the article to determine the meaning of the
words and phrases.
1. biodivcrsity (linc 1)
a. c.ndangcrcd animals b. thc varicty of living things c. thrcats lo narurc
2. habitat (llnes 4. 24, 28, and 61)
a. thc food animals cat b. thc place animals livc c. the extínctíon of animals
3. cxtinction (lines 12, 36, and 72)
a. global warming b. trying to protect animals c. the dísappearance of a species
4. conscrvation (lincs ·lO and 45)
a. trying to protect animals b. dangers to animals c. feeding animals
s. ecosystem (lincs 4, 63, and 64)
a. trying to protect animals b. threats to animals c. how plants and animals work together

[:'J Critica! Thinking. Discuss the questions.

1. According to thc article, what are sorne reasons animals become cxrinct? Can you think oí
any other reasons?
2. What arguments are givcn in the article to supporí animal conscrvalion?
3. Look again al the last paragraph in the article, How would you answer the questions it raíses?

NOW YOU CAN Debate the vslue of animal conservation

D Frame Your Ideas. Read and discuss the arguments for and agamst animal conservaríon.
Which arguments are the strongest for each side of the animal conservation debate?
Which are the weakest?

Pros "
• Human be;ngs have a responslbll,ty10 pro1ec1 ali
living lhlngs.
• Species should be presefved for future generations.
• Natural ~rks and wlldltfe are blg 1ourlSt att13e1lons-
thoy genorate lobs and lncomo for loe.al ecooomles.
• Species extinction at ihe curren! rata could lead to
an ecological disaster.
• We miss me chance far new d,scove11es. such as
m6dlelnes, wlth every seectes we lose.
• Your ovm Ideas:
• Extinc1,ons are simply part of lhe natural process-
n's lhe pnnc1p1e of ·survlval of lhe frttes1.•
• Environmental peotectíoncosts a lot of money. lt"s •a
luxury" for countries that have more serious problema.
• Mllllons of seecles have alroady become exttoct with no
signlheant lmp3et on the enV'lronment-1t's no blg ceet.
• Conservationlimits land available to farmers, who really
need n fo, the1r livelihood.
• Do we reauy need 2.000 scectes ot rnlee?
• Your ovm Ideas:

D Debate. Is it lrnportant to spend money on animal conservation? Form rwogroups-

one for and one against. Take turns presenting your views.

B Discussion.
1. Why do you think sorne anímals becomc cndangcrcd? What are sorne thrcats to
thc survival of animals in thc wild?
2. In your opinión, are species worth saving even if they aren't "popular" or of any
known valuc to peoplc? Why or why not?

71
 Writing: Express an opinion on animal treatment

Persuasion WRITING MODEL

To persuade readers to agree wíth your point of view, provide examples,
Iacts.or experts' opinions that support your argument. Another Zoos play an important role in
effective technique is to demonstrate the weakness of opposing arumaJ conservarion For instance
arguments. Summarize your maln point in your concluding sentence. sruclies suggesi that research IS mo;e
easi!y conduc1ed in zoos. It can be
Support your polnt of vlew Offer experts• oplnlons argued ~at anirnals should be free
For example, ... [Smith] statl'~ that ... and thar it IS unelhical to keop them
Anothcr cxamplc is ... J\ccording to [Rivera], ...
in ZOOS However, !he survival of
rhese specía d
-""~' s epends on sc1entific
For i nstance, ..
siuclies. In conclusion, anirrulls
1 should be kepr in zoos m order to
Vlays to dlscuss opposlng arguments Ways to conciude your argument 1 support conservation efforts,
II can be argued thal ... ln conclusion ....
Sorne people think ... ) However, ln summary, ...
ll is true that ... To sum up, ...

rJ Prewriting. Planning Your Argument. Choose one of the questions in the following box or
wrlte your own questlon, State your oplnlon and list your arguments. Toen thlnk of posslble
opposing arguments.
Your opinion:
• Is research on animnls necessary Your arguments:
in ordcr to develop ncw medicines
1.
and procedures?
2.
• Are sorne traditional forms of
cntcrtaírunent, such as circuses. 3.
bullfights, and cockflghts, cruel to Possiblc opposing argumcnts:
animals? 1.
• Your own quesrion: 2.
3.

[] Writing. On a separate sheet of paper, write a paragraph arguing your opinion from Prewriting.
Remember to lnclude a toplc sentence at the beginnlng of the paragraph and a concludlng
sentence at the end.

B Self-Check.
O Oid you state your point of view clearly?
O Did you provide examples, facts. or experts' opinions to support your point of view?
O Did you discuss opposing arguments?
O Drd you include a toplc sentence anda conclud,ng sentence?

l:=J Peer Response. Exchange paragraphs with a parrner. Do you agree or disagree with
your partner's point of view? Write a short response. explaining why. Start llke this: 1 agree /
disagree beca use ....

72 UNIT 6
E @ Listening. Listen to Part 1 of a radio proqram. Choose the phrase that best completes the
sratemenrs, according to the listening.
1. Capuchin monkeys can be
a. used for medica! research b. loyal Iriends to humans c. trained to perforrn in circuses
2. Thesc monkcys are uscful to humans bccause thcy
a. do simple jobs b. push a wheelchair c. wash dishes

l!I @ Now listen to Part 2 and choose the phrase that best completes the statements.
l. Dolphin-assisted therapy hada positive effect on children's
a. moral or erhical development b. speech development c. physical development
2. Children respond to dolphins because dolphins are
a. good swimmers b. intelligent c. playful
3. Many of thcsc children respond better to pcople aftcr
a. a year of trearment b. a few treatments c. a few weeks oí treatrnent

O Change the adjective in each statement so it makes sense.

l. A relaxed pet that never bites is destructiue.
2. A cat that bites or scratchcs pcople is nffectio11nte.
3. A pct that likcs to be with pcople is nggrt!$Sive.
4. A dog that chews on shoes is adornbfc.
s. A pct that makcs a mess is sociable.

I!] Complete each statement wlth an appropriate character tralt.

1. A pcr on who says or does unkind things to others is
2. Pcople who can't pa s a mírror without looking at thomselves are
3. lf one expresses oneself honestly to others, we say that person is
4. Somcone who i too tru ting of othcrs is
S. Pcoplc who think rnainly about themsclves are
6. People who are skillful at getting what they wanr are
7. lf peoplc havo good judgmcnt on mattcrs of importancc, wc say thcy are

D Choose four of the top les from the box. Use modals with the endangcrcd amrnals hunting pcts
passive voice to state your own opinion about each topic. horscracing bullfighting 7005

1.
2.
3.
4.

73
 Advertisíng and
Consumers
[1 Topic Preview. Look at the types of advertísements companies use to try to get
consurners to buy products. What types of ads do you thlnk you are most exposed to daily?

Express Your Ideas. Daily Exposure to Advertising

t. Which type of advcrtísíng do you find thc
most effectíve? Why?
2. Read the infonnation to the right. Are you
surprised by these statistics? Do you think
they are similar for your country?
In the United States, the average perseo is exposed to
approximat61y 254 advertlslng mess:igcs each <J~-108 from
TV. 34 f1om radio. anó 112 from p,lnt. lf you mcludo brand labels
on products and co,porate logos on the si<Jes ot buildings, ttlls
number lncreases 10 over 1.000 oos per day.
~sing Media ínter Cerner

74 UNIT 7
0 @sound Bites. Read and listen to a couple talking about ads in a catalog.
808: 1 think it's about time I got myself one of these electric massage chairs.
ANN: What on earth for?
808: lt would just be nice to have one. That's ali.
ANN: Sounds llke a waste of money to me. Don't they have anything useful in there?
808: see for yourself.
ANN: Now here's something l'd like to get my hands on-a selí·w.Jtering
flowerpot.
808: You've got to be kidding.
ANN: No, l'm not. 1 think one of these coutd
come in really handy.

[;] Focuson Language. Read the

conversation again. With a partner, find an
expression in the conversation that is similar
in meaning to each of the following
statements or questions.
1. Why would you do that?
2. That's a uselcss thing to buy.
3. I'd really lovc to have une.
4. You can't be serious,
S. It might be vcry uscful.

D Relate to Personal Experience. Tell

your partner about something you'd realty
llke to •get your hands on,"

STARTING POINT
•rd likero get my honds on one of tbese.
Dlscusslon
. What do you think lt would real/y come in hondy.•
of these products? Do you think
any of them could be useful?

POR1'A-BEI.I.S
Whorovor you aro, iust fill thom
with wntnr nnd r..tart your
Oon't /et pollutc,d alr ruin your hc,a/th. v,arkout. Pcrfcct for trzrvcl!

75
 CB•ni•
Give shopping advice '4 •~ Oescribing
low priccs
rJ ~Conversation Snapshot .. Read and listen. a good deal !
a barga,n JI
Notice the conversation strategies. a great offer III
o steaJ I!!!
A: 1 think l'd like to pickup a few souvenirs
before I go back home. Any sugg ':,lions?
8: What do yc,u ha, e in mind?
A: Nothing in particular. [ust something to
help me remember mr trip.
8: \i'vcll, thc central markct would be a good
bet if you want to find a bargain.
A: Can you haggle over the prices?
8: Oí course!

~ Rhythm and intonation practice

[J ~Vocabulary. Shopping Expressions. Listen and practice.

browse takc onc's time looking at good in a shop haggle / bargain discuss the amount oí moncy
without noccssarily wanting to buy anything onc is willing to pay for something
l'm 110/ /ooki11,~jor a11ytl1111.~ in particular. t'm l lrate l111ggli11g over prices. / It's a grea! place if you
j11st bnnvsing. likt le) bnrg11i11.

bargain-hunt look around for goocls that one c.111
buy chcaply or for lcss than their usual pricc
The best timl' to go bar.~nin-l11mti11gis ni the end of tne
senso11 wlten tlie slores hmx big sales.
window-shop look ar goods in store windows
without going inside or intcnding to buy thcm
The prices in lht sl1ops dow11town are a bit steep, but I
like to wi11dow shop.
shop around / comparison shop go to different
stores in ordcr to compare the príces and quality
oí things so one can decide which to buy
l think: 1'11 shop nro1111d first befare l make up my
m111d. / /' d suggest yo11 comparisou shop 1Jefi1re you buy
tlrat nctv computer.

0 @ustening. Listen to Activate Vocabulary. Listen to the conversations about shopping.

lnfer whether or not the people think the shop's prices are high. Then listen again and choose the best
shopping expression to complete each statement.

Oo they thlnk the price is hlgh?

lhey
don't
Yes No say •

1 . .....) ....) .) They'rc (bargain-hunting / haggling).

2. )0 ) They're going to (window-shop / comparison shop).
3. .) J J Thcy'rc just (browsíng / hagglíng).

4.) 0 J
o )
Thcy just want to (bargain-hunt / window-shop).
s.) They're going to (browse / b.irg,1in).

76 UNIT 7
EJ Pair Work. With a
partner, fill ,n the
duty-free price list with
brand-name products Prlce Ust
you know. Then agree a,..iN- -....- Price
on a pnce for each
product. L ~

L ";j.
D Express Your Ideas.
Compare your items
and prices wrth other
1 ~
classmates'. Describe the
prlces, using the 1 :~
expressions from page 76.
1 :-:::).

Whaca it~al! rd buy

rhoc in o minure1· r -~

-You've goc 10 be kiddlng!

Iborshlghwayrabb~ryr

•§t•tt;+fj,1ijQJ@•Give shopping advice

D Frame Your Ideas. Olscuss the quesríons.
Are you a smart shopper? Do you comparison shop or buy the íirst thing you see? Are you good al
spotting bargains? Vl'hcrc do you find your best bargains? Do you like to hagglc ovcr priccs?
Cívc cxamplcs to explaín cach answcr.

D Notepadding. Where are the best places to take a visitor shopping in your city or
town? Make a llst wlth a partner.

Narne of_place or location What you can buy there

l~E~~ 11111
o shoJ>ping man
an <>Pen·alr market
a clothmg diSlrict
an electronlcs district
a ñ#niture district
a boutique
8/l art galle,y
a department store

B Use the Conversation Strategies. Role-play a conversation in which one of you is a visitor and the
other gives shopplng adv,ce for hls or her town or clty. Useyour notes.the Vocabulary from page 76, and
the Conversation Snapshot as a guide. Start like this: MI think l'd like to pickup a few souvenirs ... ~

77
 Cd•M•
Discuss your resctions to ads
[1 @Grammar Snapshot. Read the interviews and notice the passive forms of gerunds and infinitives.

Eric Michaols, loachor Mar1c Newcomb, engin!M!r

lunir, Tur1<oy Edmonton, Canada

There's a b1llboard for a smart phone lhat I see every day
on my way to work. lt shows this elderly woman crying as
she sees her grandláds on her phone. l'm not an emotional
guy, but that ad chokes me up. lt makes me think eboul my
mom back m Los Angeles. Once in a while, we al need lo bo
romlndod about the lmportant lhlngs In lile.
There's this one real/y funny TV commercial for a language
school. This cat puts his head into a bowl with a goldfish
swtmmlng n lt, bul lhe f!Sh barkS llke a dog ano scares the cal
awao¡. Then lhe woros -Le..irn another language• appear on the
screen. tt atways cracks me vp vihen I see 11. 1 enjoy havlng rny
óay brightened vltth a little liiugh1er, even if rt's just from an 11d.

What'sthe most
annoying ad youve
ever seen?

Helen Clark, lawyer Jull11 Becker, Journallst

Perth, Austr&lla Tokyo,Japan

That would be the tccthpaste ad they keep playing on
my favotlte muste statton lt's loud and obnox,ous. aud ,t
absolutely drives me craz,;. ll gets on my oerves to be forced
to isten to a dumb ad over and over agaln when l'm lust trymg
to lsten to rnusic.
Wel, 1 know one 1ha1 comes pretty close. There's thls company
here 1hat produces sports dnnks-th~· hada commercial with
these amazing acrobats. The things they did jusi blew me
away. 1 don'1 usually like TV cornrnercials. but I don't rnind
being entertained by a good one.

I] Understand from Context. Explain the meanlng of each of these expresslons from the lntervlews.

lt blows me away. lt crack& me up. lt chokes me

It gets on my nerves. up.

O Discussion. Do you generally find advertisements annoying or enjoyable? Why?

l'.!J Grammar. Passive forms of gerunds and infinitives REMEMBER n

..

Use a passive form of a gerund or an infinitive to focus on an action • Sorne verbs are followed by gerunds, sorne by
lnstead of who performed the actlon. lnflnltlves, and some by elther.
Use be.lng and a past participio to form a passlvo gerund. • Certain adjectives are often followed by
I en¡oy being entertained b)• cemmerctaís infinítives.
I resenl being torced to walch ads before movles. Seo pago A:3 in tho Appcndiccs for a completo liSl
I appreclate not belng treated llke l'm a chlld.
Use 10....be and a past participio to torm a passlve lnflnltlve.
I don 't expect to be told the lruth by advert,sers
Advertisers want their products to be remembered.
I was dlsappolntcd not to be asked to partlclpatc In thc survcy.

78 UNIT 7
D Grammar Practice. Complete each sentence with a passive gerund or infinitive.
1. 1 think pcoplc enjoy (iníorm) about new produces.
2. Companics want thcir products (advertísc) on TV during prime timc-whcn thc most
pcoplc are watching.
3. Wh<'n 1 rcad an ad, 1 would likc (tell) thc wholo truth about thc produrt, not half-truths.
4. My sister was disappointed (not / give) the chance to appear in that new commercial.

D Grammar Practice. On a separate sheet of paper, rewrite each sentence. Use a passive
form of a gerund oran inflnítive to replace the underílned words. Do not use Qll phrases. A blC phrase ldontifles !he
J>Crformor ot lhe acUon.
Example: 1 don't mind when {ldverli~ers inform me about new products. The commercralwas

1 ,:t.o11't 1#/Jl.:t, í•I"'} '"'°"',.¿¡. dPout now pro,:Cut;fs.

seen by milllons ot
pc,ople.

1. 1 can't stand advertisrr. forriog m<' to watch commcrcials ovcr and over again.
2. t resent one companv's telling me that l shouldn't buy another company's product.
3. You'rc Iucky thc company is giving you an opportunlry to work overscas.
4. Wc can't tolerare theic c:alliog us whilc wc're cating dinncr,

•§c•@tl•I••I§• Discuss your reactions to ads

D Frame Your Ideas. Complete the chart with ads you are familiar with. Sorne types ot ads
Then on a separa te sheet of paper, write sentences with passive forms of TV comme<clals
gerunds or inflnitives, describing how you feel about each ad in your chart. r.lmoads
magazine ses
bf7lt>oards
Name or type of product Type of ad

~--·I~-~
an ad you flnd
interesting
Desctiblng how you feel
an ad that
cracks you up jI I hke • · ·
I
apprecia1e · · •
1 don't like .•.
I don't eppreclate ...
I love . . 1 can't Stand ••.
an ad that gets
on your nerves ~~~~I~~~~ I enioy · · ·
I hale . . •
1 disllke ..•
1 resent ...
Ipreter ...

'--~~~~~-1'--~~~~~-- '
an ad that blows I miss .•.
lneed .•. t want ..
you ;wiy

an ad that
chokes you up ,..___~~~~~~~~- ¡,.._~~~~~~~~-- '
D Use the Grammar. Compare the ads you llsted in "Ihere': o 1V commerciolforshompoo
your charts. Describe each ad and how you feel about it tbot Isee olmos e ever¡ nig/Jt ond it
real/ygecs on my netves. 1 con't stand
being forced to wotcb ft ever¡ doy:"

79
 CB•ni•
Persuade someone to buy a product
rJ ~ Vocabulary. Ways to Persuade. Listen and practice.
endorse personally recommend a product in cxchangc for payment

promote make sure people know about a new product in order to persuade them to buy it

lmply suggest that something is true, without saymg or showing it directly

prove show that somclhing is dcfinitcly true, cspecially by providing Iacts, information, cte.

[¡J lnfer lnformatlon. Read about eight advertising techruques. Write the letter oí the example
that you think illustrates each technique. Explain your answers.

Examples
Eight techniques used a. A professional soccer playcr
recomrncnds a particular brand of
b~ successful advertisers shirts.

• 1
b. A hotel chain shows a busi.nesswoman
1. Provide facts and figures . . w in her room, calling home to talk to
her childrcn.
Prove the supeñorlty of a l)!oduct wrtll stalíshcs an<I
objecbVe, factual informaUon c. A soft drink manufacturer shows

2• Convin(e people to "join the bandwagon"

lmpty that eve,yo11e is uslng a product, and mat otllers
should 100, In order to be part of me group
3. Play on people's hidden fears
lmply thal 3 product will l)!otect the user from sorne
danger or an uncomfortablcsi\ua11on
4. Play on people's patriotism
lmply thal buying a product shows 1-0lle of one's country
s. Provide "snob appeal"
lmply tnat use of a product makes the customer part ot
an chie groop
6. Assedate positive qualities with a product
Promote a pr()duct wlth words and Ideas llaving positiva
meanif19S and assooallons
1. Provide testimonials
Use a tamous person or an ·average coosumer· to endorse
a product so thO consumer vrants it too
s. Manipulate people's emotions
Use images to appeal to customers' feellngs, such
anger, or sympathy
yoWlg peoplc havíng a grcat time
drinking its product al thc bcach.
d. A car manufacturer statcs how quickly
its car can go from O to 100 kilometcrs
per hour,
e. A coffcc manufacturcr shows peoplc
dresscd in formal attirc drínkíng its
brand of coffcc al an art cxhibition.
'_j
f. A credit card company claims that its
card is usod by more peoplc than any
other card.
o g. A dothing manufacturer prometes íts
clothes by sayíng they are madc by
and for pcoplc in lhis country.
e h. A laundry dctcrgcnt manufarturcr
suggcsls that it will be socially
cmbarrassíng if your whito clothes are
not real/y whitc.
LJ
as love,

lnformatlon source: www l'OUeOl!J coro

80 UNIT 7
~ @ustening. Support Reasoning with Details. Listen toeachad Then listen again. Decidewhich
technique or techruques the advertiser is using to persuade the consumer to buy the product. Explain your answers.

TechnlQue(s)usad Tectin,qve(s)used
Tochnlque(s)usod

l!J ApplyIdeas. With a partner, díscuss sorne ads you know and decide which techniques they use.

NOW YOU CAN Persuade someone to buy a produd

D Notepadding. In a group, choose a product and create a magazine,

newspaper, TV, or radio advertisement for it. Choose one or more
• a car
advertising techniques to persuade your classmates to buy the
product. Make notes on your notepad. • an air1ine
• a drink
• a cell phone
Typ..e..Qfprod\l.(j_: • an Enghsh-language school
Name of ~duct: • a brand of toothpaste
Type of ad: • your own idea:
Technique~):

D Presentation.Present your ad to your dass. Show it, read it, or act it out. Analyze your classmates'
ads and dlscuss which technlques were used. As a dass, assign awards for these categories:

81
 Cd•ni•
Describe consume, shopping habits
[1 Reading Warm-up. Are you a careful shopper, or do you buy things on impulse?

[J ~ Reading. Read the artlcle. How Is compulslve shoppíng a problem?

Compulsiva Shopping: The Real Cost

Just ,n the lest century. the way m wtllCh we
ConstnlC material goods has shiftcd radically. For OU'
grendpSf'ents. and sorne of our cerents. shoppmg
mcant buying provisions to satisty physical neecs,
Todey, in add tion to buying necessities, ve shop to
indulge oursetvcs in 1.1XU'ics high priced gym snoes
or the letest mos; high-tech entertainment system.
And wc shop for me sheer ft.n of it. Most of us acquire
conbl'IUOusly-every.hmg from grocer,es to cers, from
ciothing to toilctrios, from home flrnishings to sporting
eQU1pment-and throu!fl our 8CQl.lSitio'1S. we emress a
sense of identity. tasto. and lifestyle.
But sorne people go overboard Their spend1ng becomes
excessive and often cames rroubling ccoseqee-ces. Sorne
peoole camot resist the tem;Jtation. and very often they buy
merely to acquire. This type of impulse buying can become so
obsesswe that peop e fmd themselves 1n co11S1derable financia!
debt and psychological dlstress. Recent studes suggest
that extreme impulse buying as on the mcrease. affectmg an
estimated 5 to 1 O percent of the adult population m many
coun:nes
We tend to define Oll'sel\•es by what we buy ano ha1•e. Thrs
often affects oow we feel as well Fo· rrany, buyirg things on
impulse s a way of avoiding or hiding fee ings of anx1ety and
loneliness
However. shoppmg as a v,ay of dealirg with 1"1t.emal distress
1s seldom effect1ve for long. In fact, research suggests that
peoole who consíder shoppirg to be a pnority m ther líves tend
to excenence more anx1ety and depressien as well as a lower
leve! of 111eU-being than !hose v.tlo don't.
The long and short of rt as thls-you can't buy happ1ness

Tlps for Controlllng Impulse Buylng

• When yol/re just browsing and get the urge to buy
somethíng,ask yourself first if you really need it.
• Avoid sale~. Spending any money on something you
don't need is overspending.
• Follow the "24-hour rule.' Oon't buy anything new on
the spot. Come back the next day if you think you really
need it,
• Stick to a budget. Plan to splurge on the occaslonal wlld
purchase. but don't buy if it isn't in your budget.
On your Aclivt8ook dlsc: Rtoding Glossary and
Extra Reodlng ComprehenslonQuestlons lnfo,matlon source: www 1beallengrguprnm

e Understand from Context. Find these expressions in the article. Explain the
meanlng of each.
1. indulg~ ourselves s. gct thc urge
2. go overboard 6. overspending
3. resist thc tcmptation 7. splurge on
4. impulse buying

82 UNIT 7
EJ Relate to Personal Experience. Discuss the questions.

1. Accordíng to thc articlc, how havo shopping habits changcd ovcr thc last Icw
gcncraríons? From your cxpcrícncc, do }'Oll agrcc?
2. Do }'OU think compul ive shopping is a common problcm? Do you know any
compulsive shoppers? Give examples,
3. Do you think thc tips in thc articlc might be hclpful for someonc who wants to rcsist thc
tcmptation to ovcrspcnd? Bascd on your cxperíence, what tips would you suggcst?

