Vocabulary

The body

Health

Idioms: Health

p70

Gateway to Exams 5—6 p82

Music and film

Media habits

Compound nouns and p84 adjectives

Natural disasters Prepositional phrases with verbs

p96

Gateway to Exams 7—8 p 108

Everyday technology

Verbs and phrasal verbs:

Technology and computers

pilo

Newspaper sections 10 Newspaper headlines

News: Collocations p122

Gateway to Exams 9—10 p 134

Wordlists 136

Exam SUCCeSS 149

Reading                            Grammar

Healthy habits                               Conditionals

Teenagers and nutrition             Unless, as long as,

provided/providing

The effects of technology on                in case

(that),

health

Third conditional

Mixed conditional

I wish//fon/y

How teenagers consume              Reported speech

media                                              — statements and

questions

Arts reviews

Other reporting

structures

News reports                                The passive: Verbs

with two objects;

The Icelandic eruption               with say, know, etc

Pla netary threats                           Passive infinitives

Giving aid in a disaster                 and gerunds

Useful inventions                          Defining and non-

defining relative

Hybrids by David Thorpe             clauses

Article: The use of mobile           Nominal clauses

phones                                          with that, what, al/

Report: The use of new

technology at school

Headlines                                       Inversion

Newspaper stories                         Participle clauses

Comparing newspaper                I ndirect questions

stories

Question tags

Pronunciation:

Intonation

Study skills 145

Progress checks 154

onto„l

Cross-curricular — Science/Nutrition/PE:

Nutrition for teenagers

Cross-cu rricular — Science/PopuIar culture:

A healthy recipe from a teen chef

International Cultural Knowledge: Glastonbury Festival

Popular culture:

Woodstock

Song: Woodstock by Joni Mitchell

Cross-cu rricular — Science: Possible planetary threats

Popular culture:

Disaster movies

Cross-curricular - Computer science: The world of hackers

Literature:

Hybrids by David Thorpe

International Cultural Knowledge:

Tabloids and qual'ty papers

Cross-curricular — Media studies:

Comparing newspaper stories

Work with a partner. How many school or university subjects can you think of? history, maths, medicine

2       Match these words with the definitions 1—8.

       assignment           course lecture notes          research        term tutor         tutorial

1      a piece of work that you have to do as part of your studies

2      a lesson where a small group of students discuss something with a teacher 3 a lesson where a large group of people listen to an expert talking about a subject

4      a period of time that the school year is divided into

5      the study of something to discover new facts

6      a teacher at university

7      a series of lessons in a subject

8      things that you write down to help you to remember

3       Read the text and pay attention to the words in bold. Decide if each word is a noun or a verb and what you think the meaning is.

Most students at university are undergraduates. They are studying to get a degree. There is usually continuous assessment of the students' coursework and assignments. The tutor gives a grade or mark for each piece of work. Students usually have to take exams too. Before each exam, students need to revise their notes. If you fail an exam, you normally resit the exam another day. Of course, you usually fail automatically if you cheat. When you pass your final exams, you graduate.

4       Now use a dictionary to check your ideas in 3.

STUDY SKILLS

When you look up words in a dictionary, do not just look at the first meaning that appears. Many English words have more than one meaning and can have more than one form (eg, they can be a noun and a verb). Look at the introduction to your dictionary to find out how it gives information about types of word, and also how it shows the pronunciation of the word. STUDY SKILLS > page 145

5       LISTENING 01.01 Listen to the vocabulary quiz and answer the questions 1—8.

6       Complete the sentences with a—g. 1 Some people don't want to study in their countries. They want to study a

2       At university it's usually easy to make new

3       When you live away from home, you become more

4       Students who don't live at home often live in a hall of

5       If you haven't got enough money to pay for your studies you can ask for a student

6       At university, there are lots of clubs that organ •ze extra-curricular

7       Universities have gyms, laboratories and Ots of other student

a abroad b activities c residence d loan e independent friends g facilities

7a SPEAKING Complete the questions with the words a—g in 6.

1      Would you like to study in a different country?

2      Would you prefer to live at home or in a hall of

3      Is it easy to geta student in your country if you don't have enough money to study?

4      Do you find it easy to make new

5      Do you do any extra-curricular

6      What special for students are there in your school?

7      Do you consider yourself to be or do you need other people to do things for you?

7b Use the questions to interview your

partner.

I fail

Unit 1

Reading

la Work in pairs. Think of answers to these questions. What are the advantages and disadvantages of studying at the university in your home town? What are the advantages and disadvantages of moving to another city to study?

1b Compare your ideas.

2        Read the comments from an Internet forum. Match the people below to one of the comments 1—3.

            It's better to study at home.

2       It's better to study in another place,

3       It isn't better or worse to study at home.

Top Cat           Storm Lotus          sa-Ra

exactly the same as the words in the text,

EXAM SUCCESS page 149

3        Read the comments again. For questions 1—10, choose from the four people (A—D). The people may be chosen more than once.

Which person

•    thinks that Anita needs to consider more specific questions before she decides? 1 bases his/her opinion on his/her

           experience?                                                          2

•    bases his/her opinion on someone close to him/her?   3

•    bases his/her opinion on what he/she wants? 4

•    talks about problems with concentration?       5

•    thinks that the decision of staying at home or moving away is not final? 6  says that first you need to find out what your university has got? 7 • is happy for his/her family to help him/her? 8

•    doesn't feel his/her life has changed much? 9

•    wants to experience new things?        10

4        Find words in the text with similar meanings to th ese words.

university (colloquial) (Anita)  the same as (Top Cat)

the way that two or more people act or behave together (Lotus) questions, ideas (Lotus) a long time (Storm) moments (Storm) jobs at home (Sa-Ra)

5        SPEAKING What about you?

1        What do you want to do when you finish school?

2        Where do you think it is better to go to university— in your home town or somewhere else? Why?

Grammar i n context

1b Which tense do we use when we want to talk about a present routines and habits?

b      actions that are happening now?

c       temporary actions in the present? d changing situations in the present?

e finished actions or situations in the past? f things that are always or generally true?

g activities in progress at a moment in the past? h present states?

actions that happen very often and are annoying and irritating?

2       Choose the correct alternative.

1      Thanks to you, I      now.

2      The moon QQes/.is.gQjng_ round the earth 3 Listen! Somebody come.5/.(s.ç.Qmjng..

4       Temperatures gethgre..getffl)g. higher each year.

5       I /Qy.e/çm/.Q.ving. watching films. We gQ/ng. to the cinema at the weekend.

6       My brother usua//y..wglks/.is usua/ly.wqlkthg_ to university, but this week he gQÇZis.gQ/ng. by bus.

7       Not again! My sister q/ÿWJ/Æ.ÏQkes/js..Q.lway.$..t.Qk/nq my clothes.

8a uniform at your school?

9that it's better to study at

      10 That course                scundjng. really interesting.

3       Explain the difference between these pairs of

sentences.

la The students stood up when the tutor came in.

1b The students were standing up when the tutor came in.

2a At quarter past ten we finished our tutoria .

2b At quarter past ten we were finishing our tutorial.

3a They were having lunch when we arrived. 3b They had unch when we arrived.

4a She was making a film about a group of students.

4b She made a film about a group of students.

Unit 1

4      Complete the questions with the correct form of the verbs

given.

       1    What                                   you                                   (do) on your

bed last night?

5      SPEAKING Use the questions in 4 to interview your partner.

d An action finished very recently.

6b Look at these sentences. Which use the present perfect simple and which use the present perfect continuous?

How do we form these two tenses?

1        1've been trying to decide but I can't.

2        1've made my decision.

3        1've been thinking about this question for ages.

4        1've written to four different universities.

6c Which tense, the present perfect simple or present perfect continuous, gives more importance to

1       the completion and result of an action?

2       the process and duration of an action?

3       how many times an action happens?

4       the fact that an action is temporary, incomplete or has finished very recently?

GRAMMAR REFERENCE page 16

Gap years

onto,

5       Look at these titles for texts about how five different International cultural knowledge people spent their gap years. Work with a partner. Predict what the people did.

Gap years

A trip to remember for the rest

1      Work with a partner. Look at the pictures and describe of my life what you can see. Would you like to do either of these activities? Why?/Why not?  Sun + snow = relaxation

LISTENING 01.02 Listen to a radio programme about gap

years and answer the questions. 1 What is a gap year?

2      Who can take a gap year?

3      When do people usually take a gap year?

Listen again. Are these statements true (T) or false (F)?

1 People didn't normally have a gap year in the past. 2 People often decide to have a gap year because they are tired of studying.

3 People who take gap years usually have a lot of money. 4 A gap year can help you to decide what course to study at university.

5      People normally prefer travelling short distances during their gap year,

6      You need to pay for everything yourself when you do vo unteer work.

7      One way of spending a gap year is teaching languages.

8      Universities always prefer taking students who have done a gap year.

4 SPEAKING What about you?

6

7

A long way from home, helping people without a home

Boring but necessary

Opening my eyes to an amazing new world

Read this newspaper article about how the five students spent their gap years. Match the titles in 5 with the texts A—E.

Read the texts again. Which student(s) 1 planned his/her gap year for a long time?

2                  didn't make any plans?

3                  worked first and then travelled?

4                  didn't work during his/her gap year?

5                  learnt two languages?

6                  enjoyed being with or seeing unusual animals?

7                  that          him/her to be

10 says that his/her gap year is going to influence his/her choice of a career?

