Contents

01 NICE TO MEET YOU p.04

Listening Focusing on conversation openers and responses.

Vocabulary Using adjectives to agree with people ('This room's tiny, isn't it?' 'Yes, it's very small, isn'tit?').

English in use Making introductions and asking questions tactfully.

Speak out Roleplay; meeting people at a party or a conference,

02 TIME FLIES          p.06

Reading Looking at a newspaper article about time in detail Vocabulary Expressions and multi-word verbs connected with time (for old times' sake / for the time being) and time management (put Off get round to).

Language work

Focusing on describing trengs.

English in use

Describing increase and decrease (There has been a dramatic increase in Sales Of mobile phones have doubled Speak out Group presentation; describing recent trends.

03 FOOD FOR           p.10

THOUGHT

Listening Following fast, colloquial speech; issues connected with eating.

Vocabulary Adjectives to describe food (bland / tender) and food idioms (food for thought / a piece Of cake).

English in use Describing habits and adverbial phrases of frequency (once in a blue moon / every now and then).

Speak out Group discussion; talking about eating habits.

04 SO WHAT IS IT p.14 YOU DO?

Listening Focusing on verb forms; two conversations about people's jobs. English in use

Asking about jobs and studies (What do you do for a living, then? What have you been up to workwise?). Vocabulary Collocations (go freelance / take æarjy retirement)

Speak out Pair work roleplay; asking and answering about jobs.

05 LOVE AT FIRST    p. 16 SIGHT?

Reading Taking notes; newspaper articles about different ways Of meeting a partner. Vocabulary Expressions and multi-word verbs connected with relationships (have an affair with / hit it off with). English in use paying and responding to £0rnpliments. Language work so, such, and really.

Speak out Whole-classactivity; paying -compliments. Group discussion; relationship issues.

06 HERE IS THE NEWS p.20

Listening Following and summarizing news bulletins. Vocabulary -Two-part nouns (update / - breakthrough). Language work uses of the definite and indefinite article and forming noun phrases. English in use

Focusing on ways of giving and reacting to news (That's incredible! / What a nightmare').

Speak out Whole-class and group activity; exchanging personal, local, national, and international news.

07 HAVEN'T A CLUE p.24

Listening Noting the exact words; different people asking for information.

English in use Asking for information (Sorry to trouble you / I'm ringing to enquire about , Vocabulary Colloquial responses (l haven't a clue. / Not offhand.).

Speak out Pair work and whole-class activity; asking for and giving information.

08 FARAWAY PLACES p.26

Reading Following a guidebook entth_ - a description Of India.

Vocabulary Location expressions (off the beaten track J in the middle Of nowhere).

Language work Expressing preferences (Given the choice, I I'd just as soon ...j. English in use Reaching a decision (l like the sound of / rather fancy ..JV Speak out Group work; choosing a hotel and planning a promotional video.

09 CAUSE FOR         p.30

CONCERN

Listening Following the main points made by a probation officer about young offenders. Vocabulary

Expressions connected with crime (on probation / juvenile delinquency).

Language work

Quantity expressions (a great deal

Of/ a tiny minority of ) and

'ungrammatical' language,

English in use Cause, blame, and solutions (A key factorin / is to blame.), Speak out Whole-class debate; tackling the problem Of juvenile crime and listening to the probation officer's

10 WHERE WAS l?    p.34

Listening Noting the exact words; two people discussing cross-cultural differences. Vocabulary Expressions connected with body language (clench your fists / fold your arms). English in use Expressions for turn-taking (Hang on, / Where was P).

Speak out

Group work; discussing different Customs and giving advice to visitors to your country.

11 OUR CLEVEREST        p.36 INVENTION?

Reading

Identifying the main arguments; •newspaper articles about books and the Internet.

Vocabulary

-Adverbial phrases expressing attitude (not surprisingly / ironically). Language work

Uses Of the definite article,

⁰ English in use

Expressions for presenting an

- argument (What's more, I First of

Speak out pair work presentation; for or against a chosen topic.

12 HOW WE MET                p.40

Listening Following a narrative; two people talking about meeting a prospective partner.

Vocabulary

Describing feelings and moods (emotional / drained) and verbs Of movement (rush tiptoe).

Language work Narrative verb forms, this and these, and fronting with adverbial expressions (off I went / there he was). English in use

Being a good listener, making Comments or noises to show interest (Oh no! / You'rejoking). Speak out Pair / group work; telling a story' about meeting a partner.

13 HOW CAN I p.44 PUT THIS?

Listening Identifying and reporting what's happening in different conversations. English in use Preparing the way for difficult news with opening phrases (Have you got a moment? I've got a bit Of a

problem

Vocabulary Focusing on patterns that follow different verbs Ipromise / suggest).

Speak out Group work; improvising conversations in different situations.

14 WE'VE BEEN HAD p.46

Reading Following a newspaper article; a boy's journey from Honduras to New York.

Listening Following a radio broadcast about the same news story.

Vocabulary

Expressions connected with telling lies (He took me for a ride, / It was a hoax.) and proverbs (When in Rome, do as the Romans do. / Out of sight, out Of mind).

English in use Asking for and providing clarification (So hang on, / Yes, exactly.).

Speak out Pair work discussion; deciding whether to tell the truth in different situations. Group work; telling stories and asking for / providing clarification,

15 BEHIND THE                    pso

WHEEL

Listening Note-taking from a speech; arguments for and against the car.

Vocabulary Verb / noun collocations (put forward a proposal / fulfil an ambition). Language work Putting forward proposals (it is essential that / We need to English in use

Focusing on expressions to make a point (The fact is / What we mustn't do is Speak out A group debate; discussing how to solve traffic problems.

16 WHAT ARE YOUR        p.54 PLANS?

Listening Noting the exact words; conversations about people's plans. English in use

Talking about plans (I'm going to be

. I've arranged to

Vocabulary

Activity, inactivity, and changes Of plan (tied up / at a loose end / talk someone out of).

Speak out Whole-class / pair work activity; asking about other people's plans and deciding on things to do.

A7 AWAY FROM                   p.56

IT ALL

Reading Finding key points; newspaper articles about living in towns and the countryside.

Vocabulary

Adjectives for the countryside (picturesque / bleak) and compound nouns for towns (tower block 1 pedestrian crossing).

Language work Two-part expressions (facts and figures / tried and tested).

English in use Talking about change (The city streets are no longer safe. / Whole forests have been chopped down.) Speak out Group work, describing how places have changed and deciding on the perfect place to spend a day.

18 FROM ANOTHER        p.60 PLANET?

Listening Following a discussion; two people

talking about gender differences.

Vocabulary personal characteristics (thickskinned / down-to-earth).

Language work

Similarities and differences (nothing like as considerably more) and modifying expressions (As a rule,

. / To a certain extent,

English in use

Agreeing, disagreeing, and half agreeing (You're absolutely right. take your point, but disagree, I'm afraid,).

Speak out Group work; reacting to statements about gender issues.

19  ABSOLUTELY               þ.64 UNBELIEVEABLE!

Listening Following two anecdotes; two people describing holiday experiences.

Vocabulary Collocations (pitch black / boiling hot).

English in use Describing extreme feelings and experiences (It was an absolute nightmare. / was scared stiff). Speak out pair group work; telling anecdotes.

20  A BIT OF A          p. 66

PROBLEM

Reading - Finding specificinformation: extracts from a booklet about your rights and how to complain.

Listening Focus on politeness; two telephone conversations in which people are complaining.

Vocabulary Expressions to explain problems (It won't It can't get it to Language work

Using tentative language O fee' certain / There seems to be .

English in use Expressions for dealing with problems (Sorry about the misunderstanding. / I do - apologize J.