•@c•fftWéi••ffJ@• Describe consume, shopping habits

D Frame Your Ideas. Take the self-quíz, Check the statements that are true for you.

Are yeu a SHOPahelic?

I sometimes feel guilty about how I spend my money shopping. Total the number
of boxesyou
When l'm feeling blue, it cheers me up to go shopping. checked.
When I go shopping, 1 can't resist the temptation to buy lf your total is:
something-1 just can't come home empty-handed.
0-3 Greatl
Kccp up the good habits!
I feel uncomfortable if I haven't bought anything in a week.
4-5 Not too bad!
When I plan to go shopping for one item I need, 1 frequently Congrarulanons for
end up coming home with a lot of things I don't need. admíníng you' re not
perfectl
I spend more than I have to in order to get more expensive
6-8 Uh-oh!
designer names and labels. Sounds likc trouble may
be oround the comer!
I can't pass upa good sale-even if I don't need anything, l 1ust
Ir's time to tighten your
have to indulge myself. pursc strings.
I sometimes lie to people about how much my purchases cost. 9-1 o Red alertl
Ir's time to takc thc

"-<'l.
I get more pleasure out of spendlng money than saving money.

My shopping habits have caused problems in my personal

bull by the homs and
change sorne oí the
ways you shop and
spcnd money,
1
relationships in sorne way.

D Discussion. Choose one of the following tapies and meet in small groups with other classmates
who have chosen the same one. Share your conclusíons with the class.
1. Do you think most people tend to go overboard with lheir shopping? Explain.
2. Do you think people are too influenced by advertising? Explain.
3. Should peoplc only spcnd moncy on things thcy neod and never on things thcy don't nccd?
Is it OK to buy on impulse somctimcs? le; it OK to splurge once in a whilc?

B Project. Create a class newsletter wlth artkles about consumer shopplng habits and
responsible shopping.

83
 wming: Explain an article you read

I
Summarize and Paraphrase Another Person's Ideas
A summary is a shortened explanation of the rnain ideas of an article.
PARAPHRASING
When writing a summary, lnclude only the authors main points, not
your own reactlons or opinions. Be sure to paraphrasewhat the
author says, instead of just copying the author's exact words. When you paraphrase whal a person says
you say II in your own words. '
The author: ·aut sorne peapfe 90
To summarize an article. focus on main ideas and the most importent
overboard Therr spendrng becomes
supportlng detalls. Use the followlng reportlng verbs to paraphrase
excessrve and often carnes trou!llrig
the writers ideas: state, arque.~ believe. explain. point out.
consequences. Some peopfe cannoL resist
and conclude. the tempt.ation. and very o/ten they buy
Tbe articlc states lh,ll ... The joum,llist reports that . merety to acquire. •
The writcr points out that ... The author concludes that . You·. r.1,i> Pu, ...nar:
,_
pi°.IIIIT".'.oo/: J'/,J¡l- r
lS ,,Ztrf'h,~11//- f'or 501#6 p6o-p/(J I f-
J'o
. Óv,Y r:';1tn9s
·on 1mpuls~. Tltoy ''º
Sorne other common expressions Ior reporting another person's Ideas:
.;usr Ólly Pttyh,1119 r/,oy wPnr
According to [Smith], . . As [the article] expíains, ...
In [the wdtcr'~l opinion, ... Frorn [Garc1a·~1 point o( view, ...

rl Prewriting . ldentifying Main Ideas. Read the artlcle

"Compulsive Shopping: The Real Cosr" on page 82 and underline
the important parts. Then read the article again and identify the main ideas below.

Main idea of paragraph 1:

Main idea of paragraph 2:

Main idea of paragraph 3:

Main idea of para_mph 4:

[1 Writing. On a separate sheet of paper, combine the main ideas to write your summary.
Be sure to paraphrase what the author says, using your own words. Your summary should be
no more than four to six sentences long.

O Self-Check.
O Is your summary a lot shorter than the original article?
O Does your summary include only the author's main ideas?
O Oíd you paraphrase the authors ideas?
O Oid you include your opinion of the article? lf so, rewrite the summary without it.

84 UNIT 7
rJ @ustening. Listen to the conversations about prices. Then read the
statements and listen again. Circle the phrase that best completes
each statement, according to what the people say.
1. a. Toe woman lhinks thc price of thc firsr vasc is (a bit stecp / a real bargaín).
11,c man thinks it's (a steal / a rip-off).
b, Toe woman thi.nks thc sccond vase is (a steal / a good dcal).
111<' man thinks it's (a rip-off / no bargain).
2. a. Toe wornan thi.nks the exercise bike from Freeman's was (a great offer / a rip-off).
11,c man thinks it was (no bargain / a steal).
b. Toe woman thi.nks the príce of the bike from Mason's is (a bit steep / a grear deal).
Toe man thinks it's (a beuer offer / no deal).
3. a. The man thinks the price of the necklace is (a bit steep / no deal).
Th« woman thinks it' (pretty steep / a bargain).
b. 11,e man thinks the earrings are (a good deal / a rip-off).
The womnn thinks they're (a great deal / no bargnin).

D Complete each statement with your own ideas.

Example: ,v,1f-~k,n.¡ o/,-l C.J.Jdi~ C.ltJplin '"""'ti'- JhvtJ,¡~ cracks me up.
1. crncks me up,
2. blows me away,
3. chokes me up.
4. geis on m)' nerves.

O Complete the staternents with passive forms of gerunds or infinitives. Use hfiml or 1!Ll2f..
1. I don't recall any ínformatíon.
(~1
2. 11,C}' want more time for the projcct.
19,vel
3. Shc arranged to thc airport.
tke)
4. I was disappointed the news.

s. H<> riskcd from hi,; [ob.

f re
6. We were delighted to the wedding.

(;] On a separa te sheet of paper, answer the questions in your own way.
1. What kinds of things do you like to splurge on?
2. l lave you evcr gonc a littlc ovcrboard buyíng somcthing? Explain.
3. v\'hat can't you resíst thc temptation to do? v\'hy?

85
 I Describe family trends
2 Discuss parent / teen issues
3 Compare generations
4 Describe care for the elderly

r.J Topic Preview. Look at the rwo carroons about families.

Then answer the questions with a partner.

1. Who do you think was spcaking

before the father spoke? What do
you think was said?
2. Is your family a "dcmocracy"?
How do dccisions gct madc?

"Because this fo:mily isn't ready to hold

democratic elections-that's why!"

3. didn't the father have when he

\,\/hat
was young that the son has now? Do
you think thc fathcr has a good point,
or is he being ridiculous?
4. In your famil}~ is there a "generaríon
gap" berween older nnd younger
family members? Explain.

"You hove it easy. When I was your age, I

had to walk ali the way across the room
to change the channel."

I] Express Your Ideas. Do you think the cartoons are funny? Do you think they portray typical families?
Why or why not?

86 UNIT 8
B @sound Bites. Readand listen to a conversation about
relattonships.

TERESA: 01d you hear that Sam and Margaret got back together?
BETTINA: Wow! 1 didn't even know they'd split up! lt shows you how
out of touch I am.
TERESA: Well, they had this major falling out about rwo months ago,
and they separated. But lt looks líke they've patched th1ngs up.
BETTINA: Good. They're a nice couple. 1 hope things work out for
them.
TERESA: Me too. So, hows your family?
BETTINA: Not bad, but we've been havlng sorne trouble with our son.
TERESA: Really? What kind oftrouble?
BETTINA: Well,he's been acting up in school. You know,talking back
to his teachers. not doing his homewor1<.
TERESA: Eric? 1 can't believe it! He's always been so well-behaved!
BETTINA: Well, 1 told him he's grounded until he shapes up. No
movies, no games.no trips to the mall.
TERESA: Smart move. Eric'sa good kid, but you don't want him to
turn into a troublemaker.

l!J Paraphrase. With a partner, use the context of the conversation to restare
each of the following sentences in your own words.
1. They got back together. 6. My kids have been acting up.
2. They split up. 7. Don't talk back!
3. Thcy had a falling out. 8. Your son is so weU-bebaved.
4. Thcy patched things up. 9. Ilc'd bcttcr shape up!
S. Things didn't work out. 10. That kid is uch a troublemaker.

D Express and Support an Opinion. Do you thlnk grounding Eric is a smart move? In your
opinion, whar's the best way to handle or discipline a teenagerwho has been acting up?

STARTING POINT
Relate to Personal Experience. Choose one of the toplcs. Tell your partner about a time you ...

had a differe11ce of opi11io11 had a falli119 out witl, a

1,1ith fomeone from frie,..d, a fa1>1ily 1>1e1>1l>e,¡
another 9eneration. or a collea9ve.

helped patch thi119s vp

f or fomeone elre.

87
 •S•ni•
Describe Jamily trends
l'J ~ Grammar Snapshot. Read the information ín the brochure and notice the comparatives.

Currcnt trcnds show thc si,c oí
farnilies 1s changing, impacting socleties
worldwide. \Vomen are marrying later,
and couplcs are waitin¡; loni:;CY to have
chitdren. Anú the longcr couples wait
to havc d1ild1cn, the fewer childrcn thC)'
have.
Tv.o ke}' factors that imp.ict
iamily size are the cducation and thc
employment of wornen. Studies show
that the more rd11("at1on womcn g<'t, the
smaller fam,hes they have. Moreover,
the longer women stay in scbool,
the beuer thcrr opportumucs for
<.'fllploymenL Work1ng women di!! less
likcl)' to m.irrr young and have large
íamilies.
In addmon to the falhng lnrthrate,
ihcre rs a rlslng hfe expcctancy, W1th
people living longcr and longer, Iarnihes
are going to have to Cace thc challcng<.-s
posed b}' an aging population. The
longcr peoplt: live, the more care
thcy rcquirc. Traditionall)~ childrcn
have cared for their elderly parents at
home. Ho1, ever, the more the birtbrate
ialls. lhr harder the iuture mJ}' be
ÍOI' the elderl)', W1th iewer children,
iamilics may íind it more and more
d1füwl1 to cate for therr older members.

lnformation source: United Nations Statistics Division

I] ldentify Cause and Effect. Oiscuss the questions.
1. According to the brochurc, what factors cxplain why more couplcs are having fewcr childrcn?
2. Why do you think popularions are living longer? What problems does a larger elderly
popularion pose?

D Grammar. Repeated comparatives and double comparatives

Repeated comparatlves are used to describe actlons and thlngs that are lncreaslng or decreaslng.
The blrthrate Is gettlng lower and lower.
By the end ol the twentielh centul)'. couples vrere waiting longer and longer to marry.
More and more people are marrying later.
Fewcr and fowcr cillldren are 1eav1ng school.
lt's becomlng more and more dithculL
Double comparallves are usad to describe a cause·and·etfect process.
Thc more educatlon women get, the tater t11ey marry (Women are gettlng more educatlon, so they're marrylng later.J
The less c.hildren studied, the more slowly they learned. [Children studied less. so they learned more slovity.J
NOTE: When be is used in double comparatives, it is sometimes omitted. GRAMMAR BOOSTER •. en
The better me quality of health care (is), the hlgher the lite expectancy (is).
• Makinc;¡ comp;,ri<OnSc summary
BE CAREFUL! Don't use contlnuous verb forms In double comparatlves. • O\her uses of comp¡,ratwes.
The longar couples wait to have cilildren, the fewer ch,ldren they have. supertawes,and ,omp-ons
tmr The longer couples a1e lli'!i~ng to have children, lhe fewer lhey're haoi11g. "'lhAi ... ,u

88 UNIT 8
l!J Grammar Practice. Complete each statement loglcally, uslng double comparatives.

1. people are when they marry, children rhey have.

(oldJ
2. lhc llic cxpectancy, thc cldcrly population is.
(h19h) (l,ug~)
3. people work, they are.
lh~·,I) l~uc ,,.. 11\,1)
4. lhe qualiry of health care is, the death rate.
(good, (low}
s. thc country is, thc lifc cxpcctancy,
(developedJ (low
6. womcn are whcn thcy have children, they are to gct a highcr cducation.
(young 11ikely)

D @ Listening. Listen to Apply Grammar. Listen to three people talking about trends in
marriaqe and íamily life. Then listen again and complete each statement,according to what the
speaker implies, using double comparatives.

1. education mothers gel, medica! care they receive,

2. couples date, t.hcy marry.
3. childrcn stay in school, their llic cxpcctancy.

•§t•futfJ.1ijí@§•Describejamily trends

D Frame Your Ideas. With a partner, use repeated comparatlves to

write examples of the ways families are changing in your country. • birthrate
• lile expectancy
•People are gecting married lar~,and tater," • age al marriage
• health
• education
• ancorne
D Summarlze. On a sepárate sheet of paper, summarize the • employmeoit oppOttunities
changes you've discussed. Use repeated comparatives and • generatlonal dlfferences
double comparatives.

In rJ,tJ /Jt>I" l'tJw ,:t.;,;>ü;:(.tJS, l'ünitly s,z.t, hüs ~;,/t¡rtJ~

F&wer a,,p. /'eNel' peopi<>dl'L> lut.-,,:9 ó19 /'Jb<ilies, so
l"f-LJ1r sran,;tdl'~ or ltv1119 ,s l119f.br T/,t, A19AtJr rhtJ
s:fdr.,,Lül'.,L. o/' l1.-1r-9 ,s, :fh<> h<>dJ:fN&r :fhé> populd:fton.

9 Use the Grammar. In small groups, compare the trends you've identifíed. How will these
changes impact familles in the future?

71 seem: like more and more people ate having Iewer

children. This could be a problem later becau~ .•.. *

89
 CB•M•
Discuss perent / teen issues
[1 ~ Conversation Snapshot. Read and listen.
Notlce the conversatlon strategles.
A: What do you think parcnts should du if thcir
tccnage kids start smoking?
B: Well, 1 hatc to say it, but there's not much they can do.
A: Why's that?
B: Wcll, h~nagcrs are out of thc housc most of thc day,
so parents can't control everything they do. ~ Examplesof bad bohavlor
• acti119up et school
A: 1 suppose. But thcy can ground thcm if thcy • stayl11g out late w,thoutperm¡ss,on
don't shapc up. • be.ng roce and dlsrespectful
• becomlng a troublemaker
~ Rhythm and lntonation practice

[l ~ Vocabulary. Describing Parent and Teen Behavior. Listen and practice.

1rm11,.. ¡~¡;..··
Parents can sometimes be . . .
~
.•.. ~.. ---"'
,.."O__
"'º--
.
•
:
.
: ¡ ,. ·-· --
.:

Teenagers can sometimes be .

J)tUM¡1,e,1······ ~
..

They are rude to adults and think what

adul!~ ~.•y 1< nor unportant,

O Vocabulary Practice. Correct the adjective In each of the followlng statements,

1. Parcnts who always allow thcir tocnagc children to stay out late are ooerprotecth».
2. Teenagers who demand that their parents buy everything they ask for are rebellwus.
3. When parents never let their children do things because they are afraid that their children
will get sick or hurt, they are being strict.
4. v\lhen a teen gcts a tauoo agaln 'ta parenr's wíshes, we say 1J1a1 he or she is disrespectful.

90 UNIT 8
 S. Parents who make their teenage children clean their rooms every day are lenient,
6. Teros who don't listen to adults and oftcn talk back are spoiled.

[;] ~ Listening. listen to Activate Vocabulary. Listen to the conversenons about parent and
teen behavior. Then listen again and determine which adjective from the Vocabulary besr completes
each statement.
1. She thinks he's 4. He's angry because she's being
2. Shc thinks hc's actíng s. He thinks shc's
3. He thinks she's 6. She criticizes him Ior bcing

D Make Personal Comparisons. Can you identlfy wlth any of the people In the llstenlng? Are any
of the speakers like anyone you know? Explain.

•§t•di•1••i§• Discuss parent / teen issues

D Frame Your Ideas. Discuss and complete the survey with a partner, Compare your ideas.
Give specific examples to support your answers.
Circle the rating that most closely expresses your opinion.
1 = <0mplttel)• Jgrtt 2 = somewhat J<Jrtt, dtpmfrng on ine Ól(umfün(tS 3 = compl~tly disagrtt
Parents should let kids make their own mistakes.. Being overprotective with children
2 3 1 2 3
makes kids less responsible.
lt's OK to give in to kids' demands somenmes in order to ºkeep the peace," 2 3 2 3
Parents should indude their children in family decision-making. After all, kids'
opinions are important. too. 2 3 2 3
lt's a good idea for parents to use physical punlshment to discipline their children.
II parents aren't stri<1. thelr kids will become troublemakers. 2 3 1 2 3

Your own idea: 1 2 3

Teenage~ don't always have to obey their parents, Sometimes ít's OK to say "no," 1 2 3 1 2 3
Teenage~ sheutdn't have to help around the house, They already have enough to do
with their schoolwork. 2 3 2 3
Teenagers are marure enough to make their own decisions. They shouldn't have to
ask perm1ss1on for everything. 2 3 2 3
Teenage~ have a right to privacy. They shouldn't have to tell their parents about
1 2 3 1 2 3
everything they do.
Your own idea: 1 2 3

D Use the Conversation Strategies. Role-play a conversation in which you discuss parent or
reen behavior. Use the Conversatlon Snapshot as a gulde. Start llke thls:
"What do you thmk parents shcold do if OR ··what do you thínk kids should do
thelr teenage kids ... ?' lf their parents ... 7•

B Discussion. lf you could glve parents one plece of advlce, what would lt be? lfyou could give
teenagers one piece of advice, what would it be?

91
 CB•ni•
Compare generstkms
rJ ~ Word Skills. Transforming Verbs and Adjectives into Nouns
I I
-
common noun endings nouns common noun endings nouns
expect -- expectation fú faimess

--
-atlon .....
explain explanailon rebellious rebclliousness
-tlon
frustra te frustratlon
-oess selfish ..... sclflshnoss
-sslon .....
permit pennission strict strictness

-ment
develop
lnvotve
-
.....
development
lnvotvement
-lty
generous
mature --
.....
generosity
maturity
.....
-.....
courteous courtesy moblle mobllity
-y 1 difficult difficulty secura ..... security

-.....- --
reSl)OllSlble responslblllty Impartan! ..... lmportance
1
-lllty
reliable reliability -anee independent independence
capable capability -enee lenicnt lenience
de!)end~ble dependablllty obedlent ..... obedlence
NOTE: Sometlme\ interna! \pelllng changesoccur when a noun endlng I\ added to a vert>oran adjectlve.

[J Word Skills Practice. Clrcle all the words that are nouns, Check In a dlctionary lf • Slre1s pl;Kcmc,n1

you are not sure about the meaning of a word.

1. depcndency depend depcndencc dependen!
2. irnpatient impatience impatiently Vilnlus, lhe c.,pital of Lithuani.l
3. confidcncc confidcnt confidc confidently
4. wúair unfairncss unfairly
s. consldcr consideration con íderate considerately
6. closeness elose closcly
7. diffcrcnt diffcrcncc düfcrcntiate diffcrentiation
8. happily happy happiness
9. attraction attract attractive attractivcness

0 ~ Listening. Listen to Summarize. Listen to Part I of a man's

description of the generation gap in hls fomily. Then answer the questions.
1. How did Rimas grow up differcntly from hi parcnts?
2. Why docs Rimas's father think tccnagers nowadays have more
pmblcms than whcn he was growing up?

l!l ~ Listening. Listen for Oetails. Listen to Part 1 agaln. Then

complete each statement.
1. Rimas grcw up in , but his parents grew
upin
2. Rimas's extended family includes aunts
and uncles on his mother's side.
3. When Rimas's mother was growing up. every evening she ate
dinner . However, when Rimas and his sister
were kids, they sometimes had to eat

92 UNIT 8
D @ustening. Compare and Contrast. Now listen to Part 2. Then listen again and complete the chart
by descríbing the differences between the two generat10ns. Compare your chart with a partner's.

How are they different?

Rlmas's parenrs' generatlon Rlmas·s generation 1
career choices l
mobility 1
iníluences from other cultures ¡
age at marrlage and childbearlng 1
work experience ¡
closeness of family 1
- -

D Critica! Thinking. Discuss the questions.

1. V\lhy do Rimas's parents worry about him and thc futurc? Whr do you think parents always worry
about their children?
2. In what ways is the Vilkas's family story similar to or diffcrcnt from yours?

@§r•f/ii•J•jffli§• Compare generstions

!'Jt Notepadding. Compare your parents' generation with your generation. Write your ideas on
your notepad. Discuss them with a partner.

My parents' generation My generation

music
style of clothes
hairstyles I facial hair
attitude toward elders
family responsibility
language (idioms, slang)
marriage and childbearl!l.g
values and beliefs
other:

O Discussion.
1. In what ways is your gencration most d.iffcrcnt from your parents' gcncration?
What do you likc bcst or respect most about your parenis' gcncration?
2. What contributions do you think your generation will make to the next generation?
How do you think thc ncxt gcncralion will diifor Irom yours?

93
 CB•ni•
Describe care for the elderly
[1 Reading Warm-up. In previous generations, how have older family members traditionally
been ca red for In your country?

IJ ~ Reading. Read the article. What impact has China's one-child policy had on care for the elderly?