WORD BOOSTER

Match the words with the definitions. 1 look forward to a the best or most exciting parts of

2 stand on your something own two feet b feel excited about something that is 3 environmental going to happen

4      dive     c relating to the natural world and the

5      fares    effect that human activity has on it

6      highlights            d do things for yourself without asking people to help you e swim underwater f               money you pay for using types of public transport

A Jason Scott

I needed money to help me to pay for university. I decided to take a job in my home town. It's quite a small town and the only work I could find was at the local supermarket. I didn't enjoy it at all but in some ways that was a good thing. It made me realize that I never wanted to do a job like that again. It motivated me to study hard to be able to get an interesting, creative job. One day while I was working at the supermarket I was feeling really bored and depressed. That was when I had the idea to use some of the money I was making to pay for a week-long holiday in New York when I finished my job at the supermarket. It gave me something to look forward to in the bad moments.

B Gwen Laurie

I didn't plan my gap year at all. First I worked in a fast-food restaurant to make some money. I didn't really know where I was going to go, but I knew I wanted to travel. When I had enough money I decided to go skiing in France. I found a job working in a bar there and spent six months just skiing, learning French and making friends, After all that snow I wanted to see the sun so went to Spain. I learnt basic Spanish and travelled all the way down the east coast, sometimes working but sometimes just spending my time on the beach. I learnt how to become independent and stand on my own two feet, When my gap year finished I was relaxed, full of energy and ready to study again.

C Sophie Jones

For my gap year I wanted to experience something totally new. I contacted a voluntary organization that works in India, helping poor children who live on the streets. It was really hard work at first because the problems that these children had were so sad. The conditions we lived in were not good. But the children we were helping lived in really terrible conditions, so how could we complain? Now, when I'm studying at university and I have a problem, I just think about those children and remember how lucky I am. In my gap year I saw that the work I was doing really made a difference.

I decided then that when I finish uni I want to do a job where I can help others.

SPEAKING What about you?

1 Which student's experience do you like the most? Why? 2 What would be your perfect plan for a gap year?

• PROJECT

9a In groups, use the Internet to plan a perfect gap year.

9b Prepare a poster to advertise your gap year. Vote on the best.

D Yvonne Edwards

My gap year had two very different parts. For the first six months I worked in a local restaurant to make some money. Then I looked for work in an exotic country. On the web I found an organization that does environmental research in Madagascar. I contacted them and they took me on. The whole experience was just amazing, We were living in a dirty little house that was full of strange insects, but I loved it. I learnt how to dive. I taught English to the children in the village where we were living. I saw species of plants and animals that you just can't see anywhere else in the world, I worked with people from totally different countries and traditions. That trip was the start of a new life for me.

E  Sam Evans

I knew exactly what I was going to do in my gap year. I've loved travelling since I was little, so I decided years ago that when I finished school I was going to travel round the world. I bought a 'round-the-world' ticket, which cost £1 ,800 and included all the different flights and train and bus fares. The route was from London to Los Angeles, from LA to Fiji and then the Cook Islands, from there to New Zealand, Australia, Singapore, Malaysia, Thailand and then back to London. There were so many highlights! Riding an elephant in Thailand, swimming with dolphins in Australia, doing adventure sports in New Zealand! I went to places that everybody wants to vis ⁱt one day, but they start university and then work and they never find the time.

INSIDE INFORMATION

• Prince William and Prince Harry both took gap years when they finished schoo. Prince William taught children in a town in Southern Chile.

prince Harry worked on a farm in Australia, helped orphaned children in Lesotho and had a holiday in Argentina.

There are lots of websites that help students to plan gap years or round-the-world trips, Havea look at some!

Listening

1                  SPEAKING Work with a partner. Read these statements made by students about revising for exams. Which ones do you think are a good idea?

1         'Reading your notes again and again is useful.'

2         'It's good to revise with other students.'

3         'l always go to the library to revise.'

4         'l revise by reading my notes and then asking somebody to test me.'

5         'l can't stand revising so I leave all my revision to the last week before the exams.'

6         'l feel tired and stressed when I revise so I go running or swimming to help me to relax!

7         'My revision strategy involves drinking lots of coffee and going to bed really late.'

8         'l always need to take a break after 45 or 50 minutes of study.'

9         'The last thing I do before the real exam is to do a practice exam.'

10      'l avoid revising a lot of subjects before the exam. I just revise some of the points and hope they come up in the exam!

I think reading your notes again and again is a good idea.

I don't agree. I think it's better to read your notes and then get somebody to ask you questions, like in 4.

2                  LISTENING 01.03 Listen to two teenagers talking about revision. Which three ideas in 1 does the boy mention? Has he prepared well for the exam?

3                  Listen again and choose the best answer (A, B or C).

1         Last night the boy

A                   didn't sleep at all.

B                   didn't sleep much.

C                   slept badly because of nerves.

2         The students found out about the exam A four weeks ago.

B      yesterday.

C      four days ago.

3         On Fridays the boy

A                   goes out.

B                   does sport. C revises.

4                  The boy

A      doesn't understand all the topics in the exam.

B      doesn't ike some of the topics in the exam.

C      hasn't got information for all the topics in the exam.

5                  The boy thinks he isn't going to pass the exam because A he needs to answer all the questions.

B he's studied the wrong topics. C he's studied ast year's exam.

6                  The boy can't study during lunch because A he goes home for lunch.

B      he doesn't have enough time.

C      he hasn't got any books at school to study from.

4 SPEAKING What about you?

1        How do you usua ly prepare for exams?

2        Do you think your strategies are good? Why?/Why not?

12

Grammar i n context

GRAMMAR GUIDE Gerunds and infinitives 1

1 Match the statements 1—10 in Listening with these rules. Use one rule twice. We use gerunds a as the subject/object of a sentence. 1 b with go to talk about physical activities. c after prepositions.

d       after verbs of liking or disliking (except when the verb goes with would, e.g. would like, would prefer).

e       after certain verbs like admit, avoid, consider, involve, risk, suggest. We use infinitives f to explain why somebody does something.

g       immediately after adjectives.

h       after too, enough, the first, the last. after certain verbs like agree, appear, arrange, ask, attempt, encourage, force, manage, decide, expect, help, need, promise, want.

GRAMMAR REFERENCE page 16

2a Choose the correct alternative.

Efficient revision

It's incredible (a) thinking(.tQ.th.lnk that we do hundreds of exams at school and university, but many students never pay much attention to how they revise. Here are just some ideas to help you (b)               efficiently.

Some people think that (c) is a question of (d) down for hours and hours with their notes. It isn't. It's essential (e) takj.ng(tp..take. frequent (but short!) breaks. This way our mind stays alert and active. Just (f) ßQdj.ng.qnd.!.e.a.d.ing/.tQ.ßQd..

 is not very sensible either. After a while we think we know everything and we no longer pay attention to what we are reading. Instead of

(g) dQthgftQ.dQ this, read and then stop and answer questions. Why? (h) Seeing[T.Q.see. if you have really understood what you have read.

That's one reason why it can be a really good idea to work with other students. Some people don't mind (i) alone but some people hate it.

The good news for those people is that (j) discussing/ .tQ.d!$Ç.uss. past exam questions with other students can really help (k) .çh.eç.k/ng/ÏQ,qfie.ck. that you know what you're doing. And when you don't understand something, don't be too frightened (l) Q§k.ing/.t.Q.Q5k

3a Complete the sentences with the gerund or infinitive form of the verbs given.

1    Plan your time at the start to make sure that you have enough time  (finish) the exam.

2(Start) the exam before you have read all the questions can be a bad idea.

3       We suggest(take) more than one pen or pencil into the

exam.

4       Don't write too fast or carelessly. You risk     (create) a bad

impression.

5       Think about (leave) yourse f time (check) your work before you hand it in.

6       Avoid(write) your opinion unless the question specifically asks for it.

7       When a question involves(answer) two or more different parts, make sure you answer them all

8       Check that you know how many questions you need

(complete) because sometimes not all questions are obligatory.

9       Attempt(answer) all the questions that are obligatory.

3b Work with a partner. Think of more good advice for taking exams. 4 Find eight mistakes with gerunds or infinitives in this text.

Five years ago we were doing a chemistry exam at school when the teacher found a boy who was looking at his notes during the exam. The boy, whose name was Oliver, admitted to cheat. Naturally, the teacher forced him to resit the exam the week after. Nobody expected Oliver passing. I was good at chemistry and I liked Oliver so I decided to help him by study with him. We spent the next week

studying really hard. Oliver didn't feel very confident about passing. I suggested to

Developing

1     Read questions 1—6 and match them with one of the categories

What do you like about the place where you live?

2     What would you like to do when you finish studying at school?

3     Are you happier studying alone or with other people?

4     What things do you enjoy doing with your friends?

5     Do you like going to parties?

6     Are you happier doing mental or physical work?

A      your home and family

B      your interests

C      your studies/work

D      your plans for the future

2       LISTENING 01.04 Listen to six students answering the questions in 1. Match each student to one of the questions.

Student A Student B

Student C Student D

Student E

Student F

3       Listen again. Make a note of the students' answers and any reasons or personal details they give. Do you think all the students answer the questions well? Why?/Why not?

4       SPEAKING Work with a partner. Take it in turns to ask and answer the questions in 1. Remember to give reasons and personal details.

5      

Speaking Bank

6 Complete the sentences with the correct form of the verbs given.

2       I'd rather(go) by bus than (walk).

3      

4      

5       She'd prefer us(do) our homework individual y.

6       She prefers(write) essays by hand.

7       He'd rather we(send) him our homework by email.

Practice makes perfect

Student A: Ask these questions.