Speak out Pair work roleplay; telephoning to make a complaint.

21 TALKING PICTURES p.70

Listening Understanding opinions; three different conversations in which

people are discussing films.

Vocabulary

Expressions connected with films (box office smash credits) and adjectives to describe films (offbeat

/ gripping).

Language work Adverb modifiers (really / pretty i rather).

English in use

Expressions for talking about films

(It's set in / It's based on Reading

Speed reading; film reviews.

Speak out Group work; discussing films you have seen.

22  WHAT HAVE YOU BEEN UP TO?

Listening Following short conversations; different people's recent experiences. English in use Talking about recent actions and activities.

Vocabulary Vague language (whatsisname / twelve-ism.

Speak Out Group work; a board game to practise talking about recent activities.

23  FUTURE p.76

DEVELOPMENTS

Reading

Reading for gist and detail; extracts from a book about the future of English as an international - language.

Vocabulary Multi-word expressions (keep track of I give rise to).

English in use Predictions with will (I doubt whether they'll

It's bound to

Language work Future time expressions (jn five years' time / within a decade or so).

Speak out

Group work presentation; future developments in a chosen area.

24 ON TOP OF THE            p. 80

WORLD

Listening Taking notes; two stories about

mountaineering trips

Language work Past conditionals.

English in use Expressing regret and lack of regret

(In retrospect, / Luckily, ...l.

Vocabulary

Discourse markers 04t first in the end / On the surface deep down ) and mountain idioms (an

uphill struggle I ups and downs). Speak out Group work; describing an event and expressing regret or lack of regret.

PRACTICE p.84 WRITING p.96 EXTRA MATERIAL p. 103 TAPESCRIPTS p.110

03

Speak for yourself

1 In which of these situations would you start a conversation with a stranger? How would you start the conversations?

• on a train I plane • in a bar / café • ata party • at the cinema

2   Decide on three things you might ask when you meet someone for the first time.

3   In groups of three, introduce yourself and someone else at

• an informal party. • a conference.

Listening

Starting and ending conversations

                                                                  1         Listen co eight conversation openers.

I Say where each one might be taking place. 2 Predict what the response will be.

                                                                  2        Listen and check. What other responses are possible?

Vocabulary

Adjectives

I Look at the adjectives in A and think of synonyms.

2   Now match the adjectives in A with their opposites in B.

3   In pairs, make exchanges using these prompts. Start with an adjective in A and respond with a synonym or an opposite.

•   a meal           • the weather          a film       a car

•   a hotel room • a suggestion            • a friend / relative . a building

04

English in use

Making introductions

Introducing yourself

1 Listen to six extracts. Note down two more examples for each of the categories above.

2 Which are more formal / informal? Which expressions did you use in Speakforyourself?

3 In groups of four, introduce yourself and ocher people formally and informally. Take it in turns co monitor the language used.

Asking questions tactfully

4 In pairs, ask and answeryes / no questions about these topics.

• last weekend your flat • a holiday • your English . your family your job . your ambitions • travel

5 Match the sentences With one of the uses of actually in Didyou notice

1              Your face looks familiar but I don't think we've actually spoken.

2              'Have you got a moment?' 'I'm a bit busy, actually.'

3              'Where are you from, Australia?' 'No, New Zealand, actually.

4              'I can't believe you actually met the Beatles.'

5              'What do you think of my haircut?' Actually, I preferred it the way it was. speak out

Imagine that you are at an international conference or a party.

Move round the classroom starting conversations.

•    Get to know as much about each person as you can.

•    Introduce the person you have just met to someone else and pass on any information you havé.

                                                                                                               01 NICE TO MEET YOU                     05

Speak for yourself

1  Listen to three people describing the same problem. What is it? Which person do you most sympathize with?

2  Do you have enough time? What three things would you do if you had more time?

Reading

Detailed understanding

o 1 Before you read The mad rush to save time, predict three things the writer will discuss.

2 Against the clock! You have four minutes to read the whole text and check your predictions.

THE MAD RUSH TO SAVE TIME

Time has become a scarce commodity. Everyone wants more of it. The refrain, 'If only I had more time echoes around offices and homes in the western world; 'hurry sickness' is becoming the maiaiSe of the new millennium. All over the world, people are working longer and longer hours, and struggling to fit more and more into every day. Symptoms include jabbing the 'åoor close' button on lift doors to save the two to four seconds required for it to do it on its own, and an inability to do one thing at a time, so that every journey becomes a phone call opportunity.

Technology is speeding up the world. All over the globe, there has been a massive increase in sales of laptops and mobile phones (with a hands-free set so that you can do something else at the same time?; and we wonder hpwever we managed without pagers, remote controls, and e-mail. We live in a instant, Insistent world. Advertisements read 'Having trouble keeping up Wit{yourself?' We yeatn for the slower pace of life we remember in the dim and distant past, but enthusiastically sign up for e-mail, messaging services, evening classes, even time management classes. The result is parents with a lack of quality time to spend with their children, and surveys showing that working couples are seeing less and less of each other these days, and that rows over time spent on domestic chores áhd cili[dcare are becoming a major cause of marital discord. The idea Of doing nothing has become terrifying, a sure sign of worthlessness.

06

Like any commodity that has become scarCe, time has become a battleground. In what is supposed to be the world of the consumer, firms are stealing time from customers. It is now perfectly acceptable to be asked to hold the instant the phone is answered. This saves the company time, but costs you time. We are engaged in a constant, subtle War over time. If politics of class dominated the last century, the politics of time could dominate this one.

Of course, there is a class dimension to the rush culture. One of the biggest transitions of the past few decades has been to take the previous relationship between time and status — the rich had lots of time, the poor had little — and reverse it. While bankers in the City are now at their desk at 7 a.m., in the good old days 'bankers' hours' meant 10 a.m. till 4 p.m. with a decent lunch break. Moreover, to be seen to have time to spare is a sign of low status; when arranging lunch, it is not done to be available too soon. Similarly, being late is moving from being a sign of rudeness to a sign of status.

A two-tier time Society is gradually being built, With the money-rich, time-poor on one level, and the money-poor, timerich on the other. The rich are working longer and longer hours in order to compete with each other. At same time, they are employing others — cleaners, nannies, childminders, gardeners, and fast food outlets — n order to Sllow them to work all the time. Meanwtflle, more and more of us are putting ourselves on the treadmill of constant activity, taking on an increasingly heavy workload, and never stopping for a moment to ask ourselves why.

The Observer

3   Read the text again and explain che expressions in bold

4   In pairs, find .

1     two examples of 'hurry sickness'

2     five examples of time-saving technology.

3     three consequences of not having enough time

4     one example of how companies steal time from customers.

5     two situations where having no spare time has become a sign of status.

5   Do you agree with the writer? Why // why not?

Vocabulary

Expressions connected with time

I Choose the correct word or words. In pairs, check what the expressions mean in a dictionary.

 Let's go out for a drink for (old / past) times' sake.

2      We're living in rented accommodation for the time (present / being).

3      I haven't seen Rob for (donkey's I elephant's) years

4      I don't remember that song —it was before my (time / times), I'm afraid

5      We arrived at the station just (in / on) the nick of time.

6      The pace of life was s ower in (the past I former times)

7      We had to get up at the (crack / scratch) of dawn to catch the plane.

8      She decided to go to Paris on the (impulse / spur) of the moment

9      The coach will leave at five o'clock on the (point / dot)

10    It's (high time I more than time) we bought new carpets.

2 Choose four expressions and make true example sentences.

                                                                                                               02 TIME FLIES                                    07

Multi-word verbs

We eti-thVSi0S+ioalIy Sign vp Gor time management classes Having -trovbte keeping vp With yourselv

Against the clock! In pairs, you have eight minutes to read the text, find the ten multi-word verbs, and explain their meanmg.