Uncertain Future for China's Elderly

Due to a sharp d1fficult stuation of canng 'or both t11e1r parents and
ir>crease in its aging tbeir grandparents. íh1s phenorrenon :S known as a
population, China fil<es 4-2-1 ram ly. For every one duld, the-e are two parents
new sooal prohlems n and lour grandparents to look alter. Breaking with
the future, accordmq tradmon, rr.any young adults who can af'Ofd n are
to a recent report 'rom beg nning to :rarisfer the responS1b1hty of lool(lng after
the Ch rese Academy of their e derly relatives to pnva:e nursing homes. Th s
e
Sciences In hina today, change m aunude is causing sorne conflict and ange,
the elderly-people between generations.
aged 60 or older-make The aging of China's population will hilVe a b19
up about 11 percent impact on the country's future. The less the old can
of the populauon deoend on the young, the more they may have to
-towever, according to deoend on the government In one attempt to deal with
Uruted Na11ons staustcs, by 2050 me number of elderly this problem, the government has starteó a national
w1II increase to more than 31 percent. lf this trend lottery to rase money for Plder care. H01Never, it may
conunues, the elderly could eventualty outnumber st11! need to aeate more resources tocare for 115 gray1ng
young people-a dramatic change for China. populallon.
Whi e lower o rthrates and higher ife elCp&tancies
are causing similar popuíauco srnfts in many countoes.
this ttansformation is haopcning íaster m China due to
the strkt ore-cníld pohcy introduced in 1979. Under
this policy, couples can have onty one child. Tne pohcy's
purpose was to stop China's burgeoning population
from growing too fast. lt created a generation of
"only children" grow1ng up without orothers or s1sters
who can share tne burden o' canng for elderly family
members.
According to Chinese tradiuo«, the elderly bave
always been honored and respecteo by the young, for
generatlOOS. parents and grandparents have rehed on
thelí children to care for them in old age. But today
Chlna's one<hlld famllJes have had an unexpected effect on
an 1naeasir.9 number of single young adults face the care for the eldel'ly.
On your ActlveBook di.se: R~odlng Cloucry ~nd
Extra Rrodlng Comprthtmlon Qu1!1tlons lnformatíon source: 8eijing Times

D Summarize. Describe how China's population is changing. What is causing those changes?

l!J ConfirmContent. Discuss the questions.

1. According to lhe article, what challenges are China's young people facing today?
2. How may elder care in China differ in the future from the traditions of the past?

94 UNIT 8
•§t•@Ji•J••I§• Describe cerefor the elderly
D Frame Your Ideas. With a partner, discuss the statements and check those you think are true
about care for the elderly in your country.

O Most eldcrly pcople are adequately cared Ior,

O Thc way thc cldcrly are ca red for has becn changlng.
O Toe elderly usually live with younger famiJy members,
O 11,c eldcrly u ually live in their own homes or apartmcnts.
O Thc eldcrly usually live in spccial nursing homes.
O Toe government makes sure the eJderly have afiordable care.
O Younger people accept caro for eldcrly relatives as their rcsponsibility.
[J Oldcr people gcncrally prefer not to socialize with youngcr pcople.
O Other:

D Draw Conclusions. Read each case study. Oiscuss the challenges each person is faclng and
recommend solutions.

Robert's parents, who ltve

In another clty, are ,n thes
elgtitles. They oonhnue to nave
a full social hle, and they sbl
enioy traveling witrl organizad
tours. Sut they are not os strong
es trley used to be and need
help with cooking end cleaning.

Nick Is mamad and h.ls two

teenage children. Hís mother
jusi tlA"ned seventy-nine end
lives elone. Nick end his femily
lngrid Is dJvorced and has three live In e very smell apartment
yoong daugh1ers. Her motner wrth two bedrooms. He and his
ó.ed years ago, anó her seventy- w1fe both work oven.me, putting
five-year-old father can no longer In long hours 111 Otder 10 make
take care ot hlmself. He otten onds meot. Nlck Is concernod
fo.-gets trllngs. Sh11 wo,rles that about hls motrler's heatth and
he 1111ght gol hurt. welH>eing.

9 Discussion. How do you think the elderly will be cared for by the time you are old?
How would you like to be caree! for? Describe the ideal situation for elder care. Use language
frorn the checklist in A. Frame Your Ideas.

l:J Project. Prepare a presentatlon about how the elderly are cared for in your country.

95
 Writing: Describe your relationship with a family member
Avoiding Run-on Sentences and Comma Splices
Note two common errors that writers often make when joining two sentences.

Run-on sentence (connecting sentences without using punctuation)

INCORRECT: M~· grandmothcr t.rnght me how to bake howcver l nevcr do.
Comma splice (connecting two sentences with a comma and no conjunction)
INCORRECT: My grandmother taught me how to bake, now I know how to make great cookies.
To correct a run-on sentence ora comma spllce, choose one of the followlng:
• Use a period and capitalize My grandmothcr taught me how to bakq Now l know how to make grcat cookies.
the following word. My grandmother taught me how to bak~owever, 1 never do.
• Use a semicolon. My grandmothcr raugbr me how to ba.k~ now I know how to mnke grcJt cookíes.
My grandmothcr taught me how to bakej howcver, 1 ncvcr do.
Use a comma and a Mr grandmother taught me how to bake and now I know how to make great cookres.
coordlnatlng conjunctlon. My grandmorher taught me how to bake, but l never do.

Coordlniting conjuncllons
and for or yel •J;i;t-i;Ji-j¡j¡jfjj¡.jiiCorrect the errors,
bul nor so
Everyone tells me Iam a great cook
ha.•,eve1. everytlung l know abour
l'l Prewriting. "Freewriting" to Generate Ideas. bakmg I loarned from rny grandmother
I always helped my g1illldmother when
Writing quickly without stopping is one way to generate ideas.
Flrst, choose a famlly relatlonshlp you would llke to write about. s~e baked we made cookies, cakes.
Then, write anything that comes to mind for five minutes. pies. and breads together. 1 even had
Wrlte qulckly and do not worry about spelllng, punctuatlon, etc. more fun baJang than eatmg tbc food!
Finally. read what you wrote. Select sorne of the ideas from Al füst I wondered how she was able to
your freewrítlng and organlze them logically. put vanees ingredients togetber without
~eai.w ing cups and wnnen recipes wnh
M,¡ 9r.:ZnJ.pür~,:ls tune, 1 also leamsd the trtcks. When
-1n .r1u,,,. ~8,,81thd:s rny grandrnother clied. she left me all
-..l}NJy$ /wJp Ir/! her bakmg and coolang equipmenr and
-'I" JA,x.t°.zrheY j,Ju.s 1'a /,si,, many years ofwonderful memories.
-~~ Ja,,as_.,hLMJ_Yisd

I] Writing. On a separate sheet of paper, write a paragraph about the relationship you
chose. lnclude a topic sentence that expresses your main idea. Avoid run-on sentences and
comma splices.

D Self-Check.
O Did you wnte any run-on sentences? Comma splices? lf so, correct them.
O Do all the sentences support the topic sentence?
O Is the paragraph interesting? What could you add to make it more interesting?

96 UNIT 8
E~ Listening. Listen to the conversations about generational issues. Then listen to each
conversation again and complete each statement with the correct comparative.

1. Phihp is spcnding time on his hornework.

a. more and more
2. , thc more her mothcr worrics,
a. The later Sandi stays out
3. The strictcr Jill's fathcr gcts,
a. thc more rebcllious
4. Tho older the istcr gct,
a. the smarter they become
b. less and less
b. Thc older Sand i gets
shc becomcs.
b, thc more spoiled
b. the more they appreciate their parents

[J Write the adjective that best describes the behavior in each statement.
1. Mark's parenrs don't allow him to watch more than two hours of IV a day, but
most of his friends can watch as much as they want. 1 fe feels that his parents
are
2. Karcn has a closct Iull of expensivc clothes, yet she always complains about
not having anything to wcar. Her parcnts usually buy her whatcver she wants.
A lot of people think Karen is
3. Even though she has had her driver 's license for a year anda half, Marissn's
parents worry about her driving at night. They Sil)' that it's too dimgerous, but
Marissa lhinks they're just being
4. Whcn Clydc's grandfather asked him to turn down the volume on his
CD player, he ignorcd hrrn and continued to listen to his music. Clyde's
grandfathcr thought this wa vcry
s. Rodncy and Carolyn believc parents don't noed to be o concomed about their
childrcn. Thcy rarely set rules for thcir kids. Carolyn's sistcr thinks lhis is abad
idea. Shc fcels they'rc
6. Deanna wears clothing that her parents find shocking. She also has friends that
her parents don't approve of. Her mother wishes she weren't so

O Correct the part of speech of any of the lncorrect underlined words.

1. Teenagers were given a lot more respotl'•ibilily when I was young.

2. 1 lhink tecnagers today lack thc maturc to makc decisions for thcmselves.
3. 11,c main reason young pcople are rcbcllious today is sclfishncss.
4. lf kids today were taught about murteou<:, they would be better behaved.
S. Therc's no qucstion that tccnagcrs today dcmand more indcpcndcnt than they
did fifty years ago.
6. It's important to be involved in your child's dcvclopmcnt.
7. Young pcople havc a lot more mobilc than they did scveral gcnerations ago.
s. lt sccms likc therc's a lot more r:rbfllinu~ among tecnagers today.

97
 rJ Topic Preview. Take the quiz wlth a partner and dlscuss
your answers.

•
1. How long d,o the Hundteo Years' 7. What wa~ King George VI oí
War ,n WeMern E.urope las!? Englancfa first name?
a. 100 years e !,O years a. George c. )ose
b. 116 years d. 200 years b. Charles d. Albe<t

2. Which ceentry ma~es Panama hab?

a. Panama
b. the f'hilippi'l(?S
c. Ecuador
d. ltaly

3. from which anima Is do we

get catgut for vlol n str ngs7
a cets c. sh.:lrh 9. What country do Chlnese
b. sheep d dogs goosebe-nes come •,om?
a. (hlr>a c. Swedtn
b. Japan d. N~ lealand
4. The tonrer U.S.S R . .ised to celebrare the
ocreber Revolutlon in wh1ch mo'lth?
a. octobe. c. Oecembe<
b. November d. Jure 1 O. Hov, long dKI rhe Thlrty Yearf
War In Central ft.rope lasr7

1~
a. 30 years c. 20 years
b. 40 yea•s d. lOO years
S. Whar Is a camel halr
palntbrush made ofl
a. carnet halr e car halr SCORING
b. Sll'Jlrrel ha r d human halr
1-2 (Ofrtct 1-tml Maybe you r<?ed lo
\\Ofk OI\ }'OJI g\l(S.111lg Skill$!
3-S correct Not a ~d ,ob at gv~i~ Or
6. The Canary lslands in lhe Allanlic did )'O'J a.re..tdy bow a íew oí
oeean are namc<l aÍl<?f what arurnal? the ans"ers?
a. thc cana.ry c. thc dog 6-10 correct flther you're a grea, 8,l('Sstr.
b. rhe cat d. the camcl or you're a real 1chowl

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muo,~
''"°
.>¡dind ql•M _lp.llj J)i)>.
piov. ~11.J SOP ""11 '> ·9 t·iawe:> st-" ~J>WJM ~104M ·1orJ~•.u1 si, "'lJ' ~
l~i¡>s.i uo
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n,-, q1ruq ~41.l Jll\l l~vms ·q 1 ¡-s.<tp (1 (q Al)Uv"' lll'>o1a..') a<tt
wo1¡ !Wi.lJJ!PSI!"' IP.ll"' ·~~l? VQ'II~1 ~n 01 p;¡in sue1m'llll •x,»~1,Q11; ·q ·t fV!IO'- ;o .xi.<1 t 1r>S¡,~ ucw,~ ;x¡1 \l.()IJ $.>WO) 1"~11.?I d>,q~ ~ ·, l1tvl?
l"Wll"'"-cf¡~1118'0,<¡1 p;¡ddt¡I ;,~-- ... ~ óllll ·.<... 1~:H¡191...¡1aj ,cpm>3 ') 'l ('IUO 1dN.QIUI 111'" i,,q ·m,. 01 cm WOIJ ""' JI',.. ;,-41) ·~ 911 ·q 1 'SlllMSNY

[] Express Your Ideas. Did you have a reason for the answers you chose? Did you just take "wild guessest or
did you use "the process of elimination"? Which method do you think works better? Why?

98 UNIT 9
B @sound Bites. Read and listen to a conversation about a
well-known mystery.

VICTOR: 1 saw the most fascinating TV program about Bigíoot tasr night.
PATTY: Bigfoot? Don't tell me you buy that story!
VICTOR: You're such a skeptic! Who's to say those things don't exist?
How else would you explain all those sightings over the years?
PATTY: Could've been gorillas.
VICTOR: In the U.S.? 1 don't think so. There's no question-Bigfoot is real.
PATTY: Get out oí here! There's no such thing as Blgfoot. You have
such a wild imagination!
VICTOR: You'd change your mind if you'd seen that program. Rigfoot
PATTY: The only way l'd change my mind is if I saw one of them Many people claim lo havc seen a halry
with my own two eyes. Seeing is believing, as far as l'm concerned. human·like Crt'ature-called "Bigfoot•....'. in the
western m~unta,ns of the United State\, In 2004,
Bob Helron,mus adm,ued th~t he dressed In a
costume for thiS famous 196 7 image.
Think and Explain. Read the conversation again. With a partner,
explain the meaning of each of the following statements.

1. "Don't tell me you buy that story!" 4. "Gct out of hcre!"

2. "You'rc such a skeptic!" s. "You have such a wild imagínaríon!"
3. "Therc's no qucstion-Bigfoot is real." 6. "Seeing is believing."

D Activate Prior Knowledge. With a partner, discuss other mysteries you've heard about.

STARTING POINT
Draw Conclusions. Read about these two mysterles. How possible Is it that each is true?
Discuss your opinions with a partner. Use the expressions from Exercise D.

Atlontic
n,.,.an

The Bermuda Triangle

The Loch Ness Monster
for ccnturics, people have rcported s,ghtings of a vcry
large. unfomlll.lr anlmal lMng In the eeeeest loke In
the Unltcd K1nodom - Scotlaoo's Loch Ness.
Ove, SC!Veral centur1es, In a triangular are~ of the
úit1bbean Seo, nume,ous shlps hove mysteriously
dlsappeared-never to be seen agaln. Many belleve
that there is something about that a rea that causes
ships simply to disappear inro thin air.

h'i prob•bly ltcould lhovt h (ould 11e.n't

norcko.
o o o o o o o o
trur. be rree, b<'IIW, b<'trur.

99
 Cd•M•
Speculate about the
out-of the-ordinary
f'l @ Conversatlon Snapshot. Read and
listen. Notice the conversation strategies.
A: 1 wonder where Stacey is.
She said she'd be here by ten.
8: no you think sometbing
@waystosay
"I don't know."
happcncd?
Bears me
A: Bcats me. Ican't 1mag1ne.
8: Wcll, l'm sure it's nothing. I don't havea ciue.
I havo no idea.
1'11 bct shc's stuck m traffic. Yov, guess Is as
A: You're probably right. gOOd as m,ne.
You gotme.
8: Why else would shc be late?
Wllo l<nows?
A: l can't imagine.

@ Rhythm and intonation practice

I] Grammar. lndirect speech with modals

REMEMBER: When a reporting verb is in a past form, the verb
in the indirect speech staternent usually changas or "backshifts."
"1 went to the store.' -+ She sald [that) she had gane to lhe store.
Modals that btickshltt Modals th:lt don't backShift
Sorne rnodals also backshlft In lndlrcct speech. YiiJ - .ttOUtd
"1'11 be mere by six • -+ 1 said (lhat) 1 would be thete by SIX. w~lct - \1/0uld
cen - coul(1 courd - could
"Yournust come on time." -+ She said [that) they had to come on lime. may - might mlgtrt - rnighL
"You have to• pay In cash." -+ They told me (that) 1 had to pay In ca.sh. must - had to
shoVl<f - ®Oufd
have tb - had to ought tQ - ougnt to
Sorne rnodals don't backshlft In lndlrcct speech.
"Youshould hurry " -+ She told hím (thatj he should huny.
"He rnight call tonight: -+ He said [that) he rnight call tonight.
Perfect modals never backshlft In lndlrect speech. In indirect speecn, pronouns and
"We must havc forgotten: -+ He sald [that] they must nave fO'gonen. possessiveschange in order to preserve
the apeaker's meanlng.
• Have to ís not a true modal. but it is oüen referred to as a •moc1al-like expression: "My btolher gol me a g,11. • -+ She said
[lhat) her brotfler had gotten her a gift.

D Grammar Practice. Change each sentence from dlrect to indirect speech.

1. He told me, "You shouldn't worry if I arrivc a liulc late."
2. He said, "Studenrs must arrivo fi(tcen minutes carly,"

3. "[ack ma}' have gotten lost," he said.

4. "They might havc forgottcn thcir luggage," she satd.
s. She told me, "1'11 call you as oon as I get there."
6. She told us, "T may have to cancel thc meeting."
7. He told me, ''1'11 come carly,"
8. "Youought to phone fir t," she told me.

100 UNIT 9
[;] ~ Vocabulary. Ways to Express Certainty. Listen and practke.

Clearly }
lt's obvious he's not coming. someone found it.
There's no question

I guess } Maybc }
I imagine he's lost. Irs possible he forgot.
I suppose lt could be

•@t•@aj,1ijij§• Speculate about the out-ofthe-ordinary

lt's 9:30,and your teacber hasn't

amved yet foryour 9:00 dass,

Vou're trying to take the elevatord~siairs

to get some lunch. Vou'vebeen 111a\tlng for
thc etevatorfor ovee ten minutes.

----- -

Yougoc0 ....... fa ¡
The f' h ,~, vor te restaurant
lock ,g ts are on',bot the doors ar~
ed, and theres no one in 'd
~· C!.

101
 •S•fii•
Present a theory about a past event
rJ @Grammar Snapshot. Read the articles and notice the perfea modals in the passive voice.