1        Which subject(s) do you prefer studying?

at home or

2        Would you rather study      in a library?

3        Would you like to have a gap year between school and university/work, or would you prefer to start straight away?

Student B: Ask these questions.

1        Would you prefer to study in your country or abroad?

2        Do you prefer studying with books or using a computer?

3        Would you rather have a school uniform or wear what you like?

Unit 1

Developing writing An informal email replying to a request for information

Read this email from an English boy called Paul to a friend who lives in another country. Underline the four main pieces of information that Paul wants from his friend.

Message

From:             Paul <PauI@mailnet.com> To:       info@mailpals.com Subject: Gap year!

Hil

Sorry I haven't written for a long time but I've been doing my final exams. I think I've done OK. I hope I've passed them all! What about you? What have you been doing recently? I think I mentioned in my last email that next year my idea is to have a gap year. I want to travel to lots of different places, and I thought it'd be great to come and visit you. When is the best time of year to visit your country?

It'd be great to start learning your language while I'm there, too. What do you think is a good way for me to do that? Maybe after I've spent some time there with you, you'd like

to come back with me and visit my family in England If so, te I me what type of things you'd like tõ do here.

Anyway, I'm going out with my friends now to celebrate the end of our exams. Write back soon!

Best wishes,

Paul

2      Think about the style of the email in 1. What things in the text are typical of informal emails? exclamation marks

3      Look at the expressions in the Writing Bank. What do we use each group of expressions for? Can you add any other expressions?

4      Work with a partner. Imagine that you have received Paul's email. Make notes about the information that he wants. What haveyou been doin recently? — assignments at school went away with anti/' last weekend started going running ...

5      You are going to write a reply to Paul. With your partner, make a paragraph plan. Decide what information to include in each paragraph.

Paragraph 1 — Thank Paulfor his email ret/ him what / 've been doing.

Practice makes perfect

6 Write your reply to Paul. Use your notes and paragraph plan to help you. Write between 120 and 150 words.

EXAM SUCCESS page 149

Language reference and revision

Grammar revision

Present simple, past simple, present continuous and past continuous

1       Complete the sentences with the correct form of the verbs given.

Normal y I (a) (not study) in the summer, but this summer I (b) (go) to special music lessons because I (c) (want) to learn to play the guitar. Two or three weeks ago I (d) (study) for an exam one evening when my mum (e) (come) into my bedroom and (f) (give) me an electric guitar! That's why right now I (g) (do) my homework — 'guitar' homework, not school homework!

WORKBOOK page4                                                            / 7 points

Present perfect simple and present perfect continuous

2       Choose the correct alternative.

1       Have you s.wjtçhed/bee.n.s.vv.itçhing off the TV?

2       My feet are tired. I've stQQdIb«ns.tqndjng. here for hours.

3       We love this film! We've seen(b.ee.n..se.e/ng. it five times.

4       This is my American friend. She's stayedl.been.st.qy/ng at my house but she goes back to the USA tomorrow.

5      

      WORKBOOK page4                                                       / 6 points

Gerunds and infinitives

3 Complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. Use between two and five words.

1       Don't do that because there's a chance you'll fail. RISK Don't do that because YÒu .

2       He loves to ride his bike at the weekend. GO He loves to at the weekend.

3       I think it's terrible to get up early. STAND early.

4       I think it's essential to have a valid passport.

PASSPORT

       I think            is essential.

5       Please think about joining our club. CONSIDER Please our club.

6       Nobody finished the exam before Sarah. FIRST Sarah was the exam.

7       It would be great to see him in concert next week.

LOVE him in concert next week.

        WORKBOOK page 7                                  / 7 points

Grammar

2 Work experience Vocabulary Speaking

Writing

Past perfect simple and continuous Past and present h Gerunds and infinitives 2

Work and jobs— conditions, stages, phrasal verbs, etc.

Stimulus-based discussions I

An opinion essay 1

Vocabulary

          Work conditions and responsibilities                                           Working hours

6      Match these expressions with the definitions 1—5. There are two extra expressions. Check that you understand what these mean.

be on flexi-time do shift work work from nine to five work full-time work long hours work overtime work part-time

1        you have flexible working hours

2        sometimes you work during the day and sometimes during the night

3        you work extra hours

4        you spend a long time working

5        you don't work all day

7      Work with a partner. In which jobs or situations do you think it is common to

10 SPEAKING Work with a partner. Talk about your

bank manager   farmer   firefighter             miner     work plans. nurse               personal assistant (PA)      pilot school caretaker             software designer              teacher  I'd like to find ajob as a software designer, designing games. I'd prefer to work from nine to 1  3             five. After a few years I'd like to get promotion

                   2                                                   4                                                                           and be responsible for designing my own game.

5 SPEAKING Work with a partner. Describe a job using the expressions in bold in 2. Can your partner guess the job?

      1 8           2

> Reading

1     SPEAKING Work with a partner. Read the title of the article and look at the photo. Can you guess the man's job?     marathons. Ben has a degree in science, but that wasn't the main

2     Read the article. Match paragraphs A—E with these summaries.

1         what Ben did when he had this job

2         why Ben was a great candidate for the job

3         what the job consisted of

4         how they selected the best person for the job

5         Ben's life after the bestjob in the world

The best job in the werld

In May 2009 a 34-year-old British man ca lied Ben Southall was offered the bestjob in the world. The job was as caretaker of a tropical island in Queensland, Australia. Thejob was full-time but only lasted six months. It involved looking after the island but also doing every activity that tourism offers in Queensland — surfing, sailing, flying and diving, to namejust a few. Then Ben had to write about itin a blog. The main idea of thejob was to promote tourism in this beautiful part of the world. As the name 'the bestjob in the world' suggests, the job came with a great

10 salary and brilliant conditions. How would you feel about living in a three-bedroom luxuyy_ villa with a private swimming pool right next to the beach? Or having your own golf buggy to drive around and explore the island where you lived?

Itk probably no surprise thatmore than 34,000 people from

15 all over the world applied for thejob. To apply, people made 60-second videos to show why they were the ideal person for thejob. Tourism Queensland, the organization offering the job, chose their favourite 50, and thenjust 16. Those 16 people included students, journalists, TV presenters, photographers,

20 a receptionist, radio DJs, teachers and actors. They travelled to Queensland to take part in different activities such as swimming and blogging. On the basis of these tasks and tests, Tourism Queensland decided to give the job to Ben.

c

On his video application, Ben had impressed everyone by riding

25 an osžtrich, kissing a giraffe and trekking through Africa. In fact, the year before, Ben drove all around Africa to raise money for charity. For 12 months, he had been organizing and taking part in sports events such as climbing mountains and ru n ning

3 Read the article again. Are these statements true (T), false (F) or is the information not given (NG)? When the answer is true or false, write the number of the line(s) where you found the answer.

1       The 'best job in the world' involved simply doing what a normal tourist does all day long. WFZNG.

2       The job came with accommodation.

3       Tourism Queensland knew that the job would attract all sorts of people from lots of different countries.        rtf7.NG.

4       Tourism Queensland only met sixteen candidates in person.

5       Ben's main reasons for going to Africa were all sports-based.

6       Ben's previous experience was not very relevant to the job in Australia.

7       Ben got very tired of communicating with the media every day.

8       Ben created a great impression on his bosses. .T(WNG.

30 factor in the success ofhis application. He had already worked as a tour guide, written newspaper and magazine articles, given interviews and kept a video blog to share his experiences in Africa with others.

D

Ben loved thejob but he certainly worked long hours. He didn't 35 use to have much time for just sitting back and relaxing.

He would work up to 19 hours a day, seven days a week. Each day he would do a number of promotional events and press conferences. When the shemonthjob finished, Ben had visited 90 different locations, made 47 video diaries and given more than

40 250 interviews. The worst part for him was that at the end of each day he used to have to sit up late blogging and uploading pictures. And although the conditions were great, there was one dangerous incident. In the last week of thejob, Benjumped out of a boat into the sea and an Irukandjijellyfish stung him.

45 People have died from these stings, but luckily a local doctor immediately knew what to do and after six uncomfortable hours Ben was fine again.

A model employee, when Ben's job on Hami Iton Island finished,

Tourism Queensland immediately offered him a newjob They

50 gave him an 18-month contract. this time to travel all around the world promoting Queensland as a tourist location. Could that be the second-bestjob in the world?

THE BEST JOB

4 Match the underlined words in the text with these definitions.

1          attract people's attention to something

2          collect

3          give or tell

4          a big African bird with a long neck that can run but cannot fly

5          a good example

6          a soft, round, transparent sea animal

7          making a long and difficult journey on foot

8          expensive and of very good quality

9          a small car used for travelling over difficult ground

10       using something to take a decision

5a Work with a partner. Imagine that you are going to meet Ben Southall. Write five questions to ask him.

5b SPEAKING Change partners. Take it in turns to ask and answer the questions.

6 What about you?

1        Do you think this really is the best job in the world? Why?/ Why not?

2        What is more important to you in a job — the salary or the conditions? Why?

Grammar in context

2      Complete the sentences using the past simple or past perfect simple form of the verbs given.

     The teacher didn't let her do the exam because when she arrived, the exam        (start).

2       When she               (write) her letter of application, she sent it.

3       He unlocked the door and(step) inside.

4       Before today's conversation I(not speak) to the boss.

5       When the wind(blow), the leaves on the trees shook.

6       They didn't want to see the film again because they

(see) it twice already

7       They weren't hungry because they(eat).

3      Choose the best alternative.

1We had .wgite.d/.been_wqjtjng. for an hour when finally the director arrived.