'm a great procrastinator. I always put off doing today what I could do tomorrow. I never seem to get round to writing long and Important letters or paying outstanding bills. The problem is,

47

2 In two groups, A and B, write five questions about someone's lifestyle, using the verbs in 1. 3 In A / B pairs, ask and answer.

Language work

Describing trends

I Focus on form Try to complete the extracts from the text in Reading without looking.

All over the world, people longer and longer hours, and to fit more and more into every day.

       Couples                  less and less of each other these days

A two-tier time society

      More and more of us are              an Increasingly heavy workload, and

 for a moment to ask ourselves why

I Which verb form is used in all the sentences? Why?

2   What's the difference between

     A lot of people commute to London.

     A lot of people are commuting to London.

3   What comparative forms can be used to talk about an ongoing trend?

2    Choose the alternative in A and B which is true for your country,

A great many young people use / are using mobile phones.

2    A large number of women go / are going out to work.

3    Many people use / are using credit cards as a means of payment

4    Many couples choose / are choosing to live together without marrying.

5    People eat / are eating a lot of convenience food

 Couples are tending to have more and more / fewer and fewer children. 2 Flights are becoming increasingly / less and less affordable.

3    The gap between rich and poor is getting wider and wider / smaller and smaller

4 The cost of living is getting higher and higher / lower and lower.

5 The pace of life is getting faster and faster / slower and slower

   08                                   02 TIME FLIES

English in use

Describing increase and decrease

1 In pairs, use the expressions in the box to describe the graphs.

2 Talk about changes in consumer behaviour in your country.

• mobile phones • home computers • food shopping • cars

3 In two groups, A and B, check the pronunciation and meaning of your words as nouns and verbs in a dictionary. Notice how the main stress is marked.

Pronunciation

4

5 In A / B pairs, test each other by giving definitions of words from your list. speak out

1 In groups of four, choose one of these topics each and make notes on recent trends in your country.

• technology • education • leisure . work . family life

2 Take it turns to present your opinions in one minute. For each presentation, nominate a monitor co note down the expressions used to describe trends. After each presentation, discuss the ideas put forward, and give your own opinion. Find out from the monitor how many different expressions you used.

                                                  02 TIME FLIES                                    09

Speak for yourself

I Read this questionnaire. Tick (V) the option which best describes you.

• I tend to eat quite a lot of unhealthy food.

I try not to eat food that isn't good for me.

I've no idea what constitutes a healthy diet.

2 In pairs, guess how your partner answered. Discuss your answers.

Did you notice... ?

-D Well, fhere's, like, mvtn, my brother, and and, like, we oltnog+ never eat together

Like here is an example of a filler Fillers are words or phrases that are often used in fast speech to give the speaker thinking time.

Listening

Fast, colloquial speech

1  Listen to two people talking about Issues connected with eating. Note down the problems each person mentions.

2  [ã] Listen to a sixteen-year-old schoolgirl calking about eating habits in her family.

     Which of the problems mentioned above does her story illustrate?  Do you sympathize with her? Why / why not?

3  Listen to the same girl describing an incident Involving her brother.

What is the main point of the story?

     Listen again. Which fillers can you hear?

4  Turn to the Tapescript on p. 110, listen again, and underline the fillers.

5  Listen again without the Tapescript. Can you understand the story better?

6  What do you think? In pairs, ask and answer the questions.

1    Do you think children these days have a less healthy diet than in the past?

2   

3    Whose responsibility is it to give advice on healthy eating?

Vocabulary

Adjectives to describe food

I In pairs, decide which adjectives in the box have a negative meaning. Check in a dictionary.

greasy stodgy tasty rich sickly tough light raw juicy bland          fresh

     heavy and fattening       containing a lot of butter, cream, eggs, etc.

lacking in flavournot cooked at all

difficult to chew  cooked in too much fat or oil too sweetprepared in a simple way / not rich

03 FOOD FOR THOUGHT

3 Against the clock! In pairs, you have three minutes to decide which adjectives from 1 can be used co describe

•  fruit       • meat     • cakes     • vegetables            fish

•  salad      • bread     . chips      • biscuits • cheese

4  These adjectives all mean that something is 'past its sell-by date'. Which foods can they describe?

5  In pairs, describe a meal you have had in a restaurant or at someone's house. Use a range of adjectives to comment on each course.

Food idioms

1  In pairs, choose the correct explanation for the idioms in bold.

It's not my cup of tea    6 That's a half-baked idea a It's not the kind of thing I like.          a It's a ridiculous Idea b It's someone else's             b It's not been thought through responsibility.           very carefu Iy.

2  That will give him food for7 Buttering me up Will get you thought   nowhere.

a         That will make him think more a You won't get what you want by clearly.   telling me lies b That will give him a lot to think b You won't get what you want by about.      flattery

3  You'll find that windsurfing is 8 She's out to lunch most of the a piece of cake time.

a         You'll enjoy it a She concentrates hard b You'll find it easy. b She's slightly mad

4  She's the breadwinner in the         9 He's got a sweet tooth family. a He likes sweet food a She earns the main salary.  b He always talks nicely to b She works the hardest.   people

5  1've got a lot on my plate at the     10 He gets paid peanuts moment.            a His salary is low.

a         I'm very busy.                      b He gets a lot of extra benefits b I'm enjoying life.

2 Do the idioms have an equivalenc in your language?

English in use

Describing habits

CD We'll eat watching the •tetly +ogether

-D My husband generally -tends -to come itl quite late

-D / go -through phases oe skipping lunch

-D / tend no-t to eat ov-i- durit•lg the week

C) He never gets fo eat any-f-hi(lg bl,'-t snacks

-D We almost never ea+ together

03 FOOD FOR THOUGHT

I Focus on form In pairs, decide how / when the forms on p. 12 describing habits are used.

2 Use the different forms to talk about your habits relating to .

• physical exercise • television • travel to work / school • daily routines

Adverbs and adverbial phrases of frequency

3  ' Against the clock! In pairs, you have three minutes to position these adverbs and adverbial phrases on the frequency scale above.

⁰ once in a blue moon every now and again once in a while as a rule from time to time nine times out of ten every so often hardly ever seldom rarely, if ever occasionally generally

4  Where do they go in a sentence?

5  In groups of three, describe what you do / don't do on Sundays. speak out

1 In groups of three, describe your eating habits, Talk about the types of food you eat or don't eat

•   mealtimes: where, what time, how long, and who with.

•   eating out and cooking.

2   Ask questions after each person has finished speaking. Take it in turns to monitor, and tick (U) every time a point from the Remember box is used correctly.

3   Think about your own country and others you have visited. Decide which has .

•    the healthiest diet.

•    the tastiest food.

•    the most sensible mealtimes and eating habts.

03 FOOD FOR THOUGHT

Speak for yourself

What questions would you ask the people in the photos about their jobs / studies?

Listening

Focusing on verb forms

1             Listen to Mark asking Russell about his job. Note down the questions he asks

2             Listen again. Note down what Russell says about his work in general his current project.

3             Listen to Mark talking about h1S work.

1     What two jobs does he do?

2     How does he describe doing two jobs at once? Why?

4 Focus on form Read the transcript of Mark describing his job. Which forms of the verbs In brackets complete the text?

                       Did you notice...?                                                         I work with all kinds of household name businesses over here and I usually work

                Why did Russell say                                                      with small groups of managers in the area of improving communication, er,

               C) / work vv'H-hitl the meditJffl4 oç communications, area, um, and I ^l inter-relations, (do) er, team-building, that for about twenty problem-solving, years or so. that But type I of

Aid pha$ogrophy    (always / be) musical, and 1 ³                               (be) a but talk about ?      performer tn the past, and about seven or eight years ago I a that I'm working on          (start) composing and, um, I                  (do) bits for the BBC, |

(do) a wildlife series a few months ago.