An Explosion in Tunguska
Al 7: 17 "· ,1. on -June 30.
whcrc people llvcd at U1e
1908. en ex1>loslon of
u,,,c. Moi;t sercnusts as111unc
cata:;u-ophlc proponlons
lh:ll U1c área snaat have
occurred 111 lhl" forcsis
beeza atr-uck by a hug('
ooe of the slrangest of 1\mguska In northern
mereorne. Out rhere are
mystenes in archaeolog~ . Síberra, 3.540 k1lornc1ers
sorne rescarchers whe clatm
was discovered in the_D1qu1s ~agt of MOS('ow. AH ovcr
that rhc area couldn't have
Delta oí Costa Rica. Smce Europe thcre were reporrs becza bit by a mcteortre
of slnmge CóltJrs In the
l.iecau!lc thc-re was no
~~~:~nº:ound. ranging
:;0~9;~~~ in si~e from <>ley. 11 was lmposslliJe lo
a few centimeters to over two meters dt~mter. '° lnv,:sUgarc the lnctdfnl
CYldC'ncc of :i erarer the
ty¡,c of holc a rnctcoritc
h as much as 16 tons Almost a o beca use 11 was !<O far from
woulcl hnve eaused.
s~me wet!ade of hard stone and are clearly m_a~e
t e~u::n hands Nobody knows íor sure. but lt s
~lieved that the balls could have beend
he ancestors of oauve pe-0ples who lwe m
by ~ª1:e
\ on at the time of the Spanish conq~est. Sut
what they might have been use d ter is a
reg1
total mystery.
lnformation source: www.wodd-mysteries.com

[J Activate Prior Knowledge. Are you familiar

with either of these stories? Have you heard
about any other similar mysterles? Describe
them. lnformation source: en.wikipedia.org

O Grammar. Perfect modals In the passlve volee for speculating about the past
You can use may,.mighl.J:AUIJl,.llllW, or JwU.Q to speculate wllh dlfferent degrees of certalnty about the past. Use
lho passlvo volee lf lho performer of !he acUon Is unknown or lf you want to reeus on lhe recelvor of !he aclion.
lhe dinosaurs mlght (or may) have becn kllled by a meteor.
not certaln { lhe trees could havo bcen dcstroyed by a tire.
lhe gold figures mighl no1 (or may no!) have been los!
lhe stone balls mus! have been moved uslng anlmals
almos! certaln { lhe drawings must not have been dlscovered until later.

very certaln { lhe craler had to have been caused by a meleOf'ite

lhe trees couldn't (or can'ñ have been bumed in a tire.

Short responses wi1h perfect modals in the passive voice

Is it possible lhey were killed by a meteorite? lhey may have been.
Do yoo think tlley were made by hand? lhey had to have been.
I wonder lf they could have Just been 1os1. They couldn't havo becn.
Could they havo been stolen? lhey mighl have been.

102 UNIT 9
 l!J Grammar Practice. Complete each conversation about these sensational headlines, using
perfect moda Is m the passive voice, Make sure each conversauon makes sense.

SHOCKING NEW REVELATION:

Harvard Professor Claims Egyptian Pyramids Artlst van Gogh was actual/y murdered by brother
Built by Aliens from Outer Space
3. A: Do you thin van Gogh
1. A: Do you think the pyrornids by his brother?
by aliens from outer space? B: Oh, come on! 1 le
B: 'o way! They . 1 JUSI don't Evcryonc know-, he killcd himself .
believe lh.it!

Woman Attacked by Tiger

New zealand Scientlst Argues
While Shopping in London
Dinosaurs Killed by Giant Tsunami
4. A: Do you think someone
2. A: Do you believc the dinosaurs by a tiger in London?
by a glant tsunami? B: Gel out here! That story
01
B: They . lt rnight explam how made up!
they ali disappcared -o quickly. A: I guess you're right. It

•§c•Wii•1•ji4§• Presenta theory about a past event

rJt Frame Your Ideas. Read about each mystery and the theories explaining it. Which theory do you think is
the most posslble? Speculate wlth perfect modals In the passlve volee when posslble.

Rtfantís
AAXJOO
Pese sl\ac)6.t 3!)(J e.., .
Yltfe ~'ed lhe Greek
rn:O ,he tla111 111 ph•losq¡l¡e-
Pcru more tllan Pfato ,wote
8tonehenge 1,500 ~u.YS alJOUt a~
This •O!ll1001 111 soot/lem Ctl!>and was b.il O'><er a¡¡o. fio'116'1-er, d1e ~ ,'tilo made them CO'Jo(J 000:rnent called •At'anlcs.• He dewlbes lhlS
3,000 years ago Thc siooes vrere lxOUo'.jlt lrom not hm,e sean what lhC) \\\!re can'Ír.g-(he tiglles att-.•anc:ed o•MJatJoo in grea1 de1ail Researme,s
owntains far awa1. but no ooe l<nows lor sue can ooly be seen from an airplaoe IJoone k'IOl1s ar~c v.hetller !he sto,y Is llue or comes trom
loN tilo stones 'Mlfll camoo or put :nto pl.r.e. he\, d1ey v,u,e made. Plato's rmagrna•l(Jl
Tne MOSe for rtie stooe lorMatClll Is uooioM1 Thoories. Theorios·
a. They v,ere ca,ved by anaent peop¡e, wne a. 1t WM a 1'9111 communíty establlshed by
Theorios
used smal draw,ngs 10 des,gn lhem. lhe Gn:oks that was dest~ed by an
a. lt was usad as a type of calenda,.
b. Wíth the help of arplMes, they were earthQuake and sank lnlo the oce3r1
b. lt was used fo, ref,gious cercmoniea.
catved on 1927, nght bef0re they we,e b. lt was a reel place disc011ered by ancient
e 11 wasn t made or used by people at oll- supposedly "dlSCoVered.• explorers. We know rt loday as tcetand.
lt was tormod natural/y.
c. They Yl$f8 created by ar,ens. who were c. Pinto was trlcked onto bellW,ng the sto,y
able to see them trom the!r spocesh11>$. by one of he Sludents.

•t bel,eve 1he srones may

hove been used for religious
llJt Use the Grammar. Choose one of the mysteries. Present the theory that purposes. Thor's 1vhat makes
you think best explains the mystery and tell the class why you believe it. the more sense tome.·

103
 Cd•ni•
Discuss how believable a story is
[1 ~ Word Skills. Using Adjectives with the [J Word Skills Practice. Complete each
Yuttix -able. statemeot. uslng an adJectlve wlth the sufflx
-a ble. Use each adjective only once.
believable can be accepted as true because it 1. His story is rcally . 1 doubt
seems possiblc that thosc lhings could havo rcally
The stor11111' told seems belin,ab/e. lle bttcked it up
happcncd.
with a lo/ of details.
2. l think shc's tclling the truth. Her
debatable not easy to provc because more description of the events sounds very
than one explanntion is possible tome.
Tire cause of ll1e esplosion is debalable; experts
sti/1 disagree. 3. lt is highly whcthcr
"líe-detector" tcsting should be uscd
provable can be shown to be definitely true as evidcncc. Experts continue to arguc
I clo11'l tl1i11k your llrrory wilt be pwval•le, rmless about what the test rcsults rcally mean.
clear coidcucccan /,r fo1111d. 4. vVhat happencd to thc dinosaurs ¡., not
rcally . Thcrc is nothing
questionable unccrtain, but more likcly to
that can show with ccrtainty what really
be untrue
HPr r~11vi11ri11g nrcount of the etoe11ts ntakes his happened.
wrsion h1glrJy q11esl1011able. s. The mystery oí what happened to the
famous U.S. pilo! Amella Earhart is most
unsolvable impo siblc to preve likely since her body and
This mystery mny be unsolooble. Everyo11e wlro the plane have never been found.
saw wlial IU1ppe11eá is no longer aliw.

0 ~ llstenlng. Listen for Main Ideas. listen to Part 1 of a hlstorical mystery. What happened to
the Russian royal family? What's rnysterlous about this event?

Russia'sRoyal Family:An EnduringMystery

,{> (j
S S I A

R\Jssta's last roy31

famlly: Czar Nlcholas II
and Empre\s Alexandra
with their children, Oiga.
Maria, Anastasia, Alexei,
andTatiana.

(;J ~ llstening. listen to Summarize. Now listen to Part 2. What happened In 1991,
and whar facts did it seem to prove? Why is it still a mystery?

104 UNIT 9
D Draw Conclusions. Complete each statement, according to the listening.
Listen to Part 2 again if necessary.
t. 11,e czars son, Alexei,
a. rnight havo been executed wiíh thc rost of the fornily
b. must havc bcen cxccuted with thc rest of thc family
2. Researchers belicved 1J1at five of the nine bodies
discovered in 1991
a. couldn't have been th~ royal family
b. had Lo have been thc royal fomily
3. Anna Anderson, who claimed to be Anastasia,
a. couldn't have been Ana ta ia
b. mighl have been Anastasia
4. More recently, sorne scícntrsts bclioved that the bodies
a. might not have been the czar 's family
b. had to have been the czar 's farnily

•§t•1füfo1iji;i§• Discuss how believab/e a story is

D Frame Your Ideas. Think of things you have done that

other about one such experience.

D Game: To Tell the Truth. In your

group, choose one expenence that ali
three of you will claim as your own. The
Soineldeastorquestions
rest of the class asks mernbers of your
How Old were yov when
group questions in order to determine
YoU dld th1s?
whrch of you Is telllng the truth. Make your Where exact1y were you?
storíes believable to your classmates. We1e you atone or \Vf!fe
other peoplewlrh YoU?
Finally,after ali questions have been Whal d1d yov leam from

-
asked, the class takes a vote on who lhe expenence?
they think is telling the truth. Your own QuestJon:

~
B Use the Vocabulary. Aftereach group
plays the game, explain why you think
sorne students' stories were more
believable than others'.

•1 moughr your sro,y was

quutlonoble because ... •

"Ir wos obvtous thot you were

relling rile truth because... •

105
 O•M•
Evaluate the trustworthiness of news sources
fl Reading Warm-up. Look at the photos
and headings in the magazine article Are
you familiar with either of these stories?
What do you know about them?

[J @Reading. Read the article. Why do

you think so many people belleved these
stories?

The
. ~ \
"Hitler Diaries" Hoax
l I l<1s1 rh <
~ . ,t'rn ,\11 "1J~Jnn<' JJ,r \In-.¡
. I'
anununc. c1 rh.u r<'pua rc-r (,. rcl l fr,ctc-m.11111 h.aJ
Although they occurrcd fifty years apart, both of these m,1dr JII 111( rc-d1blc <fi-...ow·r ~- clic1nf', I\Tllkn U\
spectacular hoaxes took the world by storm. \dolí 11,rl('r. 11 e lll,1g.i1i11,· c1<pl,1ittctl tl1Jr tl1C'
"·'V•
Loch Ness
<l1Jt1('\ l1Jcl b('c11 louuct f)\ IJllJl<'t'< ;,ift<', ,.
"·'T
The pr lit' era,, .. et ¡., ;¡ lic-1,1 '" ,11.,, 19
p:ud .1!~111,t JO million n,.111.., lo a l)r Fud1c-r
\t,,, u

Monster Story
11 "ª' 'lllllC ., ,urpn,.. ... 1,.-11 Lond .m\ IJ,11/J
~
"''º dJur-C'd lo h.wt• •<·trin .. rl lhf'in
íli('

•.faJ.{,l..cin<'~
dbrO\'('I \
j"'1
CJlbt·d a 1111 CJÍ (''CC>h ll1C"lll.
11<'\\<p,IJ>I',... 111 Londr,i, ,tncl :,., ,,
\orl n1:>hC'd to pr • 1 e 'CCc.-1p" f1on, 1l1t> cl1~nc,
:tud vhul.1~ and ·~.:i,c h<'r. •011!d11'1 ,,,111 to re
\/tul pn111c-cl " photn 111 19:\3 nf .i < c-:11u1<' 111
S(otJ,md', 1 oclt ,e·,~. t.hc l.11.;r-1 ... ,ct d<'C"Jl('~I
lht ir lt,..,d, on tl1(' 111.ar<'u.al 10 lt'.11.11
11101<'
.. 111 i,.';'
l11c· Cl'11111n \ '"º'l u1f.uno1i- die wror 8111 ~0111e·
hc-,11\,atc-r l.tkC" ,n llté l nit<'d IG11gclon1
Pruplr h.,d bc-t'11 tc-11111~ ''°'
Í<'~ .1hou1 '"' h ,,
~kcptic, ,11.:-uc-cl tira, rite ''º"
coulc111 r lH' rrur-
CICJHIII fo (l\("I "1ho11,:u1d ,, •• u,.
1\111 ,,hc-11
11''.b ,,c-1l l11m,i1 rlrat H, lc-r d1d11 '1 1,1.C" co r.d,C'
;i rc,pl!'t tcd l.1111rlo11 ''" ~<'011, (-0lo11d Rol":'' "°'<'~. 'º'
('llu k · h,, Sv,., i11.,,.rcd r Jl rl1c
,lUd1c-1111c.111 "' ll1r rl1,u1r\ h ..., u11q11r<1it111Jh!c,
l\r1111<'ll1 \\ íhon. tooi.. 1111< pl1111n. tite- ,ronc-<
llown('1, i.hcu t"'l:J>t rt, be ~a, to t·u,nrnc-
<11dd('nh· ~C'mcd IK"ltC'\.1hl~ l lt' d.1i111t'd 11t .. 1
d,..,n." hc·c.1n1c cl('.11 1h.1t lht• 1lw1 ÍC'S i.r,c- f.11..,·
.,.111,r di ¡,;11~ h~ l oclt ~<',) he· 5.lW ,0111('th111~
<tr..u~C' 111 111 .. "ª'<''
Jlld qu,d.l\' lf.t,tblwd hr<
II lttm('cl o111 rha, D, Fi,d1c-1" ,, .• .1nualh 1,
h.our Jtf hUJJU, .tu a11 forgc-1 "ho h,1d \\u1tu1
, .11nc:1,1. 1 h<' ¡,!roro h,· tO<>k \,a, «-• 11 ,~od,h,,rl,·
rh<' d1.inn 111111'-. 1( i ,111 ti ' ~ 1 litlt r \ own
Jncl hl'l(Jll .... inn,·.1 c-d ¡,11bhr ,n1crr~l 11 lh<'
"Lnc h ,r-.,
\lun,tcr •
lrJ11<h" 1111~ ,\11rl hml, he J1rct llurlC"m.:rnn l,Jd
hc.-11 (lllll 111' thc mont·1 frcm !),., .,,,,,,
nio lhC"ir
,·e¡," l.irc-,. in ">:mcmbc-1 1941 \.
",i-.;i,
Chri<r1.o1n Sp11rlmg told J dillt'• c-111 '""' l lt!>
U\\'II wur.. .t(I Ollllb
fm Ir JUd
Uoth l\('h• 't'nl J}I;.\(lit 'º
Mc:pl .. 1hc1. lihnm.11.c-1 ind .tC'lor í>ul-c.-
\\,•thl'."r.'11 h,icl b(-('n hrr('d IJ\ thr /)m{T \ltlll '° ~111c-1.- r111gh.
'ºf>•< ~ 01 P·11111i11A~
"t
1.tu matlt a 11\rn~ ~dl1111¡
h\· thl' \\"Of Id\ grc.11, ,1 .111 ,,t,
loul lor c,,ulc1•cC' uf rite Lncl, ~e~, ~fo""''' JÍlt'r he \\":!\ l<'lc·."<'d lrom Pfl\011.
B ,1 lll>lt'.id hr .bL.ccl lti, •tqb•m. ·pur lmg
to 111.1L.c J •rr,011i.t<'r· ,,irh hi, º"1' h.111cl<-f1 om
10,. hoat l lu ot.h,·• ..,111, lan, mol 1ht photo lnformation source en wikiPf'Clia ocg
~ hr11. in md<"r IU mal..,· thc: MOi"\ lrelic,-.. blc,
lldm1t ttJ~ Ch! t'\a~
\\,·ll,c-rcll .1,l.r,l ll,r ,111~('011. (°A1lo11d \\ 11~011
cLilnt • La)' llla: ICmr.llrt,a 11 lrul 1~1~ OIII ¡ICo)t
to ~,· ,hat r., 1,.,d r.,1<'11 rh,• photo
ev~.. lln thi: prc,,es lt* SCGeZhiOg Is llue
I l,c '"" (r<',lh!d ,o 111 tdt publ111L\ m 19~3
tJ/u: • not rcal
rh.lt rhn tkc idl d "º'w .Hlr111r th .. '~ºª'·.
r hr • ÍOl'Qr.r. • PIIIIOn who lnill<es ~ N anio·1dlilnt,c
u 11(' ,tol\ rc-m;1111C'd ·• ,cn ,•t lor cl\cl "'"\(';ti~- a.ch• C4~1C$ ol ~ ~ or m:ncy
In tht lll<',ut111ne. tl11>" "ho htltC"\"C" thcrc l!o .t • .wa = lhe crrne o• • .rg a l,e IA> OMfl inone,
r, ramr<" 111 rite- t1kc. n1111im1,· to do'() I hou • a $1:ny ó:::9110d lo m~l.c pco;rJe bt ie-Jt o;o,n,,1~1ng
111~1 l!n l ll'Ue
On your ActíveBoolc dlsc: R«xíing Clouary and f'~ _ Ai:ll·~'l(Jj\ft f()( l'll'l'IQ dO~ ao:nttl: 11Q ti9I: (Y
t::...:.:aa.::......;:..;~--.,.a..-, Extra Rf!oding Comprthtmion Qul'stions - rmn, l)'lr,·I
a Sl..tfl!:!I: - a jl4n(in v,llo dr:.e~ 1 blllle11e d:lims eatJy
106 UNIT 9
D Confirm Facts. Discuss how best to complete each statement with names from the article.
The loch Ness Monster Story The "Hitler Diaries" Hoax
1. admitted that the Loch Ness 1. claimed to have discovered the l litler
Monster photo was n hoax, Di aries.
2. The fake Loch .ess Monster was made 2. Der Stern's claim that had written the
by diary was questíonable.
3. didn't rcally take thc photo of the 3. Konrad Kujau was claiming to be
Loch css Monster: thc photo was 4. The evidence showed that the I litler Diaries
actually takcn by wcrc actually written by
4. The Loch 'ess Monster hoax was created s. Der Stem paid almost LO million marks to
by and , not to Dr. Fischcr.

l!J Draw Conclusions. Discuss the questions.

1. \-Vhy do you think the media gel fooled by sensational hoaxes? Why do they seern to
publísh these stories so quickly?
2. Do you think hoaxes should be considerad a crirne, orare they harrnless? Why?

NOWYOU CAN Evaluate the trostworthiness of news sources

D Frame Your Ideas. Complete the survey with a partner. Which of you do you think is more skeptical? E.xplain.

Are you a skeptic?

What percentageof the news you read in the newspaperdo you think is true? 0•..J-.>.Jv.Jv
What percentage of the news you hear on TV or radio do you th1nk Is true? 0·..J.:)0vJ0
What percentageof what polilicians say do you think is true? o o o o o o-:
What percentage of what you read on the Internet do you think is true? vv.J·JvJv
What percentage of what advertisers say do you thlnk Is true? v·J-.>·Jv.Jv
What percentage of what your family says do you think is true? 0·J.:)0v.:)0

D Notepaddlng. On your notepad, llst media news sources from prlnt, radio, T\f, or the Internet that you trust
and ones that you don't. Give reasonsfor your cho ices.

The news souroes I trust the most Sorne news sources I don't trust

Why? Whynot?

9 Discussion. Why do you trust sorne news sourcesand not others? Do you and your classmates agree on any?
How can you determine lf the lnformatlon you read or hear Is true or not?

107
writing: Write a news srticle
An lndependcnt elauso:
Avoldlng Sentence Fragments Subordinating
• C<>ntalns a subJect and a verb
A sentence fragment is a group of words rhat does not • el(presse, a complete thought eonjunetlons
A complete sontcnce: alter s,nce
express a complete thought.
• storts with a capital lener as soon as l.l(118SS
Two common fragments are: • ends with a pe,iod be,CBuse until
• a dependent clause: a group of words ttlat contains bel()(e when
• expresses a Complete thought
even lh<)ugh wneoover
a sub¡ect and a verb but begins vnth a subordinating • needs at least one
íf wl\1\e
conlunctlon, maklng II an Incompleto thooght. l11dependont Clause
FRAGMENT: After the banker admined to fraud.
• a phrase: a group ol words that does not contaín
a subject and a verb.
FRAGMENT: \"lith hrs hclp.
FRAGMENT: At thc cnd of thc ycar.
•J#•hJi-j;i;ii4•M~• Correct the errors.

FRAGMENT: Toe man gívíng lhc spccch.

To correcta sentence fragment, do one of the following:
• Attach lhe fragment to an independent clause to complete
tho thought.
After the banker admltted to Iraud, the bank
was closed duwn,
We found the hospital with has hclp.
• Md a subject and I or a verb to make lhe tragment into
a sentence.
She graduated .1t the end of the year,
The man giving the speech needs a microphone.
Benefit to Save Library
Last Wcdnesday. our town hostcd a bcnefu concen, To
hclp savc the old building that u:.<XJ 11, be the library,
De, etopers :urnounced a plan totear the building down, 'I\vo
;0.~t1is ~go. Bccausc ~uny people fccl a connection ro thc
ib.•u,:y. ~e town dec,ded to raisc moncy lo re, tore thc
bu1l~1'.1g Fhe beneñt concert was a succe ss. Many local
mu. rcians pcrformed. and wc raised a Ior of moncy.

fl Prewrltlng. Generatlng Ideas wlth lnformatlon Questions.

A news article usually answers information questions about an event. Think of a
recent news event. Thls will be the topic of your artlcle. On your notepad, write
information questions about the topic to help generate ideas.

Topic: [] Writing. On a separare sheet of paper,

wríte an artlcle about the event, answering
Who? your questions from Prewriting. Try to
include as much information as you
can. Choose a title that reflects the main
What? idea of your article.

When? D Self-Check.
iJ Did you wrlte any sentence
Where? fragments? lf so.correct them.
O Do you have a clear topic sentence?
Why? O Is the article interesting? Could you
add any more detalls?
How?

108 UNIT 9
E~ Listening. Listen to the conversations. Then listen to each conversation again and choose
~ statement that is closer in meaning to what each person said.
t. Toe woman said she thought
a. it was possiblc Bill had overslept
b. most likcly Bill had overslcpt
2. Toe wornan said she thought
a. it was possible the waller could be Gina's
b. it was obvious thc wallct was Gina's
3. Toe man said he thought
a. the president may have bccn involved in thc scandal
b. thc presiden! had clearly becn ínvolvcd in íhe scandal
4. TI,c man said he thought
a. the story could possibly be a hoax
b. thc story couldn't possibly be true

l!I Change each sentence from direct to indirect speech.

1. She said, "Toe job will be complcted by Monda y."

2. He told me, "Your parents should take the eMly ílight."

3. :vty boss said, "Rita may be intcrestcd in vi iting lhc art museum."

4. Toe school director told us, "Your childrcn must come to dass on time."

s. TI,e clerk said to him, "Your package can be picked up anytime before 5:00 P.M."

6. TI,c agcnt told them, "Your passports havc to be rcncwcd by tomorrow."

On a separate sheet of paper, write your own response to each question, using varying degrees
of certainty. Explain your theory.
I suppose ,f's poss,ó/e, Óu/" I r~dlly aonf óel1eve 11 .•.
1. Do )'OU think Bigíoot is real?
2. Wc know that thc photograph of thc Loch css Ionster was a hoax, but do you think
thc Loch ess Monster cxísts?
3. Do you believe rhere's something mysterious about the Bermuda Triangle that causes ships
to disappear?
4. Do you think thc damagc to thc forests in fungu ska was causcd by a mctcoritc?

109
 fJ Topic Preview. Read about these technological advances.
Do you know of any other invenlioos that dldn't achleve thelr promlses?

The promise
Cars weit Sup;lO!ed to
make 1t eal}' to get ;r«ay
from itall.

The reality
Drivers today ¡peno an
a~ of 101 minute! a
daydt1Ylflt And they speod
OVe1 40 hours a yea, studc
lntraffic.

The promin
lelev sion w.u su;,posed to The promlse
brlng fa,ill CI clol<?r f0<
New houseoo.d
q.¡ality time togemer. applianc~ Wffe
The reality ~tolnoc"ie
fal'lilie1spMd"" a>cr.tgtof free time and cut back
170 minutesa day watching on time ipent do ,g
TV a lot more time than they choits.
mr,Dlll..,....~ speod talking to cach other. The reality
Despite 11creased
~~on llli....'.'
"laborsavlnf ~
devkes, people
still spend a., average
of 23.5 hours a week
on housewo,k-the
seme as people living
.u the btgimingof
the 20th CEnl\Jly.

..
-
lnformation based on U.S.and úinadían government statlstlcs
[I Express Your Ideas.
1. In your opinión, what technologícal advances do save us time?
2. With all thc laborsaving and limcsaving invcntions availablc to us today, why is it
that cvcrybody complaíns about not having cnough free time?

110 UNIT10
e @sound Bites. Read and listen to a
corwersauon between two ctose friends at
the office.
ED: 1 can't take it anymore. This job is really
getting to me.
KIM: Hey, sounds like you could use a break.
ED: Are you kidding? l'm up to my ears in
paperwork.
KIM: When was the last time you took sorne
time off?
ED: Come to think of it, it's been overa year. 1
was supposed to take off a few weeks in
January,but it just got too busy around here.
KIM: Then it sounds like a little R and R• would
do you sorne good.
ED: You're right. And anyway,1 can always bring
my laptop along and catch up on my work.
KIM: Listen, leave the laptop at home! You need
to just cake it easy fora while.
• R and R = rest and relaxation

[;l Think and Explain. Read the conversation

again. With a partner, explain the meaning
of each of the following statements.
1. "This job is really getting to me."
2. "Are you kidding?"
3. "l'm up to my ears in papcrwork,"
4. "A little R and R would do you sorne good."
S. "I can catch up on my work."
6. "You need to just takc il easy,"

STARTING POINT

D Frame Your Ideas. How do you usually spend

your free time? Check all that apply.
O I hang out with other pcople.
O 1 spend my time alone.
O I takc it "ª5Y·
O I find something exciting to do.