2       They were tired because they hay.e/had. been running for more than an hour.

3       By the time we got there, they had.egten/.been..ecuting. all the food.

4       He had wrjJten/.b.ee.Q.wrjÏtng. three novels by the time he was twenty-five.

5       She couldn't open the door because she had the key.

6       When I saw her face, I knew she had çrjed/.be.en.cryjng. for a long time.

7       The two students couldn't do the exercise because they had talked(been.ta/.kjng_ non-stop throughout the sixty-minute lesson.

4a Invent endings for these sentences. Use verbs in the past perfect simple or past perfect continuous.

1          The little boy was crying because ... somebody hadstolen

his sweets.

2          His parents were angry with him because ...

3          When they got home they were soaking wet because ,

4          She felt really sleepy because

5          We did really well in the exam because 6 My hands were dirty because .

7       The teacher was very happy with the class because .

8       My arms were tired because

2

4b SPEAKING Compare your sentences with a partner. Are any the same?

6a How was life different 200 years ago? Complete the sentences with used to or didn't use to and these verbs.

Phrasal verbs connected with work

1 Match the phrasal verbs in bold in sentences 1 —7 with their meanings a—g.

4

My grandfather is 80, but when he was a young man he

        (a)                                 (work) as a postman. He (b) .

(like) his job. He (c) (get up) early every morning and collect all the letters. In those days, people (d) (not have) computers, the Internet or email so they (e)

(write) letters quite often. The only problems my grandfather had were with dogs. When he was a postman, he (f) (hate) them! (Not now — now he has three dogs in his house!) One day, this enormous dog (g) (jump) out. It

(bite) him really badly and my grandfather

(need) to go to hospital. But, in general, I remember that he (j) .            (not complain) about his job.

8a Complete these sentences so they are true for you. Copy your finished sentences onto a piece of paper.

I used to  at the weekends, but now I don't. 2 I didn't use to     at the weekends, but now I do.

3       I used to  in the evenings.

4       I didn't use to         at school, but now I do.

5       When I was at primary school, I would

6       Once when I was at primary school, I

8b SPEAKINB Your teacher is going to read out some of the sentences. Who do you think wrote them?

g take control of something

> STUDY SKILLS

Phrasal verbs consist of a verb and one or two particles (prepositions or adverbs). The meaning of phrasal verbs is not always easy to guess from the verb or particles. Use a dictionary, but be careful because the same phrasal verb can have different meanings. STUDY SKILLS page 145

2 Complete the sentences with the correct form of the phrasal verbs in 1.

1        Don't stop trying!

2        I'm ambitious. I want to and get to the top of the company.

3        Don't forget to this section of the questionnaire with your address.

4        They offered me promotion but it because I didn't want any more responsibility. 5 You need a lot of money and original ideas to a new business.

6       Let's this project first and when we finish we can look at something else.

7       We used to be an independent company, but a big Japanese company us last year.

3 Complete the questions with the correct particle.

Then ask and answer the questions in pairs.

1       Are you working any assignments at school at the moment?

2       When something is difficult, do you usually keep it or not?

3       Have you ever filled       an official form? Why?

4       What qualities do you think you possess to get

in a job? 5 What business would you like to set

The language

onto,'

Cross-curricular - Economics

Learning English for work

1      Look at the football players in the photos and answer the questions.

1       Do you know who these people are and where they are from?

2       Do you know anything else about them?

3       Do you think playing football is a skilled job? Why?/Why not?

2      Read the article, then look at the title. Do you think it is a good title for the article? Why?/Why not?

Non-EU football stars have to take English test

3

of work

How the points system works

Tier one: Highly skilled

Wealthy, skilled professionals considered automatically to have enough points to work in Britain, whether they have a job offer or not.

Tier two: Skilled

They need to have a job offer and enough points on skills and qualifications. They need to speak English and their job has to be advertised first in the UK.

Tier three: Low skilled

Includes jobs in food processing and agriculture. The Government thinks these vacancies can be filled from the European Union.

Tier four: Students

Only for recognized courses and institutions.

Tier five: Temporary workers

Covers sports stars and musicians coming in for single events,

INSIDE INFORMATION

There are some top teams in the English Premier Football League which have few players born in England.

In 2010 the London club Arsenal had 25 foreign players out of 30. They included players from Russia, Poland, Brazil, Spain, the Czech Republic, France, Switzerland, Italy, Denmark, Cameroon, Croatia, Mexico, the Ivory Coast, Belgium and the Netherlands.

• In 2008 the manager of the English team Portsmouth sent 16 of his players to special 'Football English' lessons. It took an average of 1 1 hours for a player with no Eng ish to be ab e to communicate while playing football.

3 Read the article again and complete the sentences. Use no more than two words from the article for each answer.

1       Non-European footballers have to have a of English in order to get a work visa.

2       Liam Byrne thinks that the majority of foreign players are to pay for language lessons.

3       People from other countries who are touring Britain will get to be able to enter the country.

4       The changes in the immigration system affect workers.

5       British companies can only take on foreign workers after the job to British people.

6       People who are nÒt happy about the scheme say that Britain could lose ifjobs are always given to British people.

7       Highly skilled workers do not need a               to be able to enter the UK.

8       The government expects foreign people who work in farming and agriculture in the UK to be from the

9       Non-European students have to study at .

colleges or academies.

30

4 SPEAKING What about you?

What do you think of the idea of doing a language test to live and work in a new country? Explain your opinion.

WORD BOOSTER

Match the words and definitions.

1       immigration a visiting one place after another

2       afford  b people who are looking for a job

3       touring                c official lines separating countries

4       migrants              d have enough money to payfor

5       surgeon              something

6       job-seekers e develop new products or activities

7       borders               f doctor who does operations

8       diversify g people who travel to a different country to stay there h the process where people enter a country to live there

Cross-curricular — Language

Learning workplace jargon

5       Look at these words and expressions. They are all examples of 'workplace jargon'. Work with a partner. Can you guess the meaning of the words and expressions?

6       LISTENING 01.07 Listen to a professor of linguistics explaining what the words and expressions in 5 mean.

Make notes about what he says.

7       Listen again and complete the sentences. Use no more than four words in each space.

1       A/ desko is based on an phrase which means eating

2       A la carte means choosing what you want to eat from

3       Some people don't like workplace jargon because       it makes

4       Blue sky thinking sometimes has a meaning.

5       The example of a win-win solution is when you a product in a supermarket and

8       SPEAKING What about you?

1       Do you use any language that only teenagers use? 2 Do you think jargon is a good or bad thing?

                                                                   Unit            23

Listening

1 SPEAKING Work with a partner. Read this extract from a newspaper article. Do you think 'helicopter parents' are a good thing or a bad thing? Why?

ecently a lot of people have started talking about 'helicopter parents'. These parents pay very close attention to their children and try to solve all their problems, even when they are at university and when they start work. They insist on helping their children, whether their children need them or not.

EXAM SUCCESS

Look at the next task. Before you listen, it's a good idea to read the questions and underline any important information. When you listen, remember that you are listening for the ideas, not just the words that express them.

EXAM SUCCESS page 149

2 LISTENING 01.08 You are going to hear five people talking about helicopter parents. Choose from the list (A—F) the opinion each speaker expresses. Use the letters only once. There is one extra letter.

A       I turned somebody down because of their helicopter parent.

B       I think a parent's job is to help their children when they can.

C       I know I probably make mistakes, but I need to be independent.

D       I don't think you can make decisions for your children. E I think everybody needs a helicopter parent.

F I've started to see a change in the way people behave where I work.

Speaker 1 Speaker 2 Speaker 3 Speaker 4

Speaker 5

Look at the sentences. Which alternative do you think the speakers used in the interviews?

I stopped .t.Q.beZbej.ng.a child when I left school.

2 I can't remember t.Q..see(se.eing. so many parents as this year. 3 One student forgot t.Q,.ÇQIDß/Ç.Q.mjng. for an exam, 4 I like life easy for my kids.

5 I was doing something important but I stopped ptepgu.j.ng. myself for an interview with a twenty-threeyear-old science graduate.

Listen again and choose the correct alternative. 4 SPEAKING What about you?

Do you think your parents are 'helicopter parents'? Why?/ Why not?

Grammar in context

GRAMMAR GUIDE

Gerunds and infinitives 2

la Read the pairs of sentences. In which pair do the two sentences have different meanings? What is the difference?

la I started working. 1b I started to work.

2a I stopped working. 2b I stopped to work.

1b Match the verbs + gerund/infinitive with the correct meaning.

1       stop tÖ do

2       stop doing a you stop one activity because you want or need to do another activity b you are doing something and then you stop

3       remember to do

4       rem ember doing a you do something and then you remember it later b you remember you need to do something and then you do it

5       forget to do

6       forget doing a you don't do something that you intended to do b you did something but now you don't remember it

7       like to do

8       like doing a you do something because you enjoy doing

't b you do something because you think it's a good idea

GRAMMAR REFERENCE page 28

2       Choose the correct alternative.

1       I remember            in the sand when I was young.

2       The teacher's angry because forgot tQ dQ/dQing. my homework.

3       I like..tQ.gQ[gQjnq to the dentist twice a year.

4       We stopped (Q.eqt/eqflng. because we were hungry.

5       Did you forget .tQ.br.i.ng/br.lngjng. a pen? Don't worry, I've got a spare one.

6       Can you remember t.Q.g/ye/gj.ving. this to Danny when you see him tomorrow?

7       You look really healthy now that you've stopped t.Q.8TQke/

8       My dad likes (Q.get/gettjng. up early because that means he can finish work early too.

3       Complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. Use between two and five words.

I didn't send that letter yesterday because I didn't remember.