5 Listen again and check. Why are these verb forms used?

14

Did you notice...?

C) So what dc) yov do?

So how [ong have yov beetl doing •fhO-t?

What is the reason for using So at the

beginning of a question?

Pronunciation

English in use

Asking about jobs and studies

-D So what 6 it that you do?

1 Against the clock! You have two nunutes to predict the questions.

        I What                                  a living, then?

2   What have               work-wise?

3   So how long

4   How's

5   How did

2               Listen and check.

3               Listen again. Note down three useful expressions from the responses.

4               Listen to someone asking a teenager about their studies. Did you ask the same questions in Speak foryourself?

5               In pairs, ask and answer about your own jobs or studies.

Vocabulary

Collocations

1 Complete with the correct form of a single or multi-word verb.

                                                                                          I I'm planning to                                   freelance in March

2   Hopefully I'll promoted when my boss retires.

3   When I've my degree, I'd like to advert s•ng.

4   My ambition is to               my own business.

5   1'm fed up with the commuting, so I'm planning to                       my notice.

6   1'm hoping I won't    redundant when the firm is downsized

7   1'm going to six months' maternity leave after the baby's born.

8   1'm toying with the idea of                     early retirement next year,

2 In pairs, ask and answer about your plans and ambitions using verb noun collocations. speak out

1 In pairs, A look at 17.103 and B look at p.107. Check the meaning of any new words in a dictionary.

1 Ask B about his / her job. Say what you think it involves, 2 B confirm or correct A'S ideas. Swap roles.  so what doyou do for a living?

B I'm a sound engneerfor MGMfilms.

A   Oh, right. So does that mean you actually record the actors?

B   Well, not exactly. My job involves working in a studio and editing.

2 Make similar conversations with ideas ofyour own,

04 SO WHAT IS IT YOU DO?

Speak for yourself

1 Do you believe In love at first sight? Has it ever happened to you or people you know?

2 In pairs, decide what Initially attracts one person to another.

3 Read the extract. Do you agree with the psychologists?

It seems that love at first sight— eyes meeting across a crowded room — is not just the stuff of romantic novels; it is a scientifically-recognized phenomenon. According to research carried out by psychologists, when we meet someone, it takes us only a few seconds to make up our minds if we are attracted to them and to weigh up their suitability as a prospective mate. Appearance and body language are what we look at first of all, but we can also pick up important clues as to a person's background and personality from their voice and the way they speak.

4 In two groups, A and B, match your words below.

5 A turn to p,103, and B to 17.107, Check your expressions and in A/ B pairs, ask and answer the questions.

Reading

Taking notes

I In three groups, A, B, and C, A read Text A opposite, B turn to p. 103, and C to p. 107. Make notes to answer your questions.

2   In groups of three, tell sot-neone from another group about your text, using the notes you have made as prompts,

3   What do you think? Which of the ways of meeting a partner is most and least likely to lead to a lasting relationship? Why?

HERE'S THE DEAL: WILL YOU MARRY

Lesley Friedman, millionaire and chief executive officer York law firm, describes her quest to find a soul mate. 'I forty and unattached, and I thought, "I have been a very successful entrepreneur. What if I approached dating the way I business?"' So she mapped out her five-year plan: find the market for your product; re-image the product if current image working; network; ask for the order; close the deal and get married.

The easiest part was step one, the market component. Friedman is looking for an intelligent, highly motivated man aged forty plus, so she zeroed in on high-brow charities and political fund-raisers. Step two, re-imaging, was where she ran into problems. The transformation itself was a wild success. On the advice of friends and a trainer, she lost two stone, hired a consultant to revamp her wardrobe from dowdy to sexy, straightened and cut her hair, and replaced her glasses with contact lenses. 'I wanted to be judged on my achievements', she says. 'But I found that while women look for their mental and emotional peer in a partner, men focUS on looks and chemistry first. So I finally decided that yes, changing my looks was superficial and against my feminist instincts, but I am fortysomething and want to get married.'

Friedman also began networking (step three) by attending balls and fund-raising events, but found that step four (ask for the order) was the key to success. It'S the reason she has had 150 dates in the past two years, spawning six relationships and one proposal of marriage (which she turned down). 'In business, you can't have a pleasant talk With the buyer and leave it at that. To close the deal, you have to ask for the order. You have to ask your friends to fix you up, to make the sale. You have to be introduced to men. And if one date doesn't work out, you go out and get another.'

Now near the end of year two in her five-year plan, Friedman is still single, enthusiastic, and hopeful. Women applaud her, while men are either intrigued or intimidated. 'There are some people who find what I am doing wrong. They say to me, "Lesley, you should wait to be chosen", but I don't think so. See you at the wedding!'

two stone — 12.7 kg

1 How successful was each ofthe five steps in Friedman's plan, and why? 2 How have other people reacted to her plan?

Did you notice... ?                             Vocabulary

/ decided / wanted to meet

     a like this becovse  Expressions and multi-word verbs

/ was over 40 I In two groups, A and B, look at the expressions in your column. There are various ways of talking Try to explain their meaning, Check in a dictionary. about people's relationship status. What do these expressions mean?

                                                            have an affair with                                      hit it off with

•    my other half       my ex       think the world of     be infatuated with

•    a single parent     . a spouse be on the same wavelength as  be crazy about

•    we're going out together      have a crush on        have a fling with

•    we're living together            have a soft spot for   be seeing someone -not see eye to eye with              be unfaithful to flirt with           play hard to get

2 In A/ B pairs, test your partner on the expressions in your column.

05 LOVE AT FIRST SIGHT?

3 Against the clock! You have four minutes to complete the sentences with the correct words.

 I didn't use to like Emma but she's beginning to grow  me. 2 Matt and Jo have split thought they were gett'ng on wel .

3 I didn't take            her at first but now we're really close. 4 Who was that girl you were chatting  In the bar last night?

5 Tom fell  Alex and now they're not speaking.

6   They had a terrible row last week but think they've made  now.

7   I'm not sure Jenny will ever get       Philip He meant the world to her. 8 used to really fancy James but I've gone     him recently.

4 Use some of the expressions and multi-word verbs you didn't know before to describe relationships you or your friends have had.

English in use

Paying compliments

1 Which responses are possible for each compliment?

2 Would you make the same responses? Why / why not?

05 LOVE AT FIRST SIGHT?

Language work

So, such, and really

1   Focus on form Complete these rules.

Use so before  adjective • •adjective 4 noun

Use such (a) before adverb • or 'negative' noun Use really before

2   Look at the cartoons and decide what the people are saying.

speak out

1 a Prepare compliments to pay to others in the class. Think about .

•   clothes  appearance • skills • talents

•   recent achievements                       personal qualities

b Against the clock! You have five minutes to go round the class and pay compliments. Respond in an appropriate way.

2 a Look at the statements. Choose one you agree with and one you disagree with, and prepare your ideas.

You should wait till you are in your thirties before getting married. Mamage was easieï iãž           païents' daysTrue love lasts forever.

Divcrce is  mafflage.

Getting married is better than living together.

b In groups of four, talk about the statements you chose and why you agree / disagree With them.

                                                                                                              05 LOVE AT FIRST SIGHT?                 19

Speak for yourself

1 In pairs, ask and answer.

1   How often do you read or listen to the news?

2   Do you prefer to follow the news on TV, on the radio, or in newspapers? Why? 3 What proportion of news In your country is devoted to international affairs?