O I catch up on the chores I nevcr
havc lime for.
O l catch up on work,

J
O I uso my time' to lcarn somcthing ncw,
O I sit around and worry about what I need to do.
O Othcr:

D Pair Work. Compare how you spend your free time. Use these exprossJons:
- • rea.uy gets to me
Discuss what causes stress in your lives. l'm up 10 my earsIn
I carrt catch up on - -·
1
~ eas"'; ··
10 take it

111
 cs,n, ..
Explain the benejits of leisure sctivities
l'J @conversation Snapshot. Read and listen.
Notice the conversation strategies.
A: l've taken up Go recently. Do you play?
B: No. I've ncvcr cven hcard of it. What's Go?
A: lr's a great [apanese game. I<ind of like chess.
B: 1 hale lo say this, but I find chcss a littlc boríng,
A: Well, cven so, you should give ita try. 1 think it's
intellectually stimulating. l'm sure you'd like it.

@Rhythm and intonation practice

I] @word Skills. Using Collocations for Leisure Activities. Add your own game. fitness activity,
hobby, or handlcraft.

•1 do embroldery." 'Ido wood c.1rvlng:

Ooyou
doany
handicrafts?
Vonrown
handl~raíl:

·1 play Plng-Pong.•

'ldoka~ta: •1 ~iso rabbiu: •1 reuora antiquu.'

Yourown Vouro"'n
ñrness hobby:

,e·---.,
'ldoyoga:
actlvhy:

_ 'I colle<t col ns."

O Use Collocations. Flrst dtscuss the lelsure activítles you do or would llke to do. Then see whlch ecuviues
are the most popular in your class.

112 UNIT10
EJ Word Skills. Modifying with Adverbs. Use an adverb to modify a verb oran
@)~~ creative -; creatívoly
ad¡ective. Many adverbs are formed by addmq -!)'.toan adlecnve. emotional -; omotionalty

;.-- --, financial -+ fi™1ncially

intenectual , intollectually
Karate challenges you physically. You have to work your body physlcal • phY$1C811Y
really hard if you want to be good at it. [modifies verb] social -, soclalty
,,.-- -""
I find chess intellectually stimulating. You have to use your head to play
spiritual -> spiritually

it well. (modifies adjective]

D Word Skills Practice. Complete the statements with an approprlate adverb.

Compare your choices with a partner,
l. Building one-oí-a-kíndfurnirure is what makes woodworkíng so satisfying.
2. While it doesn't feature the punching and kicking found in karate or kung fu, a serious yoga
workout can be as difficult as any martial art.
3. Evcn though thcre are computer programs that can dcfcat the grcatcst chcss playcrs, thcrc has
ncver bccn a pr<>gram "smart" cnough to win thc challcngíng gamc oí Co.
4. They say raising tropical fish can really set you back . They're very expensive,

D Draw Conclusions. Recommend a leisure activity for each person. Explain your choices.

l've iust opened up my own graphlc

deslgn ~ss. l'm aJso a full·tlme
mom. Balanclng "'()()( 31\d 1am,ly
Is reatty ctlallong ng. Whon I do
gel sorne free tune, 1 need to ee
somcthing crcanve.
NI think Suzy should toke up some kind of
hondicroft. She m,ghl find lt reloxfng,
and ir mighr stlmuiote her treativety:"

l'm a buslnessperson, and my lob

IS ''efY demanding. Somet,mes the
stress really gets to me I have to
Belng a CQmpute, pro9111mmer, 1 travel a lot for w()(k-l'm on the go
have to slt at a desk all day long. from momong to nlght. 1 ofton get
I vt0r1< long houls, ;)J'ld by the tllYle headaches and bael<aches frorn
I get home at nlght, l'm p,etty all thc tension. 1 rcally nccd lo gel
exhaustl:d Thé only rree time I have some R ancl R mto my ~fe.
is on the wookoods. But even thén,
I can'I always let go of the job. l've
gol to find a way to take my mind off
of VIOrk.

NOW YOU CAN Explain the benejits of leisure ectivities

D Frame Your Ideas.
r,mm@.l·li$T§,, .¡ ¡.¡.¡¡¡m@M 1
With a partner, discuss and list leisure activlties you think fit in each category.

ffiti!Mlffiiitll@ilfli:i':i1

D Use the Conversation Strategies. Talk to your partner about a leisure activity you have taken up or that you
would like to try. Explain why you like it, Use the Conversation Snapshot as a guide. Start like this:
·rve taken up recently."

113
 •S•ni•
Describe hobbies and other interests
rJ @Grammar Snapshot. Read the message-board posts and notice the noun modifiers.
606 o

I Does anyone out there have any weird or unusual hobbies or interests?
P.ick to: 11 R l ·•1 "NM ., V'°"'""""" i:y,wct~> 11:lr.o.;:<;-. A wcírd hobby?

Sameer I have a welrd ten-year-old hobby that I know no one will ever understand. 1 hke to walk
• Posts !Viawi up and down the beach with one of those silly metal detectors looking for lost coins and
watches. Hey, 1t keeps me out of trouble. ;,3 ,6r i>-s. v ,.,. si t R..-IY)

Eric B. Too much time on your hands, Sameer? LOL '! Actually, l'm an obsessive comic book
5 Posls {V CWI collector. lt's Jusi thls thlng l've been lnto slnce I was a teenager.

Susieq Speaklng of obsesslons, mine Is knittlng. Really, 1 can'! stop! Slx-foot-long scarves, thlck
• Posts , { ~vi, multicolored sweaters, cute little teapot warmers .... 1 keep churning them out whether
my tnends and fam1ly want them or not! 1 n,p y,~ ~

•tOl • laughin<J out loud

I] Grammar. Order of modifiers

When a noun is modified by more !han one word, modifiers usually appear in !he following arder.
O determlners: a. an, the. this, my, Judy's
f9 ordlnals: first, one thousandth BE CAREFUU Whcn the modlflor is
€> quantiliers· one, a few, seme, many a noun, never use a plural form.
O adjectives (in !he tollowmg order): a delicious vcgelBble soep
size: small, huge, tall, v,ide NOT a delicious 11e9etablee soup
an oplnlon or quallty: beautlful, clear, welrd, obsesslve
age or temperature: young, middte-aged, antique, freezing BE CAREFUU Hyphenate compoilnd

+
modlflcrs when t QY precede
shape: round, triangular
tho noun. Oon't upe a plural fonn.
color. black, greenish
orlgln: Britlsh, handmade a two¡y~ar-old bouse
material: glass. silk, metal 1 ~OT á two-yee,e-okt holJf'l
0 nouns: student, childhood, book, teapot µ3UT The house is two vea,s old.

my first few beautiful antique Czech crystal sugar bowls

oe«>' o ·0

114 UNIT 10
B Grammar Practice. On a separate sheet of paper, ·opinions come
rewrite each sentence, correcunq the order of the before color». •
noun modifiers. Explain your corrections.
1. A re you going to wear that green ugly cotton shirt?
2. That was thc mosr intcrcsting Frcnch old film l'vc cvcr SC(>n.
3. l gavc her a woodcn bcautiful round box that l pickcd up during my trip.
4. She bought an ltalian hundred-year-old expensive violin.
s. lsn't this the third mystcry historical novel you'vc re-ad this month?
6. lle bought her a silk white gorgeous handkerchief,

l!J Grammar Practice. Complete the sentences with compound modifiers. using the descriptions
In parentbeses.

1. Shc bought a ncw bi.kc.

2. They offcr a introductory class al thc new yoga school.

(1: runs 'or three months..l

3. We gilvc her a small pillow,

(lt was embr0tdet~d ~ h.:iod.l

4. Toe companr senr him a letter.

~l WclS f,l("(J V, th pr ... se )

S. Toe government announced a plan for protecting

(11 h~s ,,~ polntsJ
thc cnvironment.

NOW YOU CAN Describe hobbies and other interests

D Notepadding . Think of somethings you and people you know like to do or make. On your notepsd,
writesenteocesabout these hobbiesor interests,using at least three noun modifiers to desaibe each.

]',,e /;1>"'" ,c.::,//e?f r-9 ~I 11,rll,,_- ÑI~ """'*" ~"lr:,11:S fil,,. ye.1,s

_J>1yJJ5r~, h..l,S ,11w.1ys...1uu•a ra: ..,.1r;;1t oliJI. I/JtltsJc..,JINkW.1,/h Jla//ywoo¿/.JrJULL:.:i..

D Use the Grammar. Walkaround the dassroom and interview your classmates about the hobbiesand
interests they wrote about on their notepads. Then tell your class about the most interesting hobbies or
interestsyou heard abour, using noun modifiers.

11 S
 CB•ni•
Compare your use of leisure time
[1 Reading Warm-up. Are you satisfied with the amount of leisure time you have in your life?
[J ~ Reading. Read the artkte. What's the authors maln polnt about technology today?
IS TECHNOLOGY KILLING
LEISURE TIME?
Nev., surVeys suggest that the
technological tools we use to make
our I ves easier are killing our leisure
:ime. Weare working longcr hours.
iak,ng fewer and shorter vacanons
(and when we do go av.ray,
we take our cell
phones, PDAs, and
laptops along) And
we are more stresseo
than ever as increased
use of e-mail, VOtCe
ma 1, cell pbones.
and me Internet are
destroymg any idea of
pr1Vacy and leisure.
S rce the Industrial Revolu!IO'l,
peo,Ole have assumed that new
laborsaving deYlces would free them
'rom the burdens of the wo-kotace
and give thcm mo-e urre to grow
1ntellcctually,creatvely, and soc1ally--
explonrg tbe arts. keepmq up with
corrent events, spending more time
w tn friends and fam1ly. and even just
"goof,ng off.#
Out here we are a, the start of the
21 st century. en¡oying one of the
greatest technological ooom times in
human h1story, and noth1ng coa d be
'urther from the truth The very tools
that were supposed to hberate us
have bound us to our work and study
in ways tliat were ,nconceivaole just
a fev.r yearsago lt would seem that
:echnotogy atmost ne11er does what
wc exoect.
On your ActiveBoolcdisc: Readlng Clossa,y and
'---------IExtra Rtrading Comprthtnlfon Que$tlon1
116 UNIT10
by [on Katz
In "the old days. • the hnes between
WOlk and le1sure lime were markedly
ctearer. People left their officesat
a preóic:able time. were otten
complctcly drsconnected trom and
out oí touch wnh their fObs as
they traveled to and from work.
and were off-óuty once they were
home Thars no longer true. In
today'sh1ghly compet t ve ,ob
market. employers demand
mcreased productivity. expechng
workers to put in longer
hours and to keep in touch
almost constantly 111a fax.
cell pnones, e-mail. or other
communicanonsdevices. As a result,
employees feel the need to checc in
on whars gong on at tbe office, even
on days off They ~ee pressored to
WOlk alter hours jost to catch up on
every1hing they have to do. Workers
work harder ano tonger. change thetr
WO!k tasks more frequently,and have
more and more reasons to v,.rorry
about ¡ob security.
Bosses, coUeagues. and fam,ly
members--lovers,fr,ends, and
spouses too-exoect instant
responses to \fOice maif and e-ma I
messagcs. Even collcge students
have becomc bound to tilcir
desks by an environment
in which faculty,
'nends. and
other members
of ,he college
t----=-------------------'
Reprinted from slashdot org: written by Jon Katz
community
increas,ng y
do the1r WOlk
onhne. Studies
of time spent
on 1ns1ant
messagmg services
would probably
shov, staggenng use
TI11s ,sn't what
technology was suoposed to be
doing f0< us. New techrologies,
from genellc research to the
Internet. offer ali sorts of benef1ts
and opportun ties. But when new
tools make life more difficult and
stressful rather tnan easier and
more meaningful-and we are, as a
S<X•ety, barely consciousof it-then
sometning has gone senously awr)',
both with our expectations for
technology and our undc,standing
of how it should oenefit us.
aass·A
. reyou
0ntine?
O ldentify Supporting Details. Discussthe questions.
1. The author states that advances m technology such as e-mail, voice maíl, cell phones, and the
Internet are "destroying any idea oí privacy and leisure." How do you think each of these
technologíes do that in his view? Gíve speciñc examples.
2. Fhc author states th.11 "technology almost ncver does what W<' cxpect." What expectationsdo
pcoplc havc cach time a ncw tcchnology appcars? Give examplcs with spcciñc tcchnologics.
3. Do you agrec with Lhc author 's point of view in thc article? \Vhy or why not?

•§t•U•1••Qfl§• Compare your use of leisure time

D Frame Your Ideas. Complete the survey. Then ctrcte the activitíes you truly conslder to be"le1sure activ111es.w

Checkhow frequently you do each of the foilowing activtties.

o o o o o
o o o o o
dolng hou .... woi k
o o o o o
,urílng thc Wrh
o o o o o
<,,tchins: 1111 011 11cr,m1<1l r moll
o o o o o
krc11l11g In tourh wilh fricmh hy lcle11honc
o o o o o
,¡i.'ndinS: 1 lmc wllh 1,,mllv
o o o o o
.ittl'ndln¡: u,lturol c,•et1l<i
o o o o o
"orklng on J hohby or int<'rc~I
o o o o o
1,1.,~ in;t ¡:onw• (,Ideo t,oord ;:,une~ ,ro11,)
o o o o o
, cddln¡; fo, 11lco,111'f•
o o o o o
11,tcnlns: to muvlc
o o o o o
\\<ltl hin¡! 1 V
o o o o o
••,c-n:i,lns;t
o o o o o
tolo.In¡: nn11,
o o o o o
c,,tlnf.: t>UI
olluir o o o o o

D Make Personal Comparlsons. W1th a partner,compare how you spend

your time. Which activities do you wish you spent more time on?
Are there any you thlnk you spend too much time on?

a Discussion. In what waysdoes technology

add to or lnteríere wlth your letsure time? What can
you do to keep work or study balanced with leisure ·E-mo,Ikeeps me In 1ouch with more of my friends.
time In your llfe? / don'1 thínk 11 interferes w,th my le,sure time at oñ,"

117
 43•4'•
Discuss the risk-taking personality
rJ @ustening. Listen to Define. Listen to the interview
wlth a psychologlsL Then listen aqaln and wrlte a descríptlon
for each oí the two personality types the psychologist describes.

D Relate to Personal E>rperience. Where do you flt on the rlsk-takinq continuum?

Do you have a "big 1• ora "small t" personality? Give examples to support your opinion.

B @vocabulary. Waysto Express Fear and Fearlessness. Listen and practice.

I wouldn't darc go hang gtiding. J

Skydívíng doesn't scare me a bit.

Thcrc's nothing Therc's not a chance

like surfing. Iwould go surfing.

You wouldn't catch me

white-water rafting.
l can't gel enough uf
whíte-water raíting.

You'd have to be out of your mind to

go bungcc jumping.
Bungt'C jumping is no sweal.

• Vowcl sounds

118 UNIT 10
 ~

•@(•ffl•)••ff4@• Discuss the risk-taking personality

D Notepadding. What's the rlsklest thlng your partner has ever done? lnterview hlm
or her and take notes on your notepad. Where would you place your partner on the
rlsk·taking contlnuum?

What? Other details:

Where?
When?
How?

D Make Comparisons. In small groups, compare your partners' experiences. Toen decide who is the
most fearless.

B Discussion.
1. In y<>ur opinión, why docs ono pcrson dovolop into a risk-takcr and anothor into a risk-avoider?
2. Do you think risk-taking is a healthy type of behavior? \Vhere do you lhink the best place to be
on thc risk-takíng continuum is? Why?

119
Writing: Comment on another's point of view
Expressing and Supporting Opinions Clearly
When you write to critique or comment on another's spoken or written ideas, present your reasons
loglcally, using connectlng words to give reasons and to sequence your Ideas.

Glvlng reasons
People have more free time since they are able to work (rom home.
Because of thc Internet, pcople are working more cffidcntly.
Acrually, using new technology doesn't save paper. J'his is why WRITING MODEL
I think the author is wrong.
I ocsagrcc w :,-, ah ost at :il Jcn
Due to new rechuologícal advances, working at home has become
easier than ever, Kc1tz's OP,as I" h s lf.ic.') · 1s Tocr(X)'()gy
Klling u..~surc Tmc?" since riost new
Sequenclng Ideas iO\,crticns ~....aly holr> us l'lCtOaSO tre
First of ali, 1 agree with [on Katz's main point. IJ'Ylc we haro tcr lciSU'e aclMtcs. First
of all, Wf'\€""1 K.c1tz !x"lyS, 'Toj,noog,¡
1 also thmk he makcs a good pomt about modcm lcchnology.
alr"lCSI nevcr deos \•.ha: WC C>-OXI,.
In addition, 1 think hc's right about tcchnology in thc workplacc, ho s gio<ing t')3 flOOI 1~:y cf most
Finally, we need to decide what we want techuology to do íor us. nc:w to--J'rdogies. 11 a to::.rrnogy
co not achlewi its r.<o<nse. ,t •1,uJd
not be so poouar In addition, 1

Quoúng ttto author

Prewriting. Developing Arguments. You can vmte short statements in dlrect speech
ustng quotes. as shovm ,n lile Wrillng Model.
Read the article "ls Technology Killing Leisure TIme?" Pa,aphras&longor statcments In mdlrect speech.
on page 116 and underline sentences
that you agree with or do not agree with. On a~ Tltb Puf/u:,1r sa rlt f f".
separate sheet of paper, do the following: PI. .,,
i1'0S,
ys
ft";,;;y .,Lc,(3s
ªNltPf-'<'&ltlfolo~,y r
w6 x
• paraphrase each sentence you underfined --{ 1 ,.¿,,a
·• 9r;:Jt,
"
Pt$&4(J$6 Ír
" rps.e
ISI''/' fy
• provide the reasons why you agree or disagree ,,,,0~1 ~ _.,. · ve f'o,-
J r..,.w '"""= rons: Tl:s popula;-tfy ar
11tosr naw 1'8.eltnoto91L1s p;-ove.s fltwf-
pcop/8 dre l,appy wiri, f-lr8hf.
Wrltlng. On a separate sheet of paper,
write a critique of the article. Stare your own
opinion at the beginning. Use the sentences you
underlined and the comments you wrote to
support your opinion.

D Self-Check.
O Is your opinlon clearly stated?
O Did you use connecting words to support your reasons and sequence your ideas?
O Did you use quotation marks when using the author's own words?
n Did you paraphrasethe authors words when you didn't use direct speech?

120 UNIT10
fJ ~ Listening. listen to the conversations about free time. lnfer the kind of leisure activity the
people are discussing.

1. O agame O a fitness activity ::::J a hobby O a handicraít

2. O agamc O a fitness activity Oa hobby 11 a handicraft
3. O a gamc Oa fitncss activity On hobby U a hand icra ft
4. O agame O a fitness activity ::::J a hobby O a handicraft

IJ Catcgorize thc leisurc activitics in thc box. Use a dictionary for words you don't know.
Add other activities.
I hobbies __ 11 __ games __ 11 __ handicrafts l I fitness activities I collecting stamps lifting weights
makíng jewelry scwing
playing checkers doing puzzles
doíng tac kwon do knitting
playing cards restoríng old cars
growíng roses ralsíng iguanas

B Use the words in the box to modlfy the nouns. Use ar least three modlflers for each noun.

a/ an this / that his / her ncw intclligcnt t::nglish

sorne man y green stylish black handmadc
adorable destructívc SÍJlCCrc clcver antiquc South American
flash y young small cotton fricndly law

1. sweater
2. parro!
3. student
4. teacup

l!J Complete the statements in your own way.

1. scares the life out oí me.
2. You'd have to be out of your mind to
3. You wouldn't catch me
4. doesn't scare me a bit.
S. 1 can't wait to
6. Thcrc's nothing likc

121
 Pronunciation table
These are the pronunciation symbols used in Summit 1.
Vowels Consonants
Symbol KeyWord Symbol KeyWord Symbol KeyWord Symbol KeyWord
beat, feed :> banana, among p pack, happy z zlp, please, goes
bit. did ;¡. shirt, murder b back, rubber r ship, machine,
CI
e
date, paid
bel, bed ª'
:iu
bite, cry, buy, eye
about, how d
1 tie
die
statíon, epectat,
discusslon
a: bat. bad :>I volee, boy k carne, key, quick 3 measure, visron
o box, odd, tather ir beer g game. guest h hot, who
;') bought, dog cr bare !f church, natura, m men,some
00 boat, road ur bar watch n sun, know,
u book,good er door es judge, general,
malor
poeumoma
sung, rlnglng
u boot, tood, sluderlt ur tour IJ
but. mud. mothe< f fan, pholograph w wet, white
" v van light, long
o thlng, breath r rlght, wrong
ó then, breathe y yes, use, music
~ sip, city, 1~ butter, bottle
psychology 1 button

lrre ular verbs

baseform simple past past participle baseform simple past past participle
be was/were been forget forgot fOfQotlen
beat beat beaten forgrve forgave forgiven
become became become freeze troze frozen
begin began begun gel got gotten
bend bent bent give gave given
bel bet bet go went gone
bite bit bitten grow grew grown
bleed bled bled hang hung hung
blow blew blown have had had
break broke broken hear heard heard
breed bred bred hlde hld h1dden
bnng brought brought hit hit hit
build built built hold held held
bum bumed I burnl burned I bum! hurt hurt hurt
burst burst burst keep kept kept
buy boughl bought know knew known
catch caught caughl lay laid la.id
choose cho se chose11 lead led ted
come carne come leap leaped / leapt leaped / leapt
cost cost cost learn learned / leamt learrled / learnt
creep crept crept leave left left
cut cut cut lend lsnt leot
deal dealt dealt let let !et
dig dug dug lie lay la.in
do did done light lit lit
draw drew drawn lose lost los!
dream dreamed I dreamt dreamed / dreamt make made made
drink drank drunk mean mean! meant
drive drove driven meet met met
eat ate ealen mistake mistook mistaken
fall fell fallen pay paid paid
feed fed fed put put put
feel felt felt qult qult quít
f1ght fought fought read/ridl read/rcd/ read /red/
f1nd found found ñde rode riddefl
frl frt fil ring rang rung
fly flew flown rise rose risen
íorbsd torbads forbidden run ran run

A2
baseform simple past past particlple baseform slmplepast past participle
say sald sald Spring sprang I sprung sprung
see saw seen stand stood stood
sell sold sold steal stole s1olen
send sent sení stick stuck sruck
set set set sting stung srung
shake shook shaken stink stank I stunk stunk
shed shed shed strike struck struck I stricken
shine shone shone string strung strung
shoot shot shot swear swore sworn
show showed shown swesp swept swept
shrlnk shrank shrunk swlm swam swum
shut shut shut swlng swung swung
sing sang sung take took taken
slnk sank sunk teach taught taughl
sil sal sal tear tore torn
sleep slept slept tell told told
slide stid slid think thought thought
smell smelled I smelt smelled I smelt throw threw thrown
speak spoke spoken understand understood understood
speed sped I speeded sped I speeded upset upset upset
spell spelled I spelt spelled I spelt wake woke I waked woken I waked
spend spent spsnt wear \VO(Q worn
spHI spllled / spllt spllléd I spJlt weave wove woven
spm spun spun weep wept wepl
sprt sprt I spat spit / spat win won won
spoll spotled I spoilt spoiled / spollt wmd wound wound
spread speead spread write wrote written

Stative verbs
amaze destre hear need seem
appear' distike imagine owe smen·
appreciate doubt inctude· own sound
astonish envy know please suppose
be· equal like possess surpnse
believe exist look like prefer taste'
be long fear took' reallze thlnk·
car e toor love recognlze undet'stand
conslst of forget matter rsrnember' wanr
contaln hate mean resembte weigh'
cost hAve· mmd see'