FORGOT

. yesterday.

2        He thinks it's important to wear a tie for interviews.

LIKES for interviews.

3        You always call me when I'm at work. Please don't!

STOP

               Please                                   when I'm at work!

4        Don't worry. Yesterday I sent that email. I didn't forget.

REMEMBERED

Don't worry. Yesterdaythat email.

5        I think watching fóotball is really good fun.

LIKE football.

6        My mum stopped work and had a coffee.

HAVE

My mum stopped work.a coffee.

7        I saw that group in concert. I'll never forget. REMEMBER that group in concert.

8        Make the dinner tonight. Please dont forget!

REMEMBER

Pleasethe dinner tonight.

4       Write complete sentences about these things.

1       something unusual you remember doing when you were at primary school

2       something that you remembered to do last week

3       something important that you once forgot to do

4       something that you enjoy doing

5       something that you don't really enjoy doing but you think it's a good idea

6       something that you did when you were younger but that you stopped

5       SPEAKING Work with a partner. Compare your sentences. Ask your partner follow-up questions.

I remember breaking my arm when I was at primary school.How did you do it?

I was playing with my friends in the playground and I fell.

6a LISTENING 01.09 Listen to the sentences and mark the word which the speaker emphasizes most.

1       They're constantly arriving late.

2       You're always saying that.

3       She will interrupt me,

4       He's forever talking about football. 5 They will leave the lights on.

6b Practise saying the sentences. Stress the appropriate word in each sentence.

the present simple.

b We use the present continuous with always, constant/y, forever, continua//yfor habits that are irritating or annoying. c We can also use the present continuous with always, constantly, forever, continually for habits that are in some way unusual.

d We can use vvi// for repeated or habitual behaviour. We put stress on will when we are annoyed or irritated.

8a Complete the mini-dialogues using the correct form of these words. Use will or the present continuous and always, constantly, forever or continually.

        borrow        leave       play       say

table.

4 A: Why don't you like this TV presenter?

the same things.

8b SPEAKING Work with a partner. Practise saying the dialogues with the correct stress.

9 SPEAKING Talk about things that people do that annoy you.

My brother is always taking my CDs and losing them.

Unit 2

Developing speaking Stimulus-based discussions

3      SPEAKING Work with a partner. What topic connects all the different elements?

4      LISTENING 01.10 In what order does the speaker mention the different elements? Listen and write the letters A—D in the order you hear them. First  Second Third

Fourth

5      Listen again and tick the expressions you hear in the Speaking Bank.

6      SPEAKING Work with a partner. Take it in turns to talk about the different elements on this page. Use expressions from the Speaking Bank.

Practice makes perfect

7a SPEAKING Look at the material on page 166. Decide what the general topic is and what each different element is about.

7b Work with a partner. Take it in turns to talk 1 Find the following elements on this page and write the letters next about the topic. to their descriptions.

1        a headline                              3 a statistic

2        a quote4 a line graph

2 Label the pictures with these words.

      a line graph     a bar graph      a pie chart

                1                                 2                                3

Developing writing An opinion essay 1

1      Work in pairs. Read this writing task. Do you agree or disagree with the statement? Why? Write notes about your ideas.

2      With your partner, complete this plan with your ideas.

4      Complete the essay with these phrases.

      On the other hand     To begin with    To sum up

      Furthermore     As far as I'm concerned I agree with this

5      Write the words and expressions in 4 in the correct place in the Writing Bank.

STUDY SKILLS

3 Read this essay, ignoring the gaps. Does it follow the paragraph plan in 2? Is the opinion of the writer similar to your opinion?

6 Work in pairs. Look at this task. Write notes about your ideas and then complete the plan in 2 for this topic.

Practice makes perfect

7 Use the plan in 6 and words and expressions from the Writing Bank to write your essay.

Language reference and revision

Grammar reference

Past perfect simple and continuous

We use the past perfect simple to ta k about actions that happened before another action or actions in the past. It gives importance to the completion of an activity. When the interview hadfinished / left.

We use the past perfect continuous to talk about actions that happened before another action or actions in the past. It gives importance to the duration of an activity. / was tiredbecause / hadbeen studying al/Might. To make the past perfect continuous, we use had + been + verb —ing.

Past and present habits

We use used to and would to talk about past habits, things we did regularly in the past but don't do now.

We cannot use used to and would to talk about single events in the past. In this case, we use the past simple.

We use would with past actions but not past states. He wouldcome and visit us on Sundays NOTHe^r-zwvd+hzve-z-btk?. We do not usually use wouldn't to talk about past habits. He didn't use togive uspresents. NOTHe-wozzffn--tyivz-a-s-prvsentï.

When we give a period of time, we use the past simple, not used to.

She used to work in a factory. She worked thereforfweyears. NOT

• The common way of talking about present habits is with the present simple. / often listen to music.

We use the present continuous with always, constantly forever, continually for habits that are irritating or annoying. When we speak, we stress always; constantly, forever, continually to emphasize this. My brother andsister are g(4é/ighting.

We also use the present continuous w•th always, constantly, forever, continually for habits that are in some way unusual. Shehasa veo.' difficult life but she's always smiting.

We can use will for repeated or habitual behaviour. We put stress on will when we are annoyed or irritated. Theftsit therefor hours. He wd/ interrupt me when speaking.

Gerunds and infinitives 2

Vocabulary

4 Other words and phrases page 137

28

Grammar revision

Past perfect simple and past perfect continuous

1 Is the underlined part of the sentence correct? If not, rewrite it.

/ 40 points

Unit 2

Studying around Europe

The Erasmus prog ramme is a popular student exchange programme involving universities across the European Union. Studen ts spend at least three months studying abroad in one ofover3() countries involved in the programme Here ts what some Erasmus students say abou t their experiences.

A        Matthew Little, Germany

When I went to Germany to continue my engi neerÌng course, I thought I'd be spending all my time with German students. I did meet a lot of native Germans, including the tutors of course, but as an Erasmus student you tend to spend most of your time with other people like you, people who are studying abroad. Apart from anything, you're often all together jn special language classes which the university offers to help you follow classes more easily and those start before the begjnnjng of term.

B        Nelly Samuels, The Netherlands

The decision to study abroad has changed my life in so many ways. Academically, I immediately fell in love with the style of the lessons we received. Before, I wouldn't express my opinions much in tutorials. But thanks to the stimulating, open atmosphere I became much more confident about constructing my own arguments and defending them. It helped that all my classmates. mostly Dutch, felt very passionate about modern history, my area of study. Socially, things couldn't have been better either. At one time I would have found it difficult to make new friends, but in this situation I just felt so happy and relaxed being with all the Dutch students that I got to know.

C        John Vaughan, Poland

I'd never really studied la nguages before. But, being a business student, I knew languages would give me an advantage later in the world of workIt was so frustrating at first. knowing you probably spoke the language

worse than a five-year-old, but my Polish classmates were very patient with me and after a month or two I'd made sufficient progress to be able to followthe tutors' explanations. I shared a house with students from five different countries. Often we could only get messages across using sign language. What really opened my eyes during my six months abroad was the shock of seeing my subject from a totally different cultural perspective. That really added something to my vision when I went back to the UK. And now, 12 months later, I'm a fluent speaker of Polish.

D       Sally Collins, Finland

The uni where I studied was really small, but that had advantages. After about a month almost half ofthe students there were my friends, and they all helped me to learn the language fast. Now I reckon I cou Id travel to about twenty different countries where I know someone who has invited me to stay with them. And having so many contacts made day-to-day life on campus really stimulating too. For example, I got the chance to become a radio DI doing a programme in English playing my favouyite music, something that I'd always wanted to do (and with no connection at all to my natural science degree course!)- In terms of studying, it took me a bit longer to get used to a different style of teaching and learni ng Eventually I came to prefer Finnish ways but that was a gradual and sometimes painful process.

E         Keith Johnson, Slovakia

The thing that affected me the most during my time studying abroad was realizing that, at the end, I didn't consider myself British. I was now European. I suppose that feeling is natural after spending every day with young people from so many different Eu ropean countries. Despite all our differences, we all had so much in common. As a student of politics, I think this was so important. It helped me to see that, even when people have different optnjons and backgrounds, we can work together constructively ifwe really want to, Now I know that, when I finish my degree, I want to study for a Master's degree. But only on the condition that I can do at least part ofit abroad.

Writing

Tip for Writing Exams

In transactional tasks, remember .

Do not simply reply to questions in the email or letter with 'Yes' or fro'. Add extra information, context and questions.

EXAM SUCCESS page 149

4      You have received this email from a friend. Underline the information that you should include in your reply

8      LISTENING 01.11 Listen to five people talking about lucky charms. Match the speakers 1—5 to the opinions A—F. Use the letters only once. There is one extra letter.

1     Speaker 1

2     Speaker 2

3     Speaker 3

4      Speaker 4

5     Speaker 5

A      A change in my diet is part of my special exam preparation.

B      My 'lucky charm' almost got me into trouble.

C      I don't think my lucky charm has helped me much. D I don't have an exam lucky charm but I have lucky clothes.

E     I feel like I have my family's support when I have my lucky charm with me.

F     My 'lucky charms' improve the quality of my exam results.

9      Work with a partner. Tell them if you have an exam lucky charm, or if there's anything special you do to

5      Make a plan of your reply to the email. Decide how      bring you luck. Then compare answers with the rest many paragraphs to use and what to include in each         of the class.

one.