2 Rate your opinion for each statement.

                                                                        agree 1                   2                 3                 4                    5 disagree

Genetically modified foods should be banned

Everyone should have the right to freedom of expression.

The benefits of nuclear power outweigh the risks.

Earthquakes often cause more death and destruction than is necessary. There is no point in going on a demonstration.

[2 The developed countries should cancel debts owed by poorer countries.

National industries should not be sold off to foreign companies.

The private lives of politicians do not concern the public

3 What do you think? Choose three of the topics to discuss in pairs.

Listening

Following news bulletins

1 In two groups, A and B, predict which words / phrases from your box will feature in which news story.

AN EARTHQUAKE A DEMONSTRATION THE INTERNET THE CAR INDUSTRY

unions management casualties rally abolition rubble clashed death toll censor crackdown detained providers

A POLITICAL SCANDAL GM FOODS DEVELOPING COUNTRIES NUCLEAR POWER

ingredients stand down leak resignation eliminate donated allegations eradication brand crops aid plant

2 Listen to your bulletins and note down the main point of each story.

3 Within your group, compare your ideas. Listen again and check.

4 In A / B pairs, tell your partner about two or three of the stories that you heard.

Apparently, .

I heard on the news that.

5               Listen to five more stories and note down key words / phrases.

6               In pairs, summarize the five stories one sentence each.

7               Which verb forms in Didyou notice are used

•    to announce recent news?

•    to add further detai s, especially regarding time and place?

•    to make announcements about the near future in informal speech?

•    to make announcements about the near future in formal speech?

Vocabulary

Two-part nouns

 The governmetl-t has announced o crackdown on -the pvblica¾on o? oQCenswe literature

 There was a reported breakdown iti a nuclear power station

1 Read the sentences. Match the nouns in bold with the definitions.

1    And we'll be bringing you an update on that Story later on.

2    Relief workers are struggling to prevent an outbreak of cholera.

3    The Prime Minister has suffered a setback in his electoral campaign 4 There has been a breakthrough in talks on the future of the car industry. 5 The low turnout at the conference may have been due to the weather, 6 Car workers have been asked to double output by the end of the year. 7 The government is to announce cutbacks in its education budget 8 The outcome of the talks will be known ater today.

9     The company has an annual turnover of £400 million.

10  There are fears Of a backlash against the government by the rebel forces.

a number of people attending b amount of production c result of something d amount of business e problem that delays progress f sudden start of something g important new development h reduction in something  negative reaction to something  account of recent developments

2   Which part of the nouns is stressed? Practise saying them.

3   In pairs, choose four of the nouns and write example sentences.

4   [n groups of four, read out your examples without the noun for the other pair to complete.

06 HERE IS THE NEWS

3 Tick the letter(s) co complete this rule correctly.

We almost always use a determiner (a / the / my / this / that) before a singular countable nouns b plural nouns c uncountable nouns

Forming noun phrases

4 Look at the headlines below and describe the topic of the stories. Use a noun phrase instead of a verb.

Cezanne masterpiece stolen.

The story is about the theft ofa Cézanne masterpiece.

        Hospital wards to be closed                                1,000

LOST IN

Scientists discover AIDS vaccine GM

2,000 new homes to De built

Car plant will create about 1,000 jo s

Pop star 'mysteriously disappears

06 HERE IS THE NEWS

English in use

Giving and reacting to news

I Listen to seven conversation openrngs. In each case, predict what the listener Will say next.

2               Listen and check your predictions.

3               Turn to the Tapescnpc on p. 112 and find expressions used to .

a Introduce news d respond to bad news b respond to good news e express lack of surprise c express surprise f show interest

4  Against the clock! You have three minutes to match these expressions to the categories in 3.

How annoying!

That's hardly surprising.

According to the Independent, That's incredible!

Well done!

What a nightmare!

What a pity!

They haven't, have they? You must be thrilled. speak out

I'm so sorry.

Congratulations! Oh, right.

He didn't! Really? That makes a change! Apparently, Wow! That's fantastic! Good for him!

I News about yourself, family members, friends, and acquaintances. jobs                   • relationsh'ps                   • ce ebrations               pets

. holidays houses purchases . hobbies 2 News about your school, university, or workplace.

• staff changes • courses working practices buildings • exams • social events

3 News you've heard on the TV or radio, or read In the newspapers. political news • local news international events

                                                                                               • celebrities                       entertainment           . sport

Pronunciation

2   Move around the class exchangmg news. Ask questions and repeat news you have heard from other class members.

3   In groups of four, share the most interesting pieces of news.

                                                                                                              06 HERE IS THE NEWS                     23

Speak for yourself

 Against the clock! In pairs, you have five minutes to improvise four of these conversations.

I Ask a stranger for directions to the station.

2   Ask a friend for someone's phone number.

3   Ask a stranger questions about the bus service.

4   Ask for details of accommodation at a tourist information bureau.

5   Phone a Cinema to ask about performance times.

6   Phone the electricity board to make an inquiry about your electricity bill. 7 Ask a col eague for a phone number.

Listening

Noting the exact words

1 Listen to eight short conversations In which people are asking for information. Say  where each conversation is taking place.  what information is asked for

Pronunciation                                                       

3 What do you think? Would you make requests in a similar way in your language? Did you make similar requests in Speak fm-yourself?

English in use

Asking for information

Start conversations politely

Against the clock! In pairs, you have four minutes to decide how these questions might continue.

1     (At work ) Any idea what time

2     (On a train ) Do you happen to know if

6 (At a railway station) Could you tell me how long

Vocabulary

Colloquial responses

Complete the responses. How certain is the speaker in each response?

                                               'Do you know if they take credit cards?' 'Sorry, I                    a

2    'Do you know how often the buses run?' 'Sorry,

3    'How long is the interval?' 'About twenty minutes, as far as

4    'Do you know where the leisure centre IS?' 'Sorry, I've no

5    'DO you know Adrian's date of birth?' 'Not off the

6    'Have you any idea where the Majestic Restaurant is?' 'No, never  of it, sorry.

7    'Do you know if the post has gone?' 'Sorry, haven't the         idea,

8    'What flavour is this ice cream?' 'I've                    idea.'

9    'Is the trip fully booked?' 'I'm pretty                     there are spaces left

10  'Where's Caro 'I've a she's gone to the dentist's.' speak out

1  In pairs, repeat the conversations you had in Speak foryourself and improvise the others.

2  Write down five pieces of information to get from others in the class. Move around the class, asking and answermg questions.

07 HAVEN'T A CLUE

Speak for yourself

If you could go anywhere in the world for a holiday, where would you go?

Reading

Following a guidebook entry

1 Have you ever been to India? If so, what were your impressions? If not, what sights and sensations would you expect to find?

2 Against the clock! You have three minutes to match the adjectives in A with the nouns in B.

vibrant  reality      contrasting              peaks barren            palm groves             lush         landscapes tranquil  colours     snow-capped             filth unspoilt            aroma      shocking  paddy fields harsh    beaches   rolling      spices fragrant         deserts     exotic      hills

3 Read the text and check your answers. Which of your ideas from 1 were mentioned?

4 What do you think? Read the article again.

1 Underline any features of life in India that particularly appeal to you. 2 In pairs, compare your ideas.

                                                                                  MD OF            NTRASTS

To paint India as only a romantic destination would be painfully superficial. There are such extremes of poverty and wealth in this vast, vast subcontinent that it would be callous just to talk of the incredible sunrises and sunsets over the Taj Mahal. A holiday in India would undoubtedly take in fabulously romantic sights, but no visit to India can gloss over the shocking filth, poverty, continual hassle and throngs of people that is part of life. Despite all this, perhaps because of all the hassles, people fall deeply in love with this fascinating country, and long to return again and again.