"These veros atso have action meanings. Exampte: lsee a rree, (non-action) /'m seeing her tomorrow.(action}

Verbs followedb a erund

acknowledge consider endure imagine preven! resent
admit delay enjoy justify proh1bit resist
advise deny escape keep propase tlsl<
appreciate detest explain mention quit suggest
avoId discontinue feel hke mind recall SUpp()ft
can't help dlscuss tlnlsh miss recommend tolerate
cetebrate dislike forgive postpone report understand
complete don'tmind giveup oracnce

Ex ressionsthat can be followed b a erund

be excíted about be opposed to befieve in btame (someone or somethingJ for
be worried about be used to particípate in forgive (someone or somethíngJ for
be responsíble for complain about succeed in thank [someone or sornething] for
be interested in dream about I ot take advantageof keep [someone or something)from
be accused of talk about I of take care of prevent (someone or something) from
be capable of thlnk about I of insíst on stop {someooe or something) from
be tired of apologize for look forward to
be accustomed to make an excuse for
be commítted to have a reason for

Appendlces A3
 Verbs followeddirectl b an infinitive
afforcl choose grow mean pretend threaten
agree claim hesitate need promise volunteer
appear consent hope neglect refuse wait
arrange decide hurry otter request want
ask demand intend pay seem wish
attempt oeserve learn plan struggle would llke
can't wait expect manage prepare swear yearn
care fail

Verbs followed b an obiect before an infinitive

*
advise choose" force need" remlnd urge
allow convince get· arder request wanr
ask' enab&e h&lp" pay requlre warn
beg encourage hlre permít teach wish'
cause expect' instruct persuade tell would like"
challenge forbld tn\1118 p,om1Se"

'In the active voice. these verbs can be followed by the infinitive without an object (example: wanr ro speak or want someone
tospeok).

Ad"ectives followedb an infinitive

·»
afrald content disturbad glad p,oud sorry
atarrned cvrious eager happy ready surprised
amazed dehghted easy hesltant reheved tooched
angry depressed embarrassed llkely reluctant upset
anxious determine<! encouraged lucky sad willing
ashamed disappolnted exclted pleased shocked
certaln distressed fortunate ptepared

•Example: t'm wl/1/ngto accept tnoi.

Verbs that can be followed b a erund oran infinitive

with a change In me-anlng without a change in meaning
forget (+ gerund) lorget something that happened begm love
( + infinitive) lorget something that needs to be done can't stand prefer
regret (+ gerund) regret a past actioo contmue start
( + infinitive) regret having to inform someone about an action hate try
like
remember (+ gerund) remember something that happened
(+ infinitive) remember something that needs to be done
stop (+ gerund) stop a continuous acnon
(+ infinitive) stop in arder to do something

Partlcl ial ad ectlves

alarming - alarmad disturbm9 - disturbad paralyzing - paralyzed
amazing amazed embarrassing embarrassed pleasing pleased
amusing - amused entertaining entertained rclaxing - relaxed
annoying - annoyed exciting excited satisfying satisfied
astonishing - astonished exhausting - exhausted shocking - shocked
bonng - bored fascinat1ng - fascmated soothlng - soothed
comforting - comforted frightening - frightened startllng - startted
coofus1ng - confused homfy,ng - horrlfied stlmulat1ng - stimulated
depressmg - depressed 11\Sptrlng - lnsp1red surprlslng - surprlsed
dlsappclntmg - dlsappolnted mteresbng - interested terrifying - lerrified
disgusting - dlsgusted 1rrltating - lrritated tinng - lired
distresSing distressed moving moved touching touched

A4
Grammar Booster
The Grommar Boosrer is optional. lt provides more explanatton and practica as well as additional grammar concepts.

Unit 1 ( GotDUnit)

Gerunds and lnfinitives: summary REMEMBER

Some vOl1>s can only be followcd by a gerund.
Gerunds
I suggest asking her ,f she can make it.
A gerund functlons as a noun. A gerund or gerund pnrase can be the subject v,.re finishcd wming tne report.
of a sentence, a dlrect or lndlrect object, a subject complement, or the object He recommends not wa,tlng titl me last minute.
of a preposlllon. Somo verbs can only be followcd by an inflnltlve.
Living a balanced life is aboul integralmg ali parts ot ,t. (subject) You shovld expect to be thero by early atlernoon.
l love spending time with my family. (direct object) I h~ to complete the course.
Thc best part of tifo Is learnlng new thlngs. [subjcct complcmcnt) L&am not to livo m the past.
He<e are some 11¡,s for gettlng a healthy perspeclhte on lile. (ob¡e<:I of Some verl>s can be followod by a gerund oran
a preposition) inflnltlve with no change in meaning.
He llkes listcning 10 jazz.
lnfinitives He llkes to listen to iazz.
An lnflnltlve also functlons as a noun. An lnffnitlve or infinltlve phrase can Sorne verbs require an object befon, an infinitivo.
bo lho subJect of a sentence, bul lnflnlllves as subJects are etten considerad He remindod me to ean my mother. 1
awkward. lt is more common to use an impersonal !1 as lhe subjecl I persuadod them not to sell their bouse.
To be honest isn't always easy. (subjecl) 1 he school pormltted her to skíp the flrst levet.
OR lt isn't always casy to be honest.
1
Somo adJectives can be followod by an infinlUve.
An infinitive or infinitive phrase can be a direct object ora subject complement. He was surprised to get the promo1;0n.
I want to feel less s1ressed. [direct object] I was disappointed to hear the news.
My favorita ltling Is to spend time wllh lrlends. [sub}ect complement) F0< a complete list of verbs, adjcctlves,
and exprosslons followed by gerunds and
An lnfinltlve or inflnltlve phrase can express a purpose.
inflnitives, see pages A3-A4 In the Appendices.
Make time to relax.
We stopped to buy some gas.

rJ Complete each sentence with a gerund or intinitive form of the verb. Refer to pages A3-A4 in the
Appendices if necessary.
1. Wc wcre delighted out that we had won the contest.
'ndl
2. Be sure to thank your father for me get that interview .
• ~p)
3. Shc gocs to the gym five times a weck in shapc,
(\t.1y'
4. Don't be surpriscd if he rcfuses with thcm.

s. othcr pooplo for holp is somctimcs hard to do.

(a•k
6. They dcfinitcly won't pcrmit you that on board.
(carr)'l

[J On a sepárate sheet of paper, rewrite the following sentences, using an Impersonal !las the
subject of the sentence.
1. To pass the examination is not the easiest thing in the world.
2. To spcak English flucntly is my grcatest wish.
3. To live in an English-speaking country rnight be an exciting experience.
4. To know whcn to use an ilúinitivc and when to use a gcrund is pretty conflL';ing.

Grommor Booster G 1
Grammar for Writing: parallellsm with gerunds and infinltives
A common error in formal written English is mixing gerunds and infinitives when listing items
In a serles. A llst of ltems should elther be all gerunds or all lnflnltlves.
When I take time off lrom WOl'k, I preter relaxlng at home, spendlng time w,th mv famlly, and gettlng
things done around lhe house
NOT I prefer relaxlng at home, spendrng time with my famlly, and l&,.¡&I things done around the house.
I can't stand gettlng up late and mlsslng the bus.
NOT I can't stand getting up late and llHlli&& the bus.
In a serles, elther use 12 wlth ali the lnflnltlves or onty wlth the flrst one.
When I take time off trom WOl'k, 1 preter to relax at home, spend time wlth my famrly, aJICl get thrngs
dooe around the house.
llOT \'lhen I take nme off from vrork, 1 prefer to relax at home. spend time vlith my famlly, and
1& get th1ngs done around the house.

D On a separate sheet oí paper,correct the errors In parallelism In the following sentences.

1. After she arrived in London, she bcgan to wrilc long letters home and calling her parents al
ali hours of the night.
2. Therc are two things 1 rcally can't stand doing: spcaking in front of largc audícnces and
chat with pcoplc I don't know at parties,
3. Right before midnight, everyone began to síng, dance, and lo welcome in the new rear.
4. Therc's no questíon l prefer usíng all my vacation time and takc a long vacation,

l!J Complete the following sentences, using appropriate gerund or infinitive forrns. Refer to
pages A3-A4 in the Appendices if necessary.

1. 1 would suggest out the form immediately and a copy for

(f 1) (m.ike)
your récords.

2. Did you rcmc.mbcr off thc stove, thc windows, and

(tum (close)
thc door bcforc you lcft?
O(

3. ll's obvious from her e-rnails that shc really leves thc culture,
new people, and jusi there,
tbe:
4. Thcy prohibit photographs or a recordcr,
c.. ,e
S. 1 really wouldn't mind them out to dinner or them
llhow1
around if you'd Jike me to.

6. He promiscd the rcport home, it carefully, and

''" (')
(r~.xt, (r~spondl
to any qucsrions by thc next day.

G2
Unit 2( Oo10Unl1)

---~I
Finished and unfinished actions: summary
Flnlshed actlons
Use the simple past tense or the past of be for an action finished at a specified time in the past.
They watched 1ha1 DVD yes1erday.
Use the present perfec1 for an action finished at an unspecified time in the past
They'Ve watched lhal DVD lhree limes.
Use the past perfect for an action that was finished before another action in the past
When I aníved, they had already watched lile OVO.
NOTE: Al1hough the contlnuous aspee! Is used for actions In progress, the present perfect contlnuous Is
sometimos used for very recently comploted actlons, 8$f>8cially to emphaslze durallon.
They•ve been watching that OVO all alternoon, but they're done now.
Unflnlshed actlons
Use the present perfect OR the present perfect continuous for unfinished actions that began in the past and may
continua lnto the future. Use the present pertect contlnuous to turther emphaslze that the actlon Is contlnuous.
Slle's llstened to Ray Charles tor years. (And she may oontlnue.J
OR She's been listening to Ray Charles for years (And she may continue J

rJ Complete the article, using the simple past tense, the past of he. or the present perfect.

World Music is not really a true b>Cnrc oí musi~it is a cornbination of musical 0cnrc:; Irorn around thc
world. For a number oí years, recording companíes thc term to describe lhc music of artists who
l ~)
thcy fcd could appeal to new audiences across cultures. Tho concept of World Music first crcated
(] t, l
aftcr US. singcr / songwntcr Paul Simón his hugely successful Grorelaml album m 1986. Al that
(3 r 'O!d
time, he South Africa's malc choir Lady mith Black Mamba,cu and rock b'TOupSavuka to accompany
him on thc recording.
4 ""''"'' Both groups latcr with him around thc world. This cxciting collaboration
(S. t01Jr'
immediatcly to European and orth American audienccs, who were attractcd to this different sound.
t ·~l)t'.J.
Sínce that time, as more artists to reach new audiences, thcre an increased amount
' uy) (8 b(,l
o( "crossoverr--ethat is, musicíans influencíng each other across cultures. Enthusiasm for music from other cultures
sreadíly, Artists such as Angélique .Kidjo and Culos Vives, who were well-known with.i.n specific
9 r ~I
reg.ions such as Africa or Lann Amenca, intemarional stars, and mainstrearn rnusic
•10. beco ) (' l íncorporateí
man)' of the features oí these artists.

[J Read each staternent. Then decide which description is closer in meaning.

1. By the time 1 heard about it, the concert had sold out.
a. First l heard about the conccrt. 'Ibcn it sold out.
b. First lhe concert sold out. Then 1 heard about it.
2. After he'd won thc award, he gota big rccording contract.
a. rirst he got thc rccording contract. rhcn he won thc award.
b. First he won the award. Then he got the rccording contrae!.
3. We wanted to go to his performancebecause we'd heard his new CD.
a. rirst we heard his CD. Then we wanted to ¡;o to his performance.
b. First we wanted to go to his performance. Then we heard his CD.
4. He'd playcd ata lot of differcnt halls beforc he pcrformcd at C1rncgic Hall.
a. rir t he pcrformed at Camcgie l lall. Toen he pla)•Cd ata lot of diffcrent halls.
b. fi1·st he playcd ata lot oí differcnt halls. TI,en he pcrformcd at Carncgie Hall.
Grommor Booster G3
The past perfect continuous
Use the past perfect continuous for a continuous action that occurred and finished before an ear1ier time or everrt.
By 1998, he had been studylng French for about five yea,s.
Wheo the test began, the students had been waltlng for over an hour.
NOTE: Thls structure tends to occur more In formal wrltlng than In speaklng.

131 Use the present perfect contlnuous or the past perfect contlnuous to complete each statement.

1. Stella is such a bíg fon oí Bob Marley that she nothing but his rccordings for years.
(collect1
2. Jill Morsberger at clubs Ior ten ears before Greenwood Entertainrncnt invited her
(perfo,e
to sign a recording contraer.
3. Jeff al the airport for his girlfriend when he saw the lead singer for U2.
<•,ait)
4. Shc must be cxtremely popular. Toe audicncc in línc to buy tíckets for ovcr two
htandl
hours.
S. Toe lcad guitarist for the band thc new songs for wecks. Thar's why thcy sound
so good tonight.
6. Shakira songs only in Spanish before she dccidcd to branch out and try rccordíng
Otd)

j
songs in English for thc U.S. markct. lm~rsonal expresslons th.tt lnt oduce noen clauses
lt as Jmportant ((hat)

H
ll appears Obvioug (ltla )

Grammar for Writing: noun clauses as adjective

-lt ~s clear (lhal}
lt beco~s essentiaJ (!hall
lt IS l>OSSlble (illa~ .l
1
,_..
f ~
1 t 1+ 1
H
and noun complements ( BelDlhilt ) lt roo,an¡koly (lf¡at}
Noun clauses as subjects are awkward and generally avoided.
- Noun phrasós thal can precedo a noun ctause
lWo ways to rewrlte such sentences follow. the announcoment tttaL the nows that
Use a noun clause as an adjective complemenl tho ar9ument that the po$Sll>ilílY ihat
AVOIDEO That Frankel Is quite crltlcal of modem art Is obvlous. lhe belief thal tho pro!)Osal that
PREFERRED II iS obvious (that) Frankel is quite critica! of modem art. tho chance lhat lhc reason \ha\ .
Use a noun clause as a noun complemenl tho elaim lhal tho recommen~ti<>nthat
AVOIDED That her job was so difficult was why sl1e quil. tho demand lhal 'tho r~ ~al
lhe tact thal tho su99est1011 lllllt
PREFERRED The fact that her job was so difficult was why she quit.
lhe idea lhal
The reMOft \ha\ she r(.-iUSOS IO-fll)pe8r f" ftlms IS II
q,ys1ery to eviuyona. 1
Tho :irgument ll)a1 ctasslcalr'nuslc IS'~ad makes
no sense. 1 -r . • lsed a
The r,ev,s that lho new CEO os re~g surpr
(;J On a separate sheet of paper, rewrite each sentence, using
lol of people.
the impersonal U.
1. That devcloping countrics address thc problcms caused by global warmíng is cxtremely important.
2. That thc prcsidcnt plans on rcsigning appcar obvious to cvcryonc.
3. That not providing disastcr rclicf will only worscn thc situation sccms quite ele.ir.
4. That a cure for canccr will be discovcrcd in thc next twenty ycars is certainly possiblc.
S. That thc govcrnmcnts of Argentina and Chile will reach an agrc<.-mcnt looks vcry likcly.
6. That Max Bianchi won't be particip<tting in thc Olympics ncxt ycar ,s not important.

G4
D Read each quote from a radio news program. Then, on a separa te sheet oí paper, complete each
statement, using the noun clause as a noun complement.
Example: "Volkswagcnannounccd thal thcy would unvcil a new car dcsign carly ncxt ycar.
This is causing a lot of cxcitemont in thc auto industry." [Tho announccment ... J

The a;,nou,1,:;;e;,,enr /'/,ar J1oll<sNa9en woul¿;t. wwe,1 a r.eN aar ~s19r.

Cdrly nexl' ye.ir rs &dus1119u lol' ol' ex,;tl'e,,,enl' 111 r/,e Pul'o ,,,¿t.,,slry

1. "The Health Ministry announced that they will begin vaccinnting all infanrs for measles. This was
greeted with criticism from the opposition party." [The announcement ... ]
2. "The presiden! said it was possíble thal he would resígn by thc end oí this ycar, This has takcn
everyonc by surprise, including thc ncws media." [The possíbility ... ]
3. "TI1e Lo11do11 51111 reported that Dr. Regina Blair of the Glasgow Medica) Center has discovered a new
protein. 'I his i - attracting much intervst in the world oí science." [The rcporl ... (
4. "Thc Auckland Time« clairncd that a 95-vcar-old Ncw Zoaland man had brokcn thc world record for
growing the longcst board. This has l~iggcrcd similar clairns across threc contínents." [Thc claim ... (

Unit 3 e GolaUni1)

The future continuous

Use the luturc contlnuous lor actíens that wlll be In progress at a speclllc time or over a pcrlod ol time In the fulure.
To form lhe future continuous.. use ytfil + llil + a present participle OR ha qojnq to + llil + a present participle.
'11 be lylng } ~"-!llflll!lll.f5' _
Al lhis time next vreek, 1 { on a beach in Hawaii [speciñc time)
1 1
'm go ng to be ly ng Stativo veros are "non·actlon•
'11 be studylng } verbs such as be, !lal!!.
l English in the United States for about two years. (peñod of time) ~ remember, ~ §All!l,
{ 'm go1 ng to be study1 ng apprecl¡ite, otc.
oo not uso the contlnuous wilh
Sometimes sentences in me simple future and tne future continuous have almost me same $1alive verbs.
meanlng. Choose the future contlnuous to cmphaslzo a contlnuous or unlnterrupted actlvlty. OON'T SAY By noxt rnonth. t!il-
llexl year, 1'11 study Enghsh in lhe Uniled states ~ a ne.v car.
Nexl year, 1'11 be studying English in lhe United States. For a complote tist of stlltlve
Questions and short answers verbs, see p;ige A3 tn tho

- -------r
\1/ill you be working at home? Yes, 1 will. / llo, 1 won't. Appendlces.
Are you going to be working al home? Yes, I am. / llo, l'm not
Use the Mure contlnuous and a time eiause wlth mill.e or l!d1m to describe a contlnuous actlvlty
that will occur at lhe same time as another activity. Do not use a future form in lhe time clause.
1'11 be looklng for a job viflile my wffe conttnues her studies.
IIOT 1'11 be looklng 101 a Job whllo my wlle 1·1111 be ~OQtiQ~IQg her studles.
\Viten the mayor Is speaklng, we'II be llstcnlng carefully.
IIOT When lhe mayor will te s~eaJ<.tog, we'II be lisleninq carelully.

rJ On a separate sheet of paper, correct the errors in the following sentences.

1. She'II be -caying at lhe cwton Hotel when ·he's going to be allending the meeting.
2. Wc won't be> spcnding much time sightsooing whilc wc'll be visiting London.
3. When he's going to st.,y in town, he's going to be meeting with sorne friends.
4. Shc'U be correcting homcwork while thc studenls will be taking thc test.
S. While Michelle will be serving dessert, R.1ndy will already be washing the dishes.
6. Won't thcy be going to slccp in lcw Yorkwhcn you'U be gctling up in Taipci?

Grommor Booster GS
[l Complete the following sentences, using the future continuous with will when possible. lf the
future continuous Is not possible, use the simple future with lld.11.

1. Aftcr I'vc completcd my studics, T for a job,

2. She historie siles while she's in Turkey.

:pho.og,ap, '
3. In a Iew ycars, thcy aU the problcms thcy had.
t ot/rt:mcmtx-,,
4. he between flights for very long?
..,,a,1l
s. I'm sure shc when you caU.

The future perfect continuous

Use the Mure perfect contlnuous to emphaslze lhe contlnuous quality of an action lhat began before a speclflc
time in the lulure. To lorm the futuro perfect contlnuous, use will + J!m + ~ and a present participio.
By next year, 1'11 have been studying English tor hve years. (Describes an action that began before "next year·
and may still continue.J
Combine a statement using the future perfect continuous with a time clause to show the relationship between
two future actions. Use the simple present tense in the time ciause.
By the time I antve In llew York, 1'11 have been slttlng In a plane for cver ten hours.
IJOT By the time ~ In IJew York, 1'11 have been sltt,ng In a plane lot over ten hours.

O Complete the notecard, using the future continuous or the future perfect continuous.

{)j>/l,' 1;:td,

1/1>,u&t:1 wds 9""ª1", óvr 11"'111/y º" ro rans ! ~

6 loul>Q"
srroll
Nr~ PIIP- StZ,trl'·Tn:,¡;-'z. f'or tZ w-'t'I<. 6y Nvh" t,,.,,,,
1 /"o,- f'lt,-86 w861<5, Pr..p. ,/' wt/1
2 1 ~ 7 - ... l
f'k> Ócduhf'ul s1,¡l,f'5 of' rl,pr f!r'C..11"&tfy In rk> Pll#Osl" óc l"i11tc ro &011te "º"'"-a ton,¡ f°r',p f'o,- a
ltolff&SPO,:t:.y hk&S ,,,~,
l ...
_6y
11> 1"118 &lfy NMl'"4' "" Wd!: ÓOJ'/1• .),,,:,.. 1'111111<,
s"" vo« soon 1

~ - :) 1'171"41
f'oo.,t f'or' tZ wl,olt> Nt>t>k/ l'lus, 1
'<~ctlCC
/>'"( rns11&lt ,,,n, rt1dl !"1hvt, 'ff>"uktsn,.

Unit 4 e Go111Unit)

[1 Review. Check ali the quantifiers that can complete each sentence correctly.

1. 1( a child watches televisión,

he or shc rnay dcvelop a selí-irnagc problcm.
O a lot of a numbcr of O a grcat dcal of
severa!
2. 1 don't think you can say that young pcoplc are self-conscious about thcir bodics.
O most O a grcat deal of O cvcry O a majority of
3. Ir's clear that company needs to make its own decision abour it.
O sorne e each e evcry o most
4. Therc are beautv trcatmcnts availablc lo our customcrs.
O a number of O a 'fcw O plenty of O a httle
S. l was surprised to read that men are considering cosmetic su.rgery.
O a lot oí O sorne O every O iess
G6
Quantifiers: .a..f.ew and H.W, .a..lil1le and .ll1t1e
Use a few with plural count nouns and a littte with non-count nouns to mean "sorne." Use few
wlth plural count nouns and llttle wllh non-count nouns to mean "not many" or "not much.''
A few companles are allowlng the,r emptovees to dress casually on Frldays. [sorne companlesJ
Few companies are allowing theír employees to dress casual!y on Fñdays (nol many companiesJ
Ernployees are showing a little interest in this new dress code. (sorne ínterest]
Employees are showlng llnle lnterest In IIUS new dress code. [not much lnterest)

[] Change the underllned quantiflers to ~Wtt.~or lllll.e.

d ltJ'l"lt,
Example: Would you likc to listen to~ music?
1. Wc aclually cat atmoSt no mear,