Speaking

6 Write your reply. Include all the necessary information. Write between 120 and 150 words.

Tip for Speaking Exams

In stimulus-based discussions, remember .

Give your opinion or interpretation ofthe topic and stimuli. There is not usually a right or wrong answeL The examiner wants to hear you speak English.

EXAM SUCCESS page 149

10                     Look at the material on page 166. Decide what the general topic is and what each different stimulus is EXAM SUCCESS page 149 about. Make notes about your ideas.

11                     Work with a partner. Take it in turns to talk about the 7 Work with a partner. Talk about what you can see in topic. the pictures and why people sometimes carry these objects.

Grammar

Vocabulary

Space and space travel

Future forms      Future activities in the past

Future continuous, future perfect, future perfect continuous

Space and space travel               Travel/trip/Uourney/Voyage y Prefix

Stimulus-based, discussions 2

A story

Travel, trip, journey, voyage

Work with a partner. Look at the photo. Which of these words can you use to talk about it?

asteroid astronaut astronomer atmosphere cosmos crew gravity landing (n.) land (v.) launch (n., v.) man-made satellite meteorite mission natural satellite orbit (n., v.) re-enter (v.) re-entry (n.) space shuttle space station spacecraft telescope universe

2 Do the quiz in groups.

Sp ce quiz

1       Which was first man-made satellite to leave the earth's atmosphere?

a      Apollo 13 b Buzz 2 c Sputnik 1

2       How many space missions did Yuri Gagarin go on? a one b three c five

3       How many times did Gagarin orbit the earth?

a      once b three times c five times

4       What type of spacecraft took Gagarin into space?

a      Apollo (1) b Sputnik (1) c Vostok (1)

5       Michael Collins and Neil Armstrong were astronauts on Apollo 11, the mission that was famous for the first moon landing. Who was the other crew member?

a      Buzz Aldrin b Buzz Lightyear c John Glenn

6       What was the name of the first space shuttle? a Washington b California c Columbia

7       What happens to the temperature of a spacecraft when it re-enters the earth's atmosphere?

a      It increases slightly. b It falls dramatically. c It rises dramatically. 8 What is the name of the NASA Space Centre where shuttles usually launch and land?

a Kennedy b Bush c Roosevelt

9     What do we call an object which falls to earth from space?

a   an asteroid b a meteorite c a satellite

10                    What is 'Hubble' the name of?

a   an astronaut b a telescope in space c an American space station

3       LISTENING 01.12 Listen and check your answers to the quiz.

4       PRONUNCIATION Underline the stress in the words in 1. asteroid                astronaut

5       01.13 Listen and check. Then practise saying the words with the correct stress. 6 Choose the correct alternative. Use the dictionary entries to help you.

1       Last year we went on a schoo jour.ney/.tr.!ⁱp. to Cambridge.

2       It was a long and difficult tf.lp/vpy.qge. for Columbus.

3       Jour.neyI.T.tuvel is great for teaching you about the world.

4       Marco Polo'S jQ.U.rney/.t(.Q.iß.l took many years.

5       My parents have to go away on business jQurneyMÏ.r.jps..

6       One day spacecraft will go on incredible tf.iQ5/VQY.Q.ges. that will take years and years.

7       We spend a lot of money on foreign jQur.ney/t.r.Q.y.e/,

8       The .tf.ipl.voy.q.ge. to my village lasts just twenty minutes.

journey noun an occasion when you travel from one place to another, especially when there is a long distance between the places: We had a long journey ahead of us.

travel noun the activity of travelling: Foreign travel never really appealed to him until he retired Our agency deals mostly with business travel.

trip noun an occasion when you go somewhere and come back again: a fishing/camping/sightseeing trip

voyage noun a long journey, especially by boat or into space: the long voyage home

7 SPEAKING Work with a partner. Take it in turns to ask and answer the questions.

1       How common is foreign travel in your country?

2       What are popular destinations?

3       How important is travel for you? Why?

4       Where is a good p ace to go on a day trip from your town or city? Give reasons.

5       Do you like going on sightseeing trips?

Why?/Why not?

6       What type of transport do you prefer for short/long trips? Why?

7       What •s the longest journey you've been on? Give details.

8       Would you be interested in going on a voyage into space? Why?/Why not?

Reading

Work with a partner. What do you think this picture shows?

2      Read the article quickly. Then think of a title for the article.

He also accidentally dropped one of his gloves. This event may seem trivial but it was one of the first examples of a problem which scientists say is going to become one of the biggest for our planet in the future. The problem? Space junk orbiting the earth.

(2)        Fewer than 800 of these are operational spacecraft. The remaining 94 per cent are space debris, that is, objects which no longer serve any useful purpose. About 50 per cent of the objects are fragments from explosions and breakups of satellites or spacecraft. In addition, there are probably almost 600,000 objects larger than 1 cm in orbit around our planet. Orbital velocities of up to 56,000 km/h mean that centimetre-sized debris can seriously damage or disable an operational spacecraft.

(3)        In March 2007, an old Russian satellite nearly crashed into a passenger plane over the Pacific. On 10^th February 2009, for the first time ever, two communications satellites collided 790 km above Siberia. One day, when a small piece of space debris hits a manned spacecraft, the consequences will be catastrophic. There have already been some close encounters. On 12^th March 2009, the three-man crew of the International Space Station needed to leave the craft because of a possible collision. The mission controllers knew that a piece of junk of about 13 cm in diameter and probably part of an old satellite motor was going to pass just a few kilometres from the station.

3      Read the text again and choose from the sentences A—G the one which fits each gap. There is one extra sentence which you do not need to use.

A       Since 1957, more than 4,800 space launches have become responsible for leaving approximately 13,200 objects larger than 10 cm orbiting the earth today.

B       So what can we do about this problem?

C       In June 1965 Ed White became the first astronaut to take a space walk.

D       Back here on earth, so far there has only been one person hit by space debris.

E       Top space scientist Dr Marshall Kaplan is a world expert on space jun k.

F       All the evidence suggests that the situation is going to get much worse.

G      Recent incidents have made it clear that scientists will need to pay urgent attention to the problem of space debris.

EXAM SUCCESS

In tasks where sentences are missing from a text, read the text carefully, looking at the information before and after each gap. Then read the sentences and look for words and phrases which connect with information in the text. When you finish, read the text again to check your answers.

EXAM SUCCESS page 150

(4)       For example, some experts calculate that one day a tragic and unstoppable chain reaction will begin. The rubbish will crash into other pieces of rubbish, causing it to break into smaller pieces.

These pieces will then crash into each other. This could continue until the earth is covered in a cloud of metal debris that remains there for millennia. Vladimir Solovyov, Russia's space mission control chief and ex-cosmonaut, warns, 'The clouds of debris pose a serious danger ... to earth-tracking and communications satellites.' And that, of course, could mean a future without mobile phones, GPS and weather forecasts.

(5)       One essential thing is to reconsider so many launches and stop adding to the rubbish But the twenty governments that have access to space aren't going to do that because they don't want to give away any information about their spy satellites. meanwhile, who will pay to clean up space? Experts know that we need a solution now, but governments are in no hurry. only one thing will stop them from underestimating the problem - another catastrophic collision between satellites like in 2009.

(6)       On 22^nd January 1997, Lottie Williams of Tulsa, Oklahoma, was taking her early morning walk. She had no idea that a piece of metal was about to fall from the sky and hit her on the shoulder. It was a fragment from the fuel tank of a spacecraft. She was lucky not to suffer any serious injuries. Experts from around the world are meeting at a conference next month to discuss ways of making sure that space debris does not cause any fatal accidents. Let's hope it's not too late.

4       Find words or expressions in the text that mean:

1          not very important (paragraph 1)

2          rubbish, junk (paragraph 2)

3          small pieces of an object that is broken (paragraph 2)

4          crashed into each other (paragraph 3)

5          operated or controlled by people (paragraph 3)

6          a series of events with each event causing the next one

(paragraph 4)

7          not wanting to do something quickly (paragraph 5) 8 causing someone to die (paragraph 6)

5       Work with a partner. Read the text again and make a list of the ways in which space junk can be dangerous.

6       SPEAKING What about you?

1          How dangerous does space junk seem to you? Why?

2          What do you think will be the most important problems for

Grammar in context

simple or the present continuous.

We use:

for predictions based on evidence

2for plans and intentions.

3      for predictions based on thoughts, opinions and expectations.

4      for confirmed plans and arrangements.

5after expressions of time, such as when, before, after, by the time, until, as soon as.

lc Look at sentences a—c below and complete the rules

with will or the present simple.

a                Anna will be eighteen next week.

b                It's cold. I'll close the window now. c My train leaves at 9 0'clock tomorrow.

We use:

for decisions made at the moment of speaking.

2for future facts.

3 for events that are part of a timetable or routine.

GRAMMAR REFERENCE page 42

2 Is the underlined part of the sentence correct? If not, rewrite it.

1       As soon as the c ass will start I'll take my books out.

2       Don't worry. I'm going to answer the door.

3       The weather forecast says it's raining next weekend.

4       Some scientists predict that there will be a new Ice Age.

5       The concert takes place next July

6       That's it! I'Ve got my tickets. My friends and I will go to the cinema tonight.

7       What are your plans? What do you do next weekend?

8       I've already decided that next year I'm eating healthier food.

9       Next year February will have twenty-nine days. 10 Look at that waiter! He'll drop all those plates.

Unit 3

STUDY SKILLS

When you make mistakes with grammar, check to see if the mistakes are generally mistakes with the form, spelling or meaning of the structure. Work constructively on your mistakes to improve. STUDY SKILLS page 146

3 Complete the sentences with an appropriate future form of the verbs in brackets.

1       Next Sunday it       (be) my birthday.

2       Kate and I               (meet) at 9 0'clock tonight.

3       What        you         (do) next summer?

4       Do you think it       (snow) next week?

5       Alice is pregnant. She (have) a baby. 6 As soon as I (get) home tonight, I (switch) on the TV.

7      (see) the doctor tomorrow. The appointment is for half past ten.