Did you notice... ?

            Tr115 vast,            Subcorrtinetl-r

People long fo red-yr-rl again end again

What is the effect of repeating the

words in bold?

9 I'd like to stay in a hotel that's just a stone's throw from the sea.

10 The nearest airport is only about ten kilometres away as the crow flies 2 In pairs, compare your ideas.

3 • Against the clock! In pairs, you have two minutes to explam the difference between the expressions in bold.

I The youth hostel is situated north of / in the north of the city.

2 We stayed in a campsite on the main road / off the main road 3 We have to go inland / to the mainland to do our shopping.

4 We spent our holiday on the coast / on the beach

4 Use some of the expressions in 1 and 3 to talk about your home, your school, and holidays you have had.

                                                        08 FARAWAY PLACES                      27

Language work

Expressing preferences

For -those who preeer o more esvrely holiday, you carl just re lax

I Focus on form Complete the sentences with one word

2 In pairs, ask and answer questions about the followmg topics. Give reasons for your preferences.

08 FARAWAY PLACES

WINDAMERE HOTEL

Pronunciation                                  2        Listen to two people discussing the hotel. Are they enthusiastic?

3 Turn to the Tapescript on p.112 and listen agam. Underline the language they use to express .

•    enthusiasm about something       • doubt or uncertainty

•    lack of enthusiasm about something     . a suggestion

4 In pairs, use the expressions to discuss your reactions to the text. speak out

1 a In three groups, A, B, and C, A look at the hotel information on

p. 104, B on p. 107, and C on p, 108.

b   Highlight the points which appeal to you, things that don't appeal, and anything you are uncertalll about.

c   Compare your ideas with other people in your group.

d   In A/ B / C groups, tell each ocher about your hotels, and reach a decision about where to go.

2 In new groups of three or four, imagine you have to make a threernmute promotional video clip for a holiday destination you know. Reach a decision about .

     what exactly you would show on the c ip

     a running sequence for the video.

. a title.

                                                                                                             08 FARAWAY PLACES                  29

09

CAUSE FOR CONCERN

In this lesson

Listen to understand the main points. Study and practise expressions connected with crime and quantity. Focus on ways Of talking about cause, blame, and solutions.

Practise speaking to solve problems.

Did you notice...?

C) Figures have showel

-D                                      a third 04

We use this language to talk about science, medical developments, law and order, developments in your own field, etc.

—D                beetl proved that

Research hag itldicafed -i-ha-i-

-D Accorditlg +0 0 recent repot—t

Speak for yourself

Westcombe's aim is for young men to leave . . .

more able to take their place in society as husbands, 'fathers, sons, employees, and citizens. more likely to gain employment, enjoy constructiv leisure pursuits, and participate in education less likely to reoffend.

What do you think? In pairs, ask and answer these questions. 1 What could have caused the young men to committhese offences?

2 Why do you think the vast majority of young offenders are men? 3 What would happen to them in your country?

Listening

The main points

Listen to a probation officer at a prison for young offenders talking about the causes ofjuvenile crime.

1    Note down the main points he makes. Compare notes with a partner.

2    Turn to the -rapescript on p_ 112 _ Highlightany multi-word express ons that are new to you

Vocabulary

Expressions connected with crime

1  Read the text quickly and decide what the maln topic is.

2  Against the clock! You have five minutes to complete the text using the expressions from the box.

effective discipline crime rate corporal punishment young offenders stricter measures socially deprived in custody punishments patrol the streets take out their aggression family breakdown too lenient on probation vandalized juvenile delinquency

The sight of ^I telephone booths and bus shelters, slashed tube seats, and walls sprayed with graffiti has become depressingly common. For many people, the rising has become a cause of considerable concern. There are those who consider the recent increase in to be due to a lack of at home and at school. They maintain that the courts have become far with criminals, and that should be taken. Police should in greater numbers to keep an eye on trouble-makers; and as for youngsters convicted of an offence, putting them ⁸ is no longer enough. It is time, they say, for a return to old-fashioned measures like

Others, however, blame social conditions such as unemployment, poor housing, and They say that many lacking any proper facilities or means of expression, need to let off steam, and so they on their environment. These people, they say, are and we should be offering them our help and understanding rather than keeping them and handing out increasingly severe

3  In pairs, A and B, A read out the first sentence and pause at the gap. B try to remember the expression. Swap roles half-way through.

Language work

Quantity expressions

1   Against the clock! You have three minutes to divide the expressions into two groups, according to whether they are used with countable or uncountable nouns. Some can be used with both.

2   Arrange them in order in their groups, from largest to smallest.

3   Which expressions are followed by a plural verb and which by a singular verb?

09 CAUSE FOR CONCERN

pronunciation

Whá:c negative things havyyou learned in prison?-:.:_

W'kat kind of work will u

b— doÄ.v en ou le

at positive things can prison offer you?-

                So,          are you in here?"

Wh is it so important to ave of mon

4 Complete the sentences with a suitable expression.

violent crimes are committed by men

2                                 countries impose the death penalty.

3                                 crimes are related to drugs.

4                                 juvenile delinquency is caused by family breakdown.

5                                 judges are women

6                                 At present, there is                unemployment in my country. 7          crimes remain unresolved each year.

8                                   people are the victims of burglary each year.

9                                   There is            poverty in my country.

10                                vio ence iS shown on TV nowadays.

'Ungrammatical' language

5               Listen to five extracts from interviews with young offenders.

Match the questions to the extracts,

6               What were the answers to the questions? Did they surprise you? 7 Focus on form What is 'ungrammatical' about these sentences? I I'm in here because done an armed robbery.

2   1 thoughtl knew it all, but when I come in here, don't know nothing.

3   We're going to have to do them stupid jobs.

4   You've got work that don't pay you nothing.

English in use

Cause, blame, and solutions

1 Complete the sentences with a suitable word.

about the cause of a problem

I

09 CAUSE FOR CONCERN

2 In pairs, look at the newspaper headlines and choose three that interest you,

speak out

1 a You are going to take part in a public meeting to discuss how co tackle the problem of growing levels ofjuvenile crime. Read the background information below.

BARCHESTER is a medium-sized town which has recently seen a massive increase in violence, and in vandalism, petty theft, burglary, and armed robbery involving young offenders (up to the age of 21). There is a high unemployment rate, and many young people leave school without qualifications. A large number of the offenders come from troubled family backgrounds, and drug abuse is a growing problem, A meeting has been called to decide how to spend a sum of money allocated by the government to deal with the town's crime problems.

b  Turn to and read the proposed solutions.

c   Agree on a time limit as a class. In groups of three, follow this agenda.

1    Discuss the reasons for the recent increase in crime and violence in general.

2    Review the advantages and disadvantages of the proposed solutions.

3    Reach agreement on how the solutions can be implemented. 4 Choose the two best solutions.

2 Listen to the probation officer giving his opinion on the best way to rehabilitate young offenders.

I What three solutions does he mention?

2 Do you agree that prison is not the best option?

09 CAUSE FOR CONCERN

Speak for yourself

1 Read the questionnaire. Tick (1) the option which best describes you.

wait for a pause in the conversation?

2 In small groups, compare your answers. What differences would you expect in different cultures?

Listening

Noting the exact words

I Listen to two people discussing cross-cultural differences. I What aspects of cultural behaviour do their two stories Illustrate?

2 How is the behaviour they describe different from what happens in Britain? 3 What would happen in your culture in these situations?

2 [a Listen to extracts from the conversation. Answer the questions.