2. Toe ncwspaper had a..hlLcl inforrnation about thc concert tonight,
3. Thcre worc scvc-ral ncw studcnts in ll\}' class today,
4. To tcll lhc truth, I've soen hardh· anv movics in thc last month.
s. I cnjoy visiting my homctown, but thcrc's not much to do thcrc.
6. lf you look in the refrigcrator, thcrc should be ~ cggs.

Quantifiers: using of
Use Q! (to refer to something specific) when a noun is preceded by a possessive adjective, a possessive noun,
a demonstratlve pronoun, or the artlcle the.
most of Jack's co-wor1(ers
several of these cornpanies
most co-workers In ltaly
several companies
possess.l~e adJoctíves my, her. lhelrJ etc
Póssesslve nouns Jóhll's. thb doctora
~ I
a few of ttie dloices a few choices demons!Tattvo pronouns lhls that tn-- ""'s
__.... ....... ::::L ,' 1 • -~
a Unte ol the cake a llttle cake
many of those books many books

I
any of her friends any triends BE CAAEFULI In the supertaUve, do
much of ttie coflee much coflee not use 2! with ~
sorne of his students sorne students OON'T SAY'"Tokyoes "l9 city vlññ the
each of the classes each dass most 6' peoplo in ,lapan.
'-
onc of rny cats one cal
all of our employees all employees
Uslng 9! after all or both Is optlonal, wlth no change In meanlng. BE CAREFULI Ot must bo lncluded
wher;i using an obJoct pronoun.
J
all of our employees OR ali our employees NOT all ot employees ooth ot lllem _f
OT ijet11 illem
both of those choices OR both lhose choices NOT both et choices ..........
One and eacb are used wlth singular nouns only. But one ol and each ol are used wlth plural nouns only.
However, the meaning of both expressions is still singular.
One student One of the students
Each ciass Each of the ciasses
Some quantifiers must include.iú when they modify a noun or noun phrase.
a lot ol a ma)Ority ol
lots ol plenty ol
a couple of a bit of
a number of a great deal of

Grommor Booster G7
O Only one of each pair of sentences is correct. Check the correct sentence and correct the rnistake
ín the other one.
Example: a. v' Shc wcnl with scvcral of her classmates.
b. Scvcral 1tt classmateswont out for coffcc.
1. a. Most oí companies in the world are fairly formal.
b. Most of the companies in the United States have dress-down days,
2. a. Ali of hot appctizers wcre delicious.
b. Evcryonc tried ali of thc cold appcrízcrs.
3. a. A lot of my friends have traveled to exotic places.
b. There are a lot places l'd like to see.
4. a. I read a ícw of Steinbeck's novels last ycar.
b. A Í<'W of novcls by Stcinbcck takc place in Mexico.
s. a. Severa! manager wcre intcrvicwcd, and many them liked thc ncw policy.
b. Many of thc cmployecs wc spokc with likcd thc ncw policy

Quantifiers: used without referents

Most quantiflers can be used without the noun they describe as long as the
context has been made clear earlier.
A nurnber of people believe there is lite on other planets. But many don't. [rnany people)

Grammar for Writing: subject-verb agreement with quantifiers with J1f

In quantiliers with l2f, the verb must agree with the noun that comes alter llf.
Sorne of the rnovle Is in Enghsh. Sorne of the rnovles are m English.
A 101 ot the muste was Jazz. A 101 of the muslclans were voung. BE CAREfULI Tho quantifier~.ll!!ll
21, ~ and exerv 000 ot ~e
In formal Engllsh, none of Is tollowed by a singular verb. However, In everyday itwayi; foUowedby a plural noon
spoken Engllsh, lt Is common to uso lt wlth a plural vett>. but they always take a liingular v~rb.
Formal: Hone ot the students was late tor class.
Informal: llone of lhe students were late fOf class.
_ 01:i~t lhe students '.::,ª 'f
~tJSlc¡,

l'.!J Choose the verb that aqrees with each subject.

1.Every one oí these chotees (sound / sounds) tcrriíic!
2.• Onc of thc teachors (was / wcre) going to stay after class.
3. A lot of the problem (is/ are) that no one wants to work so hard.
4. Each of thc cmployces (want / wants) to work ovcrtime.
s. l lalf of the city (was / were) flooded in the storm.
6. None of the players (is coming / are coming) to the gamc.
7. Only 8 pereent of their workers prefer shorter work weeks, while at leasr 90 percent (don't f doesn't).

GS
Unit 5 ( GolaUnlt)
BE CAAEFULI Use a no9aUve with
fillhic and an affinnative wlth ~.
· , . and neither d'oes htte,1ng.
Conjunctions with .s.o,.w, neither, or not ejther NOT • J. and Ae;liler !lees11't ilttenng.
Use llllUS! or .awt .• , !Sl!2 to join affirmative statements that are similar. · · · and llttemg ck>e$n't either.
Spitting on the street is offensive, and so is litteñng. NOT · , . and lltte,ing !Ieee er-Ol81•
OR Splttlng oo the street Is offenwe, and llnerlng Is too.
Use neither or not either to join negative statements that are similar.
Splttlng on the street doesn't bother me, and nelther does lrttenng. "13E CAREFUL! ~otlce thc subJoct-vert> ordcr•
Splttlng on the street doosn't bother me, and lltte,lng doesn't elther. . . - and so Is llttéñng.
II the flrst clause uses the verb ~ an auxlllary verb, or a modal, , ... anallttoring 'f too.

-
use the same structure In the second clause. ·.• and nelthel doesJlttenng.
Tokyo is a huge city, and so is Siio Paulo. · · and lrtteri09 doesn 't ellher.
Ncw York docsn 't have a lot of índustry, and ne,ther docs Loodon.
Mex1co C1ty has grown a IOt, and so has Los Angeles.
IJancy can't tolerate loud ramos, and ne,ther can Torn. 81: CAAEFUU Wl\h §2 and ~ lhe verb (or auxifia,y
verb) goes before 1he aubject.
II tho first clauso doos not lnclude the vorb ~ an auxillary verb, or
a modal, use a form of .dl2, F'Jancy can't stand foud boom boxes, and neíther~an 1
NOT •.. pe~h$ ~. om.
John thinks graffiti is a big problem, and so does Helen.
ª
To~yo Is hÓgé city, 3r<1 so is sao Paulo.
NOT .•. Slld so &le ?,wh~ 16• ..

1 i '.--; 1.L
t1 Find and underfine the nine errors. On a separare sheet of peper, write each sentence correctly.

New York is one 01 1he most famous cities in rhe world,
and so docs London. Whilc 1h1:sc two cities diíícr in many
WJ)tS, lhcy also share a number of characterisucs. Here's .i
quick companson:
• lf you'rc looking íor J)CJCC ancl quict, Ncw Y0tk i~ not
the place 10 be, and neither Londun is. They are buth
excicing and noiS)' pla<.es. lí you're not used 10 it, New
York's lraííic cnn lx: dcaícning i'lt limes, :ind so docs
London's.
• Thc bcs1 way to gel :11ound in hoth Cllll.'s 1s 1hc :.ubwa)•
(or 1hc Tuhc In Lon<mn). cw York's subwaysystcm 1s
qu11e old and elaborale, and is london's too.
• lí you're lonkmg ior urst-rate cnh:rlammt:nl, New York
is ñlled w1th thcatcrs, and so London docs.
• 1 lungr)•? London's restaurants íeature excumg dishes
from around the world, and New York's are too.
• Roth ciiies ofier a hugc choice oi museums 10
visit. The museums in New York can't possibly be seen
in a <lay, and eilher London's carrt
• Ncw York oiicrssorne oí íhe world's most famous
toudst sites-íor example, tbe Statuc of liberty and
1he Empirt State Building and so is London. with
Buckingham Palacc and thc Millcnniurn Whccl.
ll's ele.ir that Ncw York ~houldn't be missed. and ncithcr
London shouldn't!

IJ On a separate sheet oí paper, rewrite each st.atement, usíng the word In parentheses. Make any
necessary changes in verbs or possessive adjectives.
Example: Both Vilnius and Riga havc largc historie districts. (so)

1. Both Bangkok a.nd Sao Paulo facc many problcms causcd by too much traffic. (so)
2. Both Athens and Barcelona have hosted the Olympic Games m the past. (too)
3. Vancou,·cr and Ta.ipci don't cvcr gct vcry cold. (ncithcr)
4. Mexico City and Tokyo won't experience a decrease in their populations any time soon. (not either)
S. Both Hong Kong and Rio de Janciro are famous for lhcir physical bcaut}'· (so)
6. Prague .ind Krakow attract people who like g-rcat architecturc. (too)
7. ·n,c- l'rado Muscum in Madrid and thc Louvrc in Paris shc,uldn't be- misscd. (ncithcr)
s. Tokyo and Mexico City haven't lost their places among the world's largest cines yet. (not either)

Grommor Booster G9
So, too, neither, or not either: short responses
Use !Q.. ~ nelther. or not elther In short responses to express agreement.
A: 1 hate httermg. B: So do l. / l do too. NOT So do 111,a!e. / I do haie 100.
A: 1 can't stand smoking B: 1 can't either. / Neither can I NOT I can't siaA4 erther. / Ne,ther can 1 &IM4.
In Engllsh, lt Is common to express agreement wlth !I!.!lJ22 or me nellhor.
A: 1 hale lillenng B: Me too.
A: 1 can't stand smoking. B: Me neither.

e Agree with each statement. Use short responses with ~lQQ,!lltilhfL or not eíiher.
1. A: I've never becn Lo Ulan Bator. B:
2. A: 1 can'r figure this out. 8:
3. A: 1 lovcd 0oing thcrel 8:
4. A: I have to get sorne cash. 8:
s. A: I'm gctting rcally tired. B:
6. A: 1 used to travel more. 8:
7. A: 1'11 call her lomorrow. 8:
8. A: l'm not going to tell her she's late. 8:

Unit 6 C GotoUnit)

Modals and modal-like expressions: summary

Make polite requests Express posslblllty
Could I get yoor phooe number? 11 may rain lhis aflemoon.
can my son ha\•O tust ene more oookle? He may not be able to come lhls morning.
Would )'OU please hold this fOf a second? (wíth ~ only) She may nave forootten to lock the dOOf.
May I nave a cup of coñee? (Vlllh ! or ~ only, íormaO She may not have remembered.
Express preferences 11 mlght be nolsy at tnat restaurant.
I would like to see that movie. She mtght not want lo eat an)'lhíng.
Would you llke to go runnlng? He míght have gooe home already.
l'd rather not see a movie. He mtght not have paid yet.
I would rather have left eartier. Draw conclusions
Give or ask for permission Your father must be very smart.
You can open the vñndow if you wanl She must not think lt's Important
Can l leave this here? They must nave been exhausted when they gol home.
You may leave early 11 you need to. He must not have sent it.
May l leave my coal here? (wilh I or ~ only, tormaO Suggest alternatives
Expressablllty or lack of ablllty You could take the next train.
He can complete lhe job for you in an hour. She could havo bought lt tor íess.
Can you wnte well in Enghsh? Give suggestions
V/e couldn't finlsh the repon yesterday. They really should thlnk about sraylng longar.
Couldn't you find lhe restaurant? He shouldn't nave waited to make a reservahon.
My grandmother isn't able to walk any more. They should have called first.
Is she able to take care of herself? You shouldn't stay at that hotel.
She was able to do a lot more when she was younger. They really ought to thlnk about staylng longe,
They ought to have called ñrst,
Should we have callcd first?

NOTE: Ought 'º

is
not usually used in
n~tive staten,ents or
q1,1ostiOI\S. Uso shotjldn't
ot ~ instoad.

G10
 Give a warning
Yourmother had better see a doctor nght away.
You had better not fo,get about vcur appolntment.
He had better nave callad lhis morning.
They had better not have hurt any animals vihen they
made that movie.
NOTE_: !;fad bfU@r is gcnl!f'811y not used fn
Express lack of necessity
You don't have to have a passport.
sne dldn't have to pay a lato feo.
Expressprohibition or deny permission
tlew employeesshouldn't par1( thelr cars In the garage.
New employeescannot Péllk thelr cars In lile garage.
New employees must not park their cars in the garage. (formaO
New employeosmay not parl< their cars in the garage. (formal)

--
~uestrons. In s.poken EngllSh, the controction
d better Is atmost always used,
NOTE: In questions, ~ is gonerolly used,
Ouestlona wlth ~ are very formal :ind not very
Express necessity
common. Past necessity is expressed with .12.i!f!.!2.
AII s1udents have to take the test Does evetyOne have to láke the test?
AII srudenls must lake lho tsst. (formiil) Must everyane tal<e the test?
AII sludents have got to take the tasi. [spoken onlyJ AII stud!!f"lts had to take the test.

fJ Cross out the one modal that connot be used in each sentence or question.
1. (.vfa)' / Can / Could) your murhcr picase call me tonight?
2. 1 (wasn't able to / couldn't / shouldn't) get there on time because the traffic was sobad.
3. She (may / had bcttcr / can) be ablc to complete thc job by tomorrow.
4. (Can / Should / Ought to) my students listen in while rou practioe?
S. Shoppcrs (may / have to/ must) not load their cars in front of thc main entrence.
6. Thank goodness she (doesn't have to / must not / was able to) renew her passport for another
fivc yca rs.
8. You (could / had bcttcr / should) lct hís assistant know you won't be able to makc it on time,
or you may not gct thc job.
9. 11,i restaurant i so good wc (ought to/ might / would rathcr) come herc more oftcn.

I] Circle the one modal that best completes each conversation.

1. A: Why didn't you come ro thc party last night?
8: l (had to/ havc to/ must / havo got to) study for a test.
2. A: You really (can't / should / mustn't / are able to) call more often.
8: You'rc right. l'm sorry,
3. A: Shc ('d bctter not havc / should havc / had to havo / must have) forgottcn rhc rickctsl
8: Uh-oh. 1 hatc to tell you this, but I think she did.
4. A: Do you think 1 ('m able to / must / would / could) gct your phone numbcr?
8: Sure.
s. A: Did you gct to go to thc movics?
8: Ycah. But T (must have / 'd rathcr have / should not havc / would havc) staycd al home.
6. A: Uníortunatdy, thc doctor (shouldn'l / ha to/ won't be ablc to/ had bcttcr) 5(2e you
until tornorrow.
8: TI,at' OK. No problcm.
7. A: What do you think happened to Judy?
8: She (must nol have / shouldn't ha\•e / isn't able to/ didn't have to) known we were
starting so early.

Grommor Booster G 1 1
I Unit 7 ( ''""'' )

Grammar for Writing: past forms of gerunds and lnflnltlves

Genmds and infinitives have past fonns to express actions that occurred in the past.
I appreciate havlng had the opportunrty to meet our overseas colleagues.
They were dlsappolnte<I not to hava met eve,yone from lhe Jakarta ottlce.
We didn'I mind having been delayed so long in París.
He's surprised to have heard about your reslgnation.
11 thc maln verb Is In the slmplc past tense or the past ol ~ the gerund or 1
lnllnltlve can be In elther the present or past lorm, wllh no change In meanlng.
Past forms - -l I
AcUve vojce
11 is more common to use the present form of a gerund oran infinilive in gcrund
everyday spoken Englísh. ~ .. ~ particlpJe
infui11,ve ~ + past perticlple
Tt1ey wers disappolnt9d not to meet everyone lrom the Jakarta olllce. Passive voíe
We dldn't mrnd beíng delayed so long rn Paris. gerund hav,no t¡~ • pa&I PartíclPle
111iwyr1ve lohawl beel}-+ pas\ pattlc1ple
-- L
EJ Use a past gerund or mfinitive form of each verb to complete the statements. Use the passlve
voice where necessary. Refer to pages A3-A4 in the Appendices if necessary.
1. 1 t was clear that many passengers were shocked about from the flight withoul
(bump)
warning.
2. TI,c ministers were found guilty of pcr onal gifts from forcígncornpanícs.
,. "t:•p~l
3. At the news conference, the president rnentioned with his advisers about the
problcm.

4. TI,c mayor apologízcd today for immcdiatcly to the disastcr,

' :lt I
fr(po uU
S. Most of thc seniors cxprcssed thcir happiness at as participants in the event.
[choose)
6. Thcy wcrc accuscd oí moncy from thc cash rc0istcr.
7. Thc ncwspapcr reportcr appcared by a governmcnt worker who claimcd shc knew
rcont.icl)
what had rcally happencd.
8. Wc wanr you to know how much we regret such .1 seríous mistakc.
(m~k~)

G12
Unit 8 ( GotoUait )

Making comparisons: summary

~===I
Comparative forms of adjectives and adverbs show how two things are different
John is taller than Rob (IS).
Th1s movle vras less lnterestlng than lile last one twas).
My sister types a lot faster than 1 (do).
There is less corruptlon in the govemment than there used to be.
Superlattve forms of adjectives and adverbs show how one thlng Is dlfferen1 from everythlng else.
She was the nlcest person I ever met!
Ihat was thc reast entertatnlng movle t ever saw, BE CAREFUL! Use l!ul wlth a superlativo form.
Of all the actors, she sang the most beautifully. Howev'er,you can omit !ht i thc superlative Is not
Among my friends, Hed and Stacey defínitely have the most money. 1ollowcd by a nou'J,
Of all me cars wc looked at, the Unkus costs the most. Whlch sh,dent is the tallest.Qf. tallest?
NOt \AlJilie~ 116 hallest &_!t!.EieR&~
Comparisons with as ... as show how two thinlJS are alíke.
Tom Is 1ust as tan as George (Is).
She st,11 sln9S as beautllully as slle dld when She was young.
My nepnew now weighs as much as I do.
I have as much money in Ule bank as I dld last year.
Use as ... as wlth .a.llruw, .a.luuil, and .llll1...qu.ite to
show how two thln!JS are similar, but not equal. Irregular fonns
My nei>hew weighs almost as muen as I do. adjectlve adverb comparatlve stloertatlve
p weigh a bít mOl'e.J good-1 well bottor~n) tho test
The movie is about as long as his tasi one.
bad i badly worse (Íhljn) t"° worst
l:ir far f3r1hcr ( fur1hcr (lhan) t~ 13r1h /fur1hcst
[But lt's a bit shorter.J a llttlo a lituo kt$s (\han~ 1"° 1«1.ist
Thls coat lsn't quite as expenslve as II looks. a fow a fow fowor (than) 1"° fow0$1
[ll's actually cheaper.J many I lot of moro (qia1) '"° mosl
Use as .•• as wlth twlce, three times, etc., to show much / a lot of much / a lot more (than)lhe most
that things are not equal at ali.
A lmkus sedan Is about twlce as expensíve as a Matsu.
My new coml)Uter tS ten times as fast as my old ene.
NOTE: In lnlonnal spoken Engllsh, 11 Is more common to say " ••. as tall as me• lns1ead of the more formal • ••. as tall as 1.•

E Read each quoted statement. Then complete each sentence uslng a comparatlve, superlative, or
comparison with fil ... fil.
1. "The textbook we are using now is very good. TI,e texrbook we were using last year
was also very good."
11,c icxtbook wc'rc usíng now is thc onc wc were usíng lasr ycar.
2. "Star shampoo costs about $6.00. Ravel sharnpoo costs about $7.00. Sanabel shampoo
costs about $5.00."
Among the thrcc shampoos, Sanabel is
3. "Wc paid four hundrcd euros each for our tickcts. Thcy paíd thrcc hundrcd euros."
We paid they did.
4. "Hank has only a littlc cxp<'ricncc working with childrcn. Nancy ha a lot of C'xpcricncc."
Hank has I ancy.

s. "John's laptop wcighs 4 kilos. Gcrry's laptop weighs +.1 kilos."

Joluú laptop isn't Gcrry's is.
6. "Mark knows only a littlc Japancsc. Jonah knows a lot."
Ylark knows Jonah does.
7. "Barl ate a lot íor lunch. Susan ate a lot for lunch too."
Susan ate Bart did for lunch.

Grommar Booster G13

Other uses of comparatives, superlatives, and comparisons with as ... as
For emphasis
The Nlle River is more than 5,500 kllometers long. [emphasizesthat the nver is very long)
The D1ckens School now has lewer than 900 students (emphaslzes that thls Is a relallvelysmall number)
A newbom Asian elephant can weigh as muchas 150 kilos (emphasizes lhat lhis is lairly heavy)
As many as 200 ol tnese animals are killcd every year. (emphaslzesthat thls is a h1gh number)
That was the worst movie ever. [emphaslzesthat thls was a bad movle)
This meal was the best ever• [emphasizes lhat th1s was a gteal meal)
To show progres.slon
My son is getting taller every day. (He·s growing.J
The economy is slronger now. [lt's improving.J
To show tendencles or preferences
We eat out more tflan in. (\Vetend to eat out.)
Sara likes being alone more than socializmg. [She prefers lo spend time alone.J
To clañfy
He's a lot frlcndllcr than you would thlnk. [You may thlnk he's nol frlendly, but In fact he is.)
She's more ol a slnger than a dance,. (People mav thlnk she's malnty a dancei, but In lact she's malnly a singar.)
The movie's more annoying than scary. (You may lhink lhis movie wíll be scary, bul in fati irs jusi annoyíng.J
II looks more like snow than rain. (You may thlnk n's going to rain, but m fact ít looks l1ke it's gomg to snow.J

I] Use a comparative. a superlative, ora comparison with ~ ... ~ to complete each statement so it
has a similar meaning to the informatlon In quotes.
1. "Our meal last night was really inexpensive. lt only cost 48 euros íor the two of us."
Our meal last ,'light cost 50 euros.
2. "Our reading club mectings are gctting preuy bíg. On some nights there are thirty students."
Our reading club mcctings somotimes havo studonts,
3. "I think our teacher is r~ally great!"
Our tcachcr is cvcr!
4. "The garden you planted last month has become so beautiful!"
Your gardcn is gctting cvcry day!
S. "You may think snails míght taste srrange, but they actually laste quite good."
Snails laste you may think.
6. "You may think Kate is hy, but· he's actually vl!ry talkativc."
Kate i<; than you might think.

Unit 9 ( GalDlltllt )

Say, ask, and tell: summary

Sil and ll!!. are the mosl common reportlng verbs In dlrect spffCh, Use ax lor statements and ll!!. for questlons.
"1 completely d1sagree vnth !he presiden! on this lssue," said lhe educatioo mimster.
"\'/ho do lhey thlnk Is In control of this govemment?"asked lhe presiden!. BE CAREFUL! ji
Note the use of m, m. and 1dl in indirect speech. DONTSAY- She eai~ l~e flfllFl8 that she
She said (lo the press} that she completely disagreed vnth lhe presldent
She asked (the press) lf mey dtsagreed wrth the presJdenL
completelymsagreed wlt~
• lhe P,esid~l
DON'T SA.Y She 1ek1 that sl!e. completely
I
She told the press that &he completety d1sagreed with the pres,denL ~,sagreed_with lhe presfdenL
O()Jll'T SAY Sho l6ls 19 l~A p,esJ that she
C<>mpletely d/sagtee(l Wilh
thepre.$1de:í

G14
[1 Complete the sentences with a form of gy, ª1k, or tell.
1. Shc the waiter if shc could pay with a credit card.
2. We that we would come back later when they were less busy,
3. He hís fricnds that he would be a fcw minutes late.
4. She to her teacher that she needed a bit more time.
s. I "'}' kíds whcthcr Lhcy would mind if we stopped at U1c storc on thc way home.
6. Ihey the reporter that they were ready to provide information about the case.
7. H<' to thc clcrk that it was thc íongosi hc'd cvor had to wait on linc.