8      I think humans       (land) on the moon again before I  (be) fifty.

9      Take an umbrella. It              (rain).

4a Complete the Yes/No questions about the future with your own ideas.

before you leave school today?

2                                                           tonig ht?

3                                                           next weekend?

4                                                           when the summer comes?

5when you finish school? 6       in 2030?

7when you're seventy years old?

Areyougoing to doyour homework beforeyou (eave school toaray?

4b Predict your partner's answer for each of your questions. Write down your predictions.

4c SPEAKING Ask your partner your questions. How many predictions did you get right?

GRAMMAR GUIDE

Future activities in the past

5 Look at the sentences and circle the structures used to talk about future activities in the past.

1       A piece of metal was about to fall from the sky,

2       They knew that a piece ofjunk was going to pass close to the space station.

3       The conference was to take place in May but they changed the dates.

4       At the time people d'dn't know that space junk would be such a big problem,

5       Dr Smith was speaking at the conference the next day.

GRAMMAR REFERENCE page 42

4

Developing vocabulary

Prefixes

Each of these words contains a prefix. Underline the prefixes and decide what they mean.

cooperate              disable   ex-cosmonaut      international miscalculate overpopulated     postgraduate       prehistoric reconsider underestimate     unstoppable

2 Find prefixes in the words in that mean:

sentences groups. Choose the best sentence for each situation.

Sci-fi

onto„q

Literature/Media Studies

The War of the Worlds by H.G. Wells

SPEAKING Work with a partner nd discuss the questions.

1        What do you think of science-fiction in general?

2        What's your favourite science-fiction novel or film? What do you like about it?

3        Have you read or seen The War ofthe Worlds? If so, what happens in the story?

2 LISTENING 01.14 Listen to part of a radio documentary about The Warofthe Worlds and answer these questions.

1                     What happened with The War ofthe Worlds in 1938?

2                     What was the immediate reaction of the public? 3 What was their later reaction?

Listen again and complete the notes.

The vooveL The War of the worlds was

Ls±hestoržyof

.LØÄowEthe-vvewsAvvthís-oase„.Ehe— —pwbLíœåídvVE.beLíei/Cthewwere-LLstewLvvø-tœ(h)——-

—ThereA,vas-wo-stoypíwcofthe-storÐ

htowmadc.tt-seevwvworexeau-twhabttawtsof±he-pl.aces—-

—peop

4 What about you?

Do you think people in 1938 were stupid to believe the events in the radio programme? Why?/Why not?

36         Unit 3

Cross-curricular — Literature

The War of the Worlds by H.G. Wells

5      Read this text from Chapter 4 of The War of the Worlds by H. G. Wells. What event does it describe? What is the mood of the people who witness it?

6      Read the text again and answer these questions.

1       Where is the young shop assistant at the start of the text and why?

2       What did the people expect the Martian creature to look like?

3       How big was the Martian?

4       Why is the Martian creature having problems moving?

5       What factors make the sight of the Martian so terrifying and disgusting?

6       Why does the narrator run and nearly fall?

7       What do you think happens to the young shop assistant?

1 saw a young man, a shop assistant in Woking I believe he was, standing on the cylinder and trying to scramble out of the hole again. The crowd had pushed him in.

The end of the cylinder was being screwed out from within. Nearly two feet of shining screw projected. Somebody blundered against me, and I narrowly missed being pitched onto the top of the screw. I turned, and as I did so the screw must have come out, for the lid of the cylinder fell upon the gravel with a ringing concussion. I stuck my elbow into the person behind me, and turned my head towards the Thing again. For a moment that circular cavity  seemed perfectly black. I had the sunset in my eyes.

1 think everyone expected to see a man emerge - possibly something a little unlike us terrestrial men, but in all essentials a man. I know I did. But, looking, I presently saw something stirring within the shadow: greyish billowy movements, one above another, and then two luminous disks — like eyes. Then something resembling a little grey snake, about the thickness of a walking stick, coiled up out of the writhing middle, and wriggled in the air towards me — and then another.

A sudden chill came over me, There was a loud shriek from a woman behind. I half turned, keeping my eyes fixed upon the cylinder still, from which other tentacles were now projecting, and began pushing my way back from the edge of the pit. I saw astonishment giving place to horror on the faces of the people about me. I heard inarticulate exclamations on all sides. There was a general movement backwards. I saw the shopman struggling still on the edge

30 of the pit. I found myself alone, and saw the people on the other side of the pit running off Stent among them. I looked again at the cylinder, and ungovernable terror gripped me. I stood petrified and staring.

A big greyish rounded bulk, the size, perhaps, of a bear, was rising slowly and painfully out of the cylinder. As it bulged up and caught the light, it glistened like wet leather. Two large dark-coloured eyes were regarding me steadfastly. The mass that framed them, the head of the thing, was rounded, and had, one might say, a face. There was a mouth under the eyes, the lipless brim of which quivered and panted, and dropped saliva. The

WORD BOOSTER

Match the words with the definitions.

whole creature heaved and pulsated convulsively. A lank tentacular appendage gripped the edge of the cylinder, another swayed in the air.

Those who have never seen a living Martian can scarcely imagine the strange horror of its appearance. The peculiar V-shaped mouth with its pointed upper lip, the absence of brow ridges, the absence of a chin beneath the wedgelike lower lip, the incessant quivering of this mouth, the Gorgon groups of tentacles, the tumultuous breathing of the lungs in a strange atmosphere, the evident heaviness and 50 painfulness of movement due to the greater gravitational energy of the earth — above all, the extraordinary intensity of the immense eyes — were at once vital, intense, inhuman, crippled and monstrous. There was something fungoid in the oily brown skin, something in the clumsy deliberation of the tedious movements unspeakably nasty. Even at this first encounter, this first glimpse, I was overcome with disgust and dread.

Suddenly the monster vanished. It had toppled over the brim of the cylinder and fallen into the pit, with a thud 60 like the fall of a great mass of leather. I heard it give a peculiar thick cry, and forthwith another of these creatures appeared darkly in the deep shadow of the aperture.

I turned and, running madly, made for the first group of trees, perhaps a hundred yards away; but I ran slantingly and stumbling, for I could not avert my face from these things.

There, among some young pine trees and furze bushes, I stopped, panting, and waited further developments. The common round the sand pits was dotted with people, 70 standing like myself in a half-fascinated terror, staring at these creatures or rather at the heaped gravel at the edge of the pit in which they lay. And then, with a renewed horror, I saw a round, black object bobbing up and down on the edge of the pit. It was the head of the shopman who had fallen in, but showing as a little black object against the hot western sun. Now he got his shoulder and knee up, and again he seemed to slip back until only his head was visible. Suddenly he vanished, and I could have fancied a faint shriek had reached me. I had a momentary impulse to 80 go back and help him that my fears overruled.

7     Look at these verbs of movement from the text and their definitions. In the text, do the verbs refer to humans (H) or to the Martian creature (M)?

scramble out (climb out with difficulty) (H) 2 blunder against (move carelessly and knock)

3         stir (begin to move)

4         coil up (move into a ring or circular shape)

5         writhe and wriggle (twist and turn)

6         bulge up (stick out in a curved shape) 7 quiver (shake with short, quick movements) 8 stumble (fall or almost fall)

8     What about you?

If you have enjoyed reading about The War of the Worlds by H. G. Wells, you may be interested in Jeff Wayne's

Musical Version ofThe War ofthe Worlds through Sony Music. See www.thewaroftheworlds.com for

Do you thinkoneday we could make contact with people from outside our solar system? Do you think they would be friendly or aggressive? Give reasons.

Listening

Dear

Future Meg

hopes, fears, secrets, resolutions

compiled by MATT SLY & JAY PATRWOS, creators Of FutureMe.org

SPEAKING Work with a partner. You are going to hear about a popular website called Future Me. Look at the book cover, think about the name of the website and make predictions about what you can do there.

STUDY SKILLS

Before listening exercises it's a good idea to predict the content of the text. Think about anything you know about the topic. Cook at any illustrations, titles or questions. They can al give you clues about what you are going to hear.

STUDY SKILLS page 146

2       LISTENING 01.15 Listen and choose the correct alternative.

1      The main idea of Future Me is to write ab0L1t/to yourself.

2      You con/can't receive a letter two weeks into the future. 3 You can/can't receive a etterfifty years iñ the future.

4      Most people want to receive their letter in oneyear/five years.

5      A lot of people hope they'll be working/married when they get their letter.

6      You can/cant use the service to contact others.

7      Matt thinks people write to Future Me because today we spend a lot oftime thinking about tomorrow/many people are unhappy about the present.

3       Listen again and answer the questions. 1 What words appear frequently in Future Me letters?

2      What is the message of Matt's favourite letter?

3      Do you agree with the message in Matt's favourite letter? Why?/Why not?

4       SPEAKING What about you?

1      Are you surprised at the words that appear frequently in Future Me letters? Why?/Why not?

2      Would you like to write a letter to your future self? What would you say? When would you want to receive it?

Grammar in context

GRAMMAR GUIDE

Future continuous, future perfect simple and future perfect continuous

la Look at these sentences. What tense are the verbs in bold? Explain how we form the tenses.