Extract A

1     Has Lynne mentioned the seminar before? How do you know?

2     What does Colin say to interrupt?

Extract B

3     How does Colin Interrupt to start his story? Extract C

4     How does Lynne return to her earlier topic?

5     What expression shows that she has forgotten what she was going to say?

Vocabulary

clench    your throat raise      your arms Body language clear your eyebrows fold   your fingers             1              Against the clock! You have three minutes to match the verbs in snap          your fists  column A with the nouns in column B. raise your feet

^c tap                   your legs             2 What mood or signal, if any, do the actions convey?

rub          your head You clenchyourfists Whenyou feel angry orfrustrated // to express anger. cross           your eyes

shake                your voice          3 In pairs, practise mrming and guessing the actions In the box below.

Pronunciation

2 In groups of three, decide on SIX topics to talk about. Practise speaking, interrupting, and returning to the topic. speak out

1  Explain different customs related to some of these topics in your own country or give examples from other cultures you know.

•    telephoningpunctuality

•    touching peopleweddings • cothes / dressingInterrupting body language and gesturesshopping birthdayshospitality

2  a Note down five pieces of advice to give to visitors to your country, including one piece of bad advice.

b In groups, take it in turns to speak and identify the bad advice.

10 WHERE WAS l?

Speak for yourself

I How do you prefer to get information from books or via the Internet? Why?

2   Do you think books will be supplanted by electronic technology? Why / why not?

3   What are the advantages and disadvantages of using books / the

can access much of the world's great art,

BY EÜECTRONIC TÉCHNOLOGY?

T H E I N T E R N ET

first, can we divorce the sentimentality that surrounds the printed word from this debate? Yes; racks of leatherbound books look fantastic. Yes, everyone loves to curl up with a good book. But the real question is whether the printed word Will be able to compete effectively with electronic media as a source of knowledge - and the answer has to be no. On paper, knowledge is restricted and isolated. Once digital, it becomes global, interconnected collaborative. Often it becomes free.

Thanks to the Internet, I can access much of the world's great art, literature, and scientific thought within minutes, without having to leave my desk. At this moment, volunteers are putting 1,000 of the world's greatest works of literature - from Balzac to Xenephon - into digital form, On a CD-ROM costing tens of pounds. I can access an encyclopedia which once cost hundreds. Surely you can see the benefit of both of these phenomena? And surely you have to believe that for all the aesthetic virtues we associate with the printed page, e ectromc media offer a much more exciting and invigorating way to disseminate knowledge?

Instead of clinging to the cuddliness of the book, we should be trying to get as many Internet-connected PCs to as many Corners of the world as possible. We should save our children from out-of-date textbooks, and get schools connected as quickly as possible. Clearly, those who want to keep their books Will do - like those who hang on to vinyl records. But we are looking towards the future here, hopefully a future where knowledge flows freely, ignoring national boundaries or the whims of the publishing industry. Electronic media are vital for this future.

The Guardian

3   Check your ideas With someone in your group.

4   In A / B pairs, swap information.

S Look back at the sentences in I. Were your ideas right?

6 What do you think? In A / B pairs, answer the questions.

Did you notice...?                                                           I Are there any points in the two texts that you disagree with? Why?

2

C) Surely               con see the betteCi-ts                       Would you rather learn English from a book or on the Internet? Why?

              the /rl•tenlet carl bring?                                                 7 Which word Of words in Didyou notice ? are used ..

Look at the uses Of these words into agree informally to a request?to challenge or convince?

bold  to agree formally to a request?  to state that you are sure? The book definitely / certainly won't be supplanted by the computer.

'Would you mind opening your                                       Vocabulary

suitcase, sir?' 'Certainly.'

'Can you give me a hand?' 'Sure.                                   Adverbial phrases

Surely you don't believe that?

 Clearly, Those who watl+ -to keep •their books Will do

1  In pairs, write three true sentences using these adverbs.

2  Read your sentences to another pair without the adverb. They complete the sentences.

1 1 OUR CLEVEREST INVENTION?

Language work

Uses of the definite article

1 Against the clock! In pairs, you have two minutes co decide which of the above categories these words could belong to.

•    the press        • the council             the garden • the roof the ground

•    the kitchen . the weather           the world     • the skythe stereo

•    the moon . the car                        the media     • the horizon • the government

2 What do you think? Which three inventions are the most beneficial to humanity, and why?

I think the telephone is an important znventzon because . .

English in use

Presenting an argument

Listing points in

1 Which of these expressions can be used instead offirstly?

At first, In the first place, At the beginning, To start with, For a start, . First and foremost, First of all,

2 Which ofthese expressions can be used instead offinally? Lastly,   At last,    In the end,               Last but not least,

1 1 OUR CLEVEREST INVENTION?

Pronunciation                                                               Admitting the

3  If someone said, 'Granted, it's handy for sending e-mails .     are they basically for or against computers?

4  How would you expect the sentence to continue?

5  Which expressions are used to

                                                          • state an unsurprising fact    justify an opinion

6   Which word could be used instead of scarcely?

7   Complete the sentences using expressions from the boxes in this section.

I The book has its advantages.       it'S cheap and lightweight. you don't have to install expensive hardware.

you don't need to log on every time you want to find a piece of information.

2   The book will not disappear.                  no new technology has entirely supplanted an old one.

3   the Internet is a godsend if you don't have access to a local library. But many people still prefer to get their information from books

4   we like to go to bed With a good book. You can't curl up with a computer, after all speak out

In pairs, prepare to give a presentation for or against one topic.

                                                                                               experiments on animals                         euthanasia                    military service

• choosing the sex of your child     cloning     working from home the legalization of soft drugs       body piercing banning hand guns

Organize your presentation.

Give a general introduction, and state your position.

Concede the opposing arguments.

List your own arguments with examples and justification.

Summarize your position with a convincing final sentence

1 1 OUR CLEVEREST INVENTION?

Speak for yourself

I In pairs, decide on the four most likely places to meet a partner.

 at a party • at a supermarket on the beach at an airport at work at a disco  on a tran • in the pub • at school / university 2 In your country, where else do couples meet?

Listening

Following a narrative

1              These words are from a true story. In pairs, predict whac happened.

2              Listen to the whole story.

1     Note down three things you learn about Jane

2    
What happened at the ice cream counter? at the checkout?

                                                                                                            • later that day?                                • on their date?

3              Listen to another story. Answer the questions.

Where does the story start? 2 How was the woman feeling? Why) 3 Where did she first see the man?

4              Where did they next meet?

5              What happened after that?

6              What are the s milanties with the story in 2?

Did you notice...?

/ thought, 'Well,                    •fitne +0 go ov+ and              vp on some -things

-D / wen-i- å-owards -the door thinkina 'Jhot•s a shame, / m never going -t-o see him agoitl

When telling a story, it is common to report speech or thoughts directly. Write three examples of what the man in the first story might have thought.

Vocabulary

Feelings and moods

Kwas a bit nervovs because yoy re no-r really meant -to go out on dates With peop le you ve picked vp supermarkets

0                                                                                    -t-jme She was man-wise Ceelirlg recentlyqvj-t-e depressed because she'd had qui-re o bad

1                                                                                    In pairs, decide which words / expressions describe positive or negative feelings.

2                                                                                    Complete the sentences with I was/ Iwasfeelinga bit / really and one of the words / expressions from 1. so went for a run round the park.

2         because I'd just had my manuscript rejected again.

3         so had an early night.

4         because it was a beautiful day and I didn't have to work.

3                                                                                    Against the clock! In pairs, you have four minutes to write three similar half sentences. Test another pair.

Verbs of movement

                                                      C) / was trundling around With          trolley

4 Whac does trundle mean? What other verbs could you use instead? 5 In two groups, A and B, check these verbs in a dictionary.

6 In A / B pairs, test your partner. Mime or give a definition of the verbs in your box and ask your partner for the verb.