8. 1 thern if the)' enjoyed the rnovie.

Grammar for Writing: other reporting verbs

Writers use a variety of reporting verbs to describe actions more specifically and accurately.
argue
•Toings are definitely getting worse," argues Ctlarles Wilder. a leading economic advisor to the presiden!.
Charles \Vllder, a leadlng ecooomlc advisor to the presJdent, argues that thlngs are gettlng worse.
claim

;~:j
•Bayior was taklng bnbes," clalms !he Daf/y Sun. More le¡tortlng°fc11>s
The Oaity SUn clalms that Bavtor was taklng bribas. ackf tnain131n
declare ¡vinounce
ºThe mayor has been dolng a brllllant Job!~ declared the 90Vemor on Tuesday. answe,
On Tuesday. the govemor declared that the mayor had been doing a brilliant job. commenff remark
cornplain rep;y,
explain exclann reveai
"Yoo should always discuss dieling with your doctor," Dr. Fish explained. imi,N ,vnte
Dr. flSh explalned thal people should always d1scuss dieting vlith their doclors.
report
The llew Yotk Timesreports, "Obesity is a growing problem in As1a.•
tast year, The Nsw York nmfJS rcportcd ll'lat obeSltv was a growing proC>lem in Asia.
state
The new CEO statcd, ºThings are gomg to change around hers."
The new CEO stated that things Wtlfe goíng to change al the company.

IJ On a sepárate sheet of paper, restate each sentence with a different reporting verb. Use a
dictionary if necessary.
1. Thc Bangkok Post says that the presidcnt of Chile will be visiting Thailand next month.
2. The minister of education said yesterday that major improvemenrs have been made in schools
across the oountry,
3. The secrctary of thc United Nations says that more should be done to alleviate world hungcr.
4. The scientists who conducted the study said that more research would have lo be conducted.
s. TI,e childrcn who wrotc on the walls said that thcy wouldn't do it again,
6. The BBC said that it would increase its cover,,ge of the news in the Middle East.

Grommor Booster G1S

I Unit 10 ( •••••• )

lntensifiers
lntensjfiers
real/y
Vety
some\vhat
tamy
Advert>s of degree, also called "in1ensifiers," modífy adjectives and add emphasis. preny· SlilJhtly
extremefy wonderfully
An intensifier goes befare a moditying adjective or series ol modifying adjeclives. rathet CO S1deri6fy
a really interes1ing book
a conslderably large round orange
·wo.,,,.,~~

rJ Complete the restaurant review with appropriate intensifiers.

Chez Pierre: Fine dining al its best!

Upon arriving JI thls lovcly restaurani, gucm are grcctcd by Chef Pierre, who proudly
cxplains the ,m¡m:s:.ivé new menu. There are some inexpenswe dinner
chotees tha1 are sure 10 ~ausfy even the most demandrng dmers. lhe elegant european-sryle décor at
Chez Prl!fre onl)' adds to the expenence. l lowevPf, rhe subdued lr¡;hting makes II h.lrd
10 read thc rnenu and rs dr:.appomtrng. Be sure to ask about thcrr cxtensive
dc~~rl choice«, whirh doll'I r("luirc g()()(I lightang for you lo cnjoy 1hcm thomughly!

Adverbs of manner ( Go to Unit )

Advert>s of manner show how something is done or happens. They usually go at
A¡tverbs of manner
the end of a clause when the adverb provides importan! information in the sentence.
engrJy poo,ly
He ate hls dlnner stowly. She slngs really well.
badly Qu!otly
Advert>s of manner ending in -!Y can go befare the vert> or vert> phrase when they fast sadJy
are not the maln focus of the sentence. happlly !lloyily
I slowly opened the door. (locus Is on openlng the doorJ hard sollly
I opened the <loor slowly. (focus is on how the door was opened] rúdeJy suck1E!rrJy
He angrlly hung up the phone. (focus Is on hanglng up me phone] 11~ ~'~
He hung up th& phone angrlly. [focus Is on how the phooe was hung up)
Adverbs of manner can go befare the past partlclple In the passlve volee.
His ,epan v,as very poorly wntten.
BE CAREFULI Do not place an adverb of manner behveen a verb and a dlrect obJect.
He drank hlS coffee qulckly. IIOT He drank ~ tus cotfee.

I] Check if the adverb is correctly used. lf not, make corrections.

O 1. Vlhen the game was over, he left quic.kly the court.
O 2. As shc drove inro town, she sang to hcrsclf softly.
O 3. Toe meeting was suddcnly postponcd after thc CEO arrived.
O 4. They pretended noisilv to wash thc dinncr dishes as thcy lístcned in on thc convcrsation.
O s. l le congratulated her for her nicely presented report,
O 6. Ihey cntered quictly the room and sat in the comer,

G16
Pronunciation Booster
The Pronunciarion Booster is optional. lt provides more information about pronunciation as well as additional practice.

Unit 1 C GotoUnit) Content words

nouns boss, Julie, happ,ness
verbs find, meet, can
Content words and function words adjectlves tall<atlve, sm.ill, green
adve,bs quletly, aga,n. slowfy
In Engllsh, content words are generally stressed. possosslvo pronouns mine, )'<K.lrS, his
Function words are generally unstressed. demonstratlvo pronouns ttus., those, that
My BOSS is a PAIN in the NECK! roflexlve pronouns OIN'Sélves, herselt
He's RCAlLY a TElUUflC BOSS. intorrogatlVe pronouns vmat. who, whe,e
\1ARI< is such a SMAlU GuY.
l'm SURF she'II be a CRFAT MA ACFR.
Functlon words
Stress in compound nouns
prepositions of, from, at
A compound noun is a noun that is made up of two or more words. conJunctions s11d, but, or
Stress generally talls on the first word in compound nouns. detemiiners a, the. some
oompound noun aa1ec11ve - oauo personal pronouns he, she, they
He's .1 WISE guy. BUT He's a WISE LEAOER. possessive adJectlves my, her, thett
Shc's a P(OPlE pcrson. BUT Shc's a NICE PERSON. auidll11ry verbs have + (past ParticipleJ
lt's an APARTMENT building. BUT lt's a TALL BUILDING. be + Ú)(esent part,c,¡,teJ
Thcy'rc EXERCISE machines. BUT Thcy'rc .sw MACHI .ss. BE CAREFUU When an auXilia,y verb Is negativa
or used In short answers, lt is generally stressed
I CAN'T GO. He WON'T Ul<E it. .
No, they DON'T. Yes. 1 HAVE.

E @ Listen and practice.

t. Yly BOSS is a PAi in the NECK!
2. HC''S REALLY a TERRIFIC BOSS.
3. MARK is such a Sl\•IART GUY.
4. l'm SURE shc11 be a GREAT MANAGER.

[J Circle the content words.

t. Lcarn 10 livc in thc present.

2. He- remindod me 10 call my mother,
3. He asked me 10 work faster,
4. 1 prcfor to stick closer to home.
@ Now pracuce reading each sentence aloud and listen to compare.' (Note that your chotees may
differ from what you hear on the audio.)

O@ Listen and practice.

1. IIc's a WISE guy. Ilc's a WISE LEADER.
2. She's a PEOPLE person. She's a ICE PERSON.
3. It's an APARTMENT building. It's a TALL BUILDING.
4. They're EXERCISE machines. They're NEW MACHINES.

[?'] @Practice reading each compound noun aloud and listen to check."

1. a swimming pool 4. a tclephone directory

2. tennis courts s. office managers
3. an answcring machinc 6. thc bullct train
•NO'JE Whenever you see a lls1ening acttvltywllh an aStet1$k (•1. say each word phrase. o, 1en1ence In me pause o/re, each numbet. Then lisien forconllrma11on.

Pronunclotlon Booster P1
Unit 2 C GotoUnit)

lntonation patterns
In statements, commands, and lnformatlon questlons, lower pltch after tha stressed syllabla
In tha last stressed word. 11 the last syllable In lhe sentence Is stressed, lower pllch on the
vowel by lengthening tt,
--,,_
I haven't been to many conccrts lately,
_ -,_
Don't forgct to watch them on TV tonight,

-.....
What do you like about that song?

Raise pitch after the stressed syllable in the last stressed word in ll l ~ questions and requests.
lf the last sytlabla In the sentance Is stressed, ralse pltch on tha vowel by lengthenlng lt

_r- _¡

-
l lavc you ever heard of Annic Lcnnox? Could you pick up their new CD for me?

Do you think she has a nice voicc?

[1 @ listen and practice.

1. 1 haven't been to man>' concerts latcly,
2. Don't Iorgct to watch rhcm on 1V tonighr.
3. What do you like about that song?
4. l lave you cver heard of Annic Lennox?
s. Could you pick up their new CD for me?
6. Do you think she has a níce voicc?

[J Circle the last stressed content word in each of the following sentences. lf that word has more
than one syllable, underllne the stressed syllable.
1. That song has a great beat you can dance to.
2. Her catchy lyrícs make you want to sing along.
3. Didn't you Iíke that song's mclody?
4. What time do you think thc conccrt will be finished?
@) Now practice reading each sentence aloud. using the intonation patterns you have leamed.
Listen to check.•

P2
Unit 3( GotDUnit) ~xamples of thought groups
sub¡eet + verb I don't krlO\v
noun phrasos rrr¡ short-term goal
preposltional phrasos by u,8 end of the month
Sentence rhythm: thought groups l)n)dicates Is drownlng in debt
Longer sentenees are usually dlvlded by rhythm lnto smaller -thought groups" noun clauses v.ttere the money goes
-groups of words that naturally or logically go together. Exactly how adjectivo clavses that I paíd off tast vear
statements may be divided into thought groups will vary among speaxers. adverbial clauses when l've fuilshed rrr¡ rel)Ort

My short-term goal / is to sun living / within my means,

'OT \4)' skert tern1 / geitl is te / stitrt li•,iRg •,dtkiR Al)'/ meaRS.
r don't plan / to be financially dcpcn<lcnt / for thc rest of my hfc.
Br nexl ye.u / 1 hope to have gotten / a good job / as a financia! consultant,
Pitch in longer sentences
In longer sentences, pltch may fal~r rlse-atter lhe last stressed syllable In each thought group, wlth no change In moanlng.

--,__ --,__ __r --,_

Once he tries keeping / a realistic budget / he'Il fi.nd it easy / to save money, OR

__¡---- __.- °L_. ~

Once he tries keeping / a reallstíc budget / he'll find it easy / to save money.

rJ @ usten and practice.

1. My short-tcrm goal is to start living within my means.
2. 1 don't plan to be financially dependent for the rest of my lifc.
3. By next ycar, 1 hope to have gottcn a good job as a financia! consultant,
4a. Once he tries keeping a realistic budget, he'll find it eas ' to save money.
4b. Once he tries kccping a realistic budget, he'Il find it casy to save moncy.

[J Read the following sentences. Decide how you might break each sentence into thought groups.

1. By thc end of this month, 1 hope to havo finíshed paying off my studcnt loans.
2. In two months, whon we've finally paid off our house, we're going to havo a big party to cclebrote.
3. To be perfectly honest, 1 couldn't tell you where the money goes.
4. By next year, 1 will have cornpleted my studies, but I don't think r will have gotten married.

@ Now pracuce reading each sentence aloud, paying attention to pitch. Listen to compare."
(Note that your choices may differ from what you hear on the audio.)

Unit 4( GotDUnit )

Linking sounds
Linking with vowels Linking identical consonants
When the final consonant sound of a word Is followed by a When the llnal consonant sound of a word Is followed by the
vowel sound, link lhe sounds togelher. same sound, link the sounds together as one sound.
tt'vn stylc now, Shc thinks thc blousc iu;triking.
She bought hir~.,'Q.jlegant tie, Théy prcfcrrc~ark suits.
l'xt>1lready boughtJ new suit, What an attractivc."SI!

Pronunclotlon Booster P3
l'J @ Listen and practice.
1. lt's in stylc now,
2. She bought hírn an elegnnt tie.
3. I'vc already bought a new suit.
4. She thinks the blouse is striking.
S. They prcfcrrcd dark suits.
6. Whal an auractive vesu

[J Undertine all the places where you think the sounds should be linked.
1. She wants Susan to drcss up next time.
2. lt's fashionable and elegant.
3. lt's out of style.
4. l wish shc prcfcrrcd dressing down.
S. That blousc isn't trondy cnough for my ta te.
6. 1 think Kyle has stylish toste.
@ Now practice reading each sentence aloud and listen to check.•

Unit 5 C GotoUnil )

Unstressed syllables: vowel reduction to fa/

In conversation, tne vowels in unstressed syllables are often reduced to the sound /9/. The vowel sound /9/ occurs more
often In Engllsh than any other vowel sound and contrlbutes to malntalnlng the rhythm of Engllsh.
- . .
ac ccpt a ble /::)1:'M:pt:,b:,I/ re spect ful /r:,'~ptl:lfoll

con
-sid . .
er le ~ /k:in'~1d:ir.i1I
. - . ble ~
ir re spon /,ar:i'span~:,b:,li
. - .
d st

po lite ~ /IX)'l.111/ in ex cus a ble -. /,an:,k'Sk) UZ.ilx>lf

0

l'l @usten and practice,

1. acceptablc 4. rcspcctfuJ
2. considérate S. irresponsible
3. politc 6. inexcusable

[] @ Listen to each word and drcle the unstressed syllables that have the sound / a/.
1. un ac cept a ble 4. un pleas ant 7. un imagina ble
2. in con si de rate S. ir ra tion al 8. dis re spcct ful
3. im po lite 6. im ma ture 9. in ap pro pri ate
@ Now practice reading each word aloud and listen again to check:

P4
Unit 6 C GotoUnit)
1
Sound reduction
In everyday speech, sounds In unstressed words are olten "reduoed"; that Is, vowels changa to ,~, or ,.,
or consonants are dropped.
Vowel reduc1ion
The /11/ sound in the function word !Q is often reduced to ,~,.
1'11 be going to the airport aúer dinner, /ta/
Irs ten to two, /t:i/
The /e/ sound in many one-syllable function words is often reduced to /a/.
Look at that. /-:it/
J gol an iguana. /an/
Thar's more than I need /0:m/ BE CAAEFUU Function words that oecur et the
end ot a sentonce are nevcr reduced.
The tost and for/ sounds in function words are often reduced to h,.J.
What a beaut,lul blld you aro! /ar/
Pets are no trouble. /;, I What sre you fooking .it? /:et/
Is it black or whíte? /a·/ Wrnlt are you wa,ting tor? lforl
Where's your farrn? /y~/ Who's she talkíng to? /tul
T Ic's been gonc for days. /t";t /
The functlon word ill.lt /r.ndl Is often reduced to /Zll when II occurs between two
subjects, objects, modiliers, verbs, or phrases.
They have long arms and legs. hm/
Shc laughed and cried when shc heard the news. /.111/
We stayed out late and went dancing. hn/
BE CAREF\JL! The vowel sound /el in arul is generally not reduced when it occurs at the beginning
of a clause, but the consonant sound /d/ may s1ill be dropped.
He wore a black suit, and she wore a gr<X'n dress. /.en/
The initial /h/ sound is usually dropped in function words.
What do~ mean? /c.l,\ál
lt's ill!Ys b;ig. /rn17,I

fJ @ Listen and practice.

1. 111 be going to thc airport aíter dinner. 9. Hc's becn gonc for days.
2. lt's ten to two, 10. They havo long amis and legs.
3. Look at thar. 11. She laughcd and cried whcn she hcard thc news,
4. 1 !,;"Ot an iguana. 12. We taycd out late and went dancing.
S. That's more than I need. 13. He worc a black suít, and she wore a green dress,
6. Pets are no trouble. 14. \<\lhat does he mean?
7. Is it black or wlúte? 15. lt's in hís bag.
8. Where's your farm?

IJ Circle the words in the following sentences you think will be reduced.
1. Altcmativcs can be found for medica! rescarch on animals.
2. A lot can be done to improvc conditions on those farms,
3. Animals are traincd to pcrform in circuscs.
4. Do animals have to be killed for their hines and fur?

@ Now practice reading each sentence aloud and listen to check."

Pronunclaflon Booster PS
Unit 7( GotoUnit)

Vowel sounds /j/ and /J/ Tho vowel sounds /j/ and ru are ropresente<f
In spelllng in 3 numbcr of ways.
The sound fil is longer and is formed by tensíng the tongue.
IU 111
tne sound II/ Is shorter and formed wlth the tongue retaxed. steal blimp
fil /ti steep syllable
lea, e live people busy
team Tim handy building
feel fill belleve women
steal still recelve pretty
boutique bcon
feet fit key glve
The vowel sound tu also appears frequentiy In unstressed syllabtes.

places market artisan minute women

[1 @ listen and practice.

1. lea ve live
2. tcam Tim
3. feel fill
4. stcal still
s. feet ñt

a@ Listen and practlce.

1. places 2. market 3. artisan 4. minute S. wornen

D@ Listen to each pair of words. Circle if they are the same or different.
1. samc diffcrcnt s. samc diffcrcnt
2. same different 6. ame diffcrcnt
3. samc diffcrcnt 7. sarnc diffcrcnt
4. same different 8. same different

E@ Listen and check which sound you hear in the stressed syllable.
fil "' Ji/ /1/ fil III
1. 0 0 6. 0 0 11. 0 0
2. o o 1. o o 12. o o
3. 0 o 8. O o 13. 0 o
4. 0 o 9. 0 o 14. 0 o
s. o o 10. 0 o
@Now listen agaln and practke.

P6
Unit 8( GolDUnit)

Stress placement: prefixes and suffixes

Stress plaeement does not ehange when most prellxos and sulfixes are added to a word.

importan! unimportant importance importantly

obedient disobedience obediently

happy unhappy happiness happily

Hovtever,addlng the suttlxes ·Ion,-~ ·lll', -~ and -lan generally shlfts stress to
the syltable belore the sulfix.

educa te -+ education

photograph -+ photographic
. -··
dependable -+
. ·-··
depcndabiliey

politics -+ political

music -+ musician
Some nouns and verbs have the same spelting. When the word is a noun, the stress
Is on the llrst syltable. \Vhen the word Is a verb the stress Is on the second syllable.
nouns verbs

re bel rebel Olher words In lhb c;ategory

condvct
confllct
protest protest
present
.
present
oontrast
convert
permít
re<x)fd
object object survey
SUSpect
progre~ progress

t1 ~ Listen and practice.

1. important unimportant importancc importantly

2. obedient obedience disobedience obediently
3. happy unhappy happincss happily

[J ~ Listen and practice.

1. educare education
2. photograph photographic
3. dependable dependabílity
4. poli hes pohtical
s. music musician

Pronunclatlon Boost~r P7
O Look at the stressed syllable of each word in Column A. According to the rules given in the chart
on page P7, mark the stressed syllable of each word in Column B.
A B

1. familiar fa mil íar i ty

2. e mo tion al e mo tion al ly

3. rcg u late n.--gu la tion

4. ap pre ci a tive ap pw cía tive ly

s. sym pa thy sym pa thet ic

6. hy polh e size hy po thet i cal

7. beau ty beau ti fy

8. his to ry hi tor i cal

9. ma te ri al ist ma te ri al is tic

1 O. poi i tics poi i ti dan

@ Now prsctke readangeach word aloud and listen to check.*

l!J @listen and practice.

nouns verbs
1. rebcl re bel
2. protesr protcst
3. present present
4. objcct object
s. progress progress

D Circle the syllable you think will be stressed in each blue word.
1. A summer fishing pcrrnit pcrmits you to físh all }'Ou wanL
2. Thc protest was organizcd to prutest govcrnmcnt spcnding.
3. AII thc cmployecs were surveyed so thc results of the survey would be uscful,
4. Toe contrast bctwcen thcm now is not great compared to how much thcy contras!
at other times oí the ycar,
S. Wc strongly objcct to thc dcci ion to s<>II art objects outside thc museum.
@Now practice reading each sentence aloud, paying attention to words that are both nouns
and verbs. listen to check.•

PS
Unit 9( GotDUnit )

Reduction and linking in perfect modals in the passive voice

In perfect modals in the passive voice, the modal and the auxiliary verbs llave been are said together as one unit.
Note that stress falls on the modal and the maln verb. In everyday speech, the fhJ sound In the auxllllary have Is
dropped and /el is reduced to /~.
/ kodevbm/'
They COULD havc bccn KILLED.
/ manavbm/'
They MJGHT have been LOST.
/'m:i~t:i\ bm/
They MLST have been MOVED.
/'me1y:)\'bm/
Thcy MAY havc bccn DISCOVERED.

Wlth had to. stress had and the maln verb. Say llad to and llave been as one unlt.
/'luctu3vb111/
They HAO to have been STOLEN.

In negatlve perfect modals, stress falls on the modal, the word !!.Q!, and the maln verb. In everyday speech,
!!2! and theauxillary verbs have been are genorally sald as one unlL
/ nat:i\ b1n/
They MIGHT NOT have been LOST.
They 11JST, OT have been MOVED.

rJ @ Listen and pracuce.

1. Thcy could havo been killcd.

2. Thcy might have becn lost.
3. Thcy must have becn moved.
4. They may have been discovered.
S. Thcy had to havc been stolen.
6. They might not have been lost.
7. Thcy must not havc bccn moved.

I] Undertine where you think the words should be linked and which sounds should be reduced.

1. The dinosaurs may have been killed by a meteor,

2. Thc treoscould have bccn destroyod by il firc.
3. The gold figures may not have been Jost.
4. The stone balls must havo been moved usmg anirnals.
S. The drawíngs rnust not have been discovered untiJ later.
6. The cráter had to have bcen caused by el mcteoritc.
7. Thc trccs couldn't havo been burned in a iire.
@ Now practice reading each sentence aloud, paying attention to reductions. Listen to check.•

Pronunclotlon Booster P9
Unit 10 ( GotoUnit)
Mouth pos.ttlons for vowels
1ongue tensed ~ong) /e.1/
Vowel sounds /eJ/, /e/, Jzl, and !A/ tongue 1elaxed (sho,t) Id, 1311, 1,.;
The sound /eú is tonger and is fonned by tensing the tongue with the lips spread. llps spread lcll, lcl. l:J:I
The sounds !el, le!, and IA.I are shorter and are formed wlth ttie tongue relaxed. fa\v relaxed /.,/
Say /mi and /el wilh 1he tips spread wide. Say /el with the lips spread slightty and the
mouth slightly open. Say IAI with the tongue and jaw completely relaxed.
Thc vowel sounds ler/,/el, le/, and /AJ ,n3y
/etl /el /el l,J be ropresenled by these Spellings.
pain pcn pan pun /eJI /el lle/ /Al
Dane den Dan done P3Y gel caten Jumplng
mate mct mat mutl wcigh sweat havc noth.ing
bait bel bat but Shape S.>yS laugh IOUCh
wait said h31f dees
table fricnd gu3rantee blood
great guest relax vlhat

fl @ Listen and practice.

1. pain pcn pan pun
2. Dane den Dan done
3. mate mct mat mutt
4. bait bet bat but

m @usten to each word and place it in the correct column.

edgc games cnough can'I bungcc rafhng nothing chance sweal wait scare

/et/ /el /,el

@ Now practice reading each word aloud and listen again to check!'

e @ Listen to each sentence and circle the word you hear.

1. Gíve the moncy to the (men / man).
2. 1 think it's (Dan/ done).
3. What is that (rag / rug) madc of?
4. Do you need this (pen / pan)?
s. Hc's a perfect (mutt / mate).
6. My (date / dcbt) is cau ing me trouble.
7. Could you tak<> that (bug / bag) off lh<' countcr?
8. Please puta bandage on the (cut / cal).
Now practice reading the sentences both ways.

P10