1        Maybe by the time I'm forty I'll be directing my own company.

2        They hope that when they rece•ve their etter, they will be living happil½

3        By the time they receive their letter, they'll have found a job.

4        By that time, she will have found a new boyfriend.

5        Next January, we will have been living here for ten years.

1b Complete the rules with future continuous, future perfect simple or future perfect continuous. 1 We use the to talk about activities that WII be finished before a particular time in the future.

2       We use the to talk about activities in progress at a particular moment in the future.

3       We use the to talk about how long an activity has been in progress before a particular moment in the future.

4       We often use by with the and the

GRAMMAR REFERENCE page 42

s

s

2     Explain the difference between the sentences in each pair.

la At two o'clock I'll be seeing the doctor. 1b Attwo o'clock I'll have seen the doctor.

2a By nine o'clock, she'll have read the book.

2b By nine o'clock, she'll have been reading the book for three hours.

3a In 2070 humans will have gone to the moon again. 3b In 2070 humans will go to the moon again.

4a I'm going to have lunch with my friends at 1 p.m. tomorrow. 4b I'll be having unch with my friends at Ip.m. tomorrow.

3     Complete the sentences with the future continuous or future perfect form of the verbs in brackets.

The future is a mystery. What (a)

(do) when I'm thirty? Wil I be unemployed or (b)

(work)? I know that I (c)             (finish) school, and I imagine I (d)   (leave) university because not many people continue studying at the age of thirty. One thing I do know is that I (e)  (not live) in this town because I want to leave here when I go to university. I'm sure I (f) .(learn) to drive by the time

I'm thirty because that's one of the first things I want to do when I'm eighteen. I don't think I (g)

(buy) a car because they're really expensive, but I imagine I (save) up my money each month to buy one. The future's a mystery, but I know it's going to be interesting.'

4a Read Sarah's schedule for tomorrow opposite and complete the sentences with the future continuous, future perfect or future perfect continuous form of the verbs in brackets.

1         At 9.30 she(have) breakfast at the hotel.

2         At 10.00 she(eat) breakfast. 3 At 10.35 she(arrive) at the Space Centre.

4      By 11.25 she(go) round the Rocket Garden for nearly an hour.

5      At              she(have) lunch with an astronaut.

6      By 3.00 she(see) a film about space launches,

7      At 3.10 she(watch) the space shuttle launch.

8      By 4.30 she(watch) the space shuttle launch for one and a half hours.

4b Write four questions about the schedule, two using the future continuous and two using the future perfect. What wi/(5he be doing at quarterpastfive?

4c SPEAKING Ask your partner your questions.

5a Write predictions about yourself in the year 2040. Use the future continuous, future perfect or future perfect continuous.

             live in this city

/ won't be living in this city.'/ been living in this cit)'for thirtyyears.

2 live with my parents              6 speak English 3 stop playing          7 work in an office computer games              8 learn Chinese

4       become famous     9 appear on TV

5       get married            10 do exercise regularly

5b SPEAKING Work in small groups. Compare your sentences and ask questions to find out what your partners have written. Are any answers particularly common?

Will you be living in this city?

Yes, I think so. That means I'll have been living here for fifteen years. What about you, Eva?

No, I won't. I think I'll be living in another country, maybe England or Ireland. Andyou, Ana?

5c Tell the class any common answers.

Most ofus think we won't be living iM this city in 2040.

Developing speaking Stimulus-based discussions 2

6b Work with a partner. Take it in turns to talk about the quotes. Use expressions from the Speaking Bank.

unit 3

Develo in                   stor

SPEAKING Work with a partner. Read the task and think of some ideas for a story.

An international science-fiction magazine is having a short story competition. You have decided to enter the competition. The story must begin with these words.

When Gabriella'sfriend told her that he had invented a time machine, atfirst Gabriella hadjust laughed. Write your story.

2 Read this story. Are there any similarities with your ideas? Think of one sentence to finish the story.

But after seeing the gadget for herselfha/fan hour later, she wasn't laughing anymore. She hadn't rea//y known what the incredible machine was going to look like. In fact, it wasn't big Hike a car or a small room like she'd once seen in a film. It looked more like a futuristic games console.

'How long haveyou been working on this, Ethan?' Gabriella asked.

Oh, just about afl my life,' Ethan replied

Knowing Ethan, she believed him. She'd always liked him, even though he had o reputation for beihg a bit ofa mad scientist. He had been building computers since he was five and had developed a new theory ofquantum cosmology by the age often. Suddenly Gabriella realized that it was normal that Ethan, now twenty-five, had been able to create o time machine.

Now, having seen that the invention really existed Gabriella started to think carefully about where she would like to go, to the past or to the future.

'Where did you go, Ethan?' she asked.

The future. / sawyou. And me. That's what/ wantedto te//you . . .

3      Number the events in the story in the correct order. a Ethan invents a time machine. b Ethan comes back to the present. c Ethan starts building computers.

d Ethan tells Gabriella about the time machine. e Ethan develops a new scientific theory. f Ethan travels into the future.

g Gabriella sees the time machine.

4      Look at the advice in the Writing Bank. Find examples in the story in 2 for each piece of advice.

Varieti a/past tenses —pastperfect continuous: He had' been             computers since he wasfive.

Writin Ban

Useful language for writing stories

Use a variety of past tenses. Use the past simple, past continuous, past perfect simple and continuous, and the future in the past. Use participle clauses:

Looking up, she saw ...

After looking up, she saw ...

Having looked up, she saw

Use linkers oftime and sequence:

last weekend, Threeyears ago, On Friday. At first, Next, Then, After that, Finally, In the end ...

Use short sections of direct speech from time to time:

'Stop!'she cried.

Use adjectives and adverbs to describe scenes and actions.

EXAM SUCCESS

When you write a narrative, make sure that the main events of the story are clear. Before you begin writing, plan the beginning, the middle and the end. Don't forget to describe scenes and give background information too.

EXAM SUCCESS page 150

5 Work with a partner. Read this task and plan your story. Think about the main events, the background and any important scenes.

You have decided to enter a short story competition in an international magazine. The story must begin with the following words:

When Karen woke up that morning, she had no idea that the events ofthe day would change her life forever.

Write your story.

Practice makes perfect

6 Write your story for the task in 5. Remember to follow the advice in the Writing Bank and Exam Success.

Language reference and revision

Grammar reference

be going to, will, present continuous and present simple for future

We use be going to to talk about plans and intentions for the future. We use it for things that we have already decided to do in the future.

2        We can also use be going to to make predictions about the future, particularly when we have evidence for the prediction.

3        We use will and won't to make general predictions about the future. We often use think, hope, expect, imagine, etc with will and won't to show that our prediction is based on thoughts, opinions and expectations.

4        We also use will and won't when we decide to do something at the moment of speaking.

5        We use the present continuous to talk about future arrangements; plans that have been confirmed.

6        We use will and won't to talk about the future when we consider it to be an objective truth.

7        We use the present simple with time expressions like when, as soon as, until, after and before. We cannot use will with these words. 8 We can also use the present simple to talk about the future when the action is part of a timetable or routine.

Future activities in the past

     Form                                                                  Use

      I was going to speak to him but he walked away.             • Sometimes when we are talking about the past, we want to talk about something

My American friend was arriving the next that was in the future at that time, something which had not happened and I knew it would be a good day. perhaps didn't actually happen in the end

I was about to leave the house when my mum called.       We use was/were to when there was an arrangement for something to happen. The meeting was to take place on Tuesday      It is more formal than the other expressions. The meeting was testart at q.

Future continuous

     Form                                                                 Use

            We form the future continuous with will/won't   We use the future continuous to talk about unfinished activities in progress at a

              + be + verb-ing.                                             particular time in the future. This time tomorrow, he'llbeDing tv the USA.

Future perfect simple

     Form                                                                 Use

We form the future perfect simple with We use the future perfect simple to talk about activities that will be finished by a will/won't + have + the past participle. certain time in the future. We often use the preposition by with the future perfect. It means 'some time before'. / wd/havegone to belby midnight.

Future perfect continuous

     Form                                                                  Use

We form the future perfect continuous with will/ We use the future perfect continuous to talk about how long an activity has been won't + have been + verb-ing. in progress before a particular moment in the future. By 8pm /'/(have been revising histoo.'forfive hours!

Vocabulary

         Space and space travel                                                         3 Prefixes

asteroid    astronaut               astronomer          atmosphere          cosmos  cooperate             co-pilot disable disadvantage crew         gravity    landing (n.)           land (v.) launch (n., v.)       disag ree               disappear              disobey ex-cosmonaut man-made satellite               meteorite             mission  natural satellite    ex-president        illogical impatient   improbable orbit (n., v.)    re-enter (v)           re-entry (n.)          spacecraft             impossible            incapable  incomplete           international space shuttle               space station        telescope              universe invisible irregular  irresponsible        miscalculate misunderstood            overbooked          overpopulated

             2 Travel, trip, journey, voyage                                                                                     post-1990                  postgraduate                                                                                               prehistoric        reconsider

journey noun: an occasion when you travel from one place to another, rewrite unbelievable unexpected unlikely especially when there is a long distance between the places unnecessary unsuccessful u n stoppable travel noun: the activity of travelling unusual underestimate underpaid

trip noun: an occasion when you go somewhere and come back again 4 Other words and phrases > page 138 voyage noun: a long journey, especially by boat or into space

Unit 3

Grammar revision

Future forms

1 Complete the sentences with the correct future form of the verbs in brackets. Use will, be going to, the present simple or the present continuous.