12 HOW WE MET

Language work

Narrative verb forms

1             Against the clock! You have four minutes to complete the extract with forms of the verbs In brackets.

well, I (go) shopping one day, I (live) in East Oxford for about five years, with my two boys, and I (have) a boring sort of weekend doing some painting and I (think), 'Well, it's time to go out and stock up on some things.' Tom (have) his eighth birthday, so

(get) some birthday stuff, so I (set off) to the supermarket. And then I (trundle) around Sainsbury'S with my trolley, when suddenly, this rather interesting-looking man (appear) at the ice cream counter.

2             Listen to the extract again to check your answers.

3             Focus on form Which verb forms are used „

•    to describe events before the story happened?

•    to set the scene for the main events of the story?

•    for the main events?

•    to describe a future event?

4 Try to complete these flashbacks from the story.

I went towards the door thinking, 'Oh, that's a shame, I'm never going to see him again', and then I suddenly realized I was going to see him again because

and then about eight o'clock that night he telephoned. And it was amazing because so I wasn't in the directory and what he'd done, wrote my cheque.

5               Listen and check.

6               Look again at the flashbacks. Are they used .

     to give a reason for the main event?

     to give information the speaker has not previously mentioned?

     for both reasons?

this and these

7 Complete the sentences with a phrase using this or these.

1     Iwas lying by the pool sunbathing, when all of a sudden

2     1 was driving on the motorway, when

3     1 was trekking in the rainforest, when suddenly

4     Iwas just about to take a bite of my sandwich, when

12 HOW WE MET

Fronting with adverbial expressions

8   In pairs, make sentences using these expressions. and there she stood and out he leapt and off I ran and there they were so in I marched

9   Turn to the Tapescript on p. 114. Listen to Hanne's story agaan and highlight examples of.

• uses of this and these

Being a good listener

1      Turn to the Tapescript on pp.113/114. Highlight expressions Hanne

2      Listen to a story, and in the pauses use an expression from 1 to show you are listening. speak out

1  Plan the story of how you or someone you know met a partner,

2  In pairs, tell your stories. Make suggestions about how to improve each other's storytelling,

3  In groups of three or four, retell your stories.

12 HOW WE MET

Speak for yourself

I In pairs, choose two of these situations and improvise conversations.

                Offer to help a fiatmate before a party.

                Apologize to a friend for losing a book he / she lent you.

                Invite a friend to do something with you this evening.

                Ask a colleague to cover for you while you have an afternoon off. 2 Listen to a different pair's conversations.

Listening

What's going on?

Listen to eight short conversations. Match one or more of the verbs from the box to each conversation.

accuse offer turn down arrange accept refuse agree apologize admit invite deny request suggest

Against the clock! In pairs, you have four minutes to report the concent of the conversations, using the appropriate verbs.

3   Lis cen again to check your ideas.

4   Look ac the Tapescript on 12.114. Underline any interesting new words and expressions.

English in use

Preparing the way for difficult news

1 In pairs, choose three of these opening phrases and make dialogues.

I Could ask you a big favour?

2   You know I said I could lend you my car this weekend ?

3   Have you got a moment?

4   1've got a bit of a problem

5   You know that book you lent me?

6   1 don't quite know how to put this, but

7   There's something I've been meaning to tell you. 8 1'm afraid I've got an apology to make .

2                Listen and compare your ideas with the dialogues on the tape. 3 Do you use similar openers in your language?

Vocabulary

Verb patterns

1 Against the clock! In teams, you have five minutes to decide which sentences are incorrect and correct them.

 She promised me to write every day, 2 He admitted to forging my signature.

3    He suggested me to take up yoga.

4    She pleaded with me not to tell her father.

5    She swore to tell the truth

6    He recommended that I should see an optician

7    He confessed cheating in the exam.

8    She told me off for borrowing her bike without asking.

9    He owned up for stealing the video.

10 They urged me to get a second opinion

Verb / adverb collocations

2 Complete the sentences With an adverb from the box. In some cases, more than one is possible.

willingly categorically freely warmly faithfully kindly reluctantly strongly flatly profusely

                                                                                        My colleagues                               congratulated me on my promotion.

2                              James apologized       for losing his temper.

3                              My bank     denied having received the cheque in the post.

4                              admit that I lied about my age to get the job.

5                              The company             refused to pay me a relocation allowance.

6                              Jenny                offered to cook me dinner last night.

7                              All my friends             advised me to seek legal advice.

8                              I promised  to pay my brother back within a week 9 The injured player         accepted my offer of help.

                                                     10 Steve agreed to work overtime but he really didn't want to,

3 In A/ B pairs. A close your book. B give a reporting verb from 2 and

ask for a collocating adverb. speak out

1 In groups of three, A and B choose a reporting verb from this unit.

Describe a recent experience and use the verb

C monitor the language for accuracy, Swap roles.

2 In new groups of three, A and B improvise the conversations in speak foryourself again, and C monitor. Swap roles.

13 HOW CAN I PUT THIS?

WE'VE BEEN HAD

In this lesson

Read quickly to find specific information. Practise asking for and providing clarification.

Focus on expressions connected with telling lies.

• Look at proverbs.

York

UNITED STATES

(4

MEXICO

500

500

Speak for yourself

I Write down four things you associate with New York.

2   In pairs, compare your ideas.

3   What impressions do you have of New Yorkers?

4   Have you ever been there? If not, would you like to go? Why / why not?

LICE

Reading

Following a newspaper story

I Look at the photo, the map, and the headline of the article. In pairs, think of things you would like to know.

I wonder how long it took him.

I wonder ifhe could speak any English.

2 Against the clock! You have three minutes to read the article and try to find answers to your questions.

BOY IN 4,500-MILE TREK

TO FIND HIS FATHER

Edwin Daniel Sabillon, a slight 13-year-old boy who arrived in New York on Saturday with only a change Of clothes, a paper bag containing $24, three biscuits, and his birth certificate, wanted so badly to find the father he had only ever seen in snapshots that he travelled 4,500 miles from Honduras to find him. Over 37 days he rode buses and trucks, walked, cycled, and hitchhiked, often through dangerous territory. In spite of hunger, the loss of his wallet containing his father's phone number, and the fact that he speaks no English at all, he was carried along by luck, and the charity of strangers.

The epic journey began after Hurricane Mitch core through Honduras, destroying his home and killing his mother, his brother, and his grandfather. The boy wrote to the father he knew was living in New York, and several months later, a letter came back with $200 and an arrangement for a roadside rendezvous. It seemed a little haphazard, but Edwin was deterrmned to make the meeting. His father Sald he would be waitlng at the entrance to La Guardia Airport on three successive days, 25, 26, and 27 June, wearing a white shirt and black hat.

And so, on 22 May, Edwin waved goodbye to his friends in the village of San Francisco de Yojoa Cortez, and headed north on a trek that took him through Guatemala and up the east coast of Mexico to the edge of the United States. He then contlnued via Houston, New Orleans, and inexplicably — Edwin's geography appears to have failed him at this potnt — down to Miami, Florida, where he managed to beg money' for the bus journey to New York.

Sunday morning found the young boy at a bus terminal in Upper Manhattan. For a while, he strolled unfamiliar Streets, and then made his way to the alt•porc just as any New Yorker would — by hailing a taxi. But when he got there, there was no sign of Edwin's father. so the taxi driver, 35-year-oldJosé Basora, took pity on Edwin and drove htm to his home in the Bronx, before alerting the police to the boy's plight

'We'll do the best that we can to try and help him,' promised Mayor Rudolph Giuliani, indicating that the authorities will turn a blind eye to the illegalities of the boys entry into the United States. And now Edwin, who is in City foster care, can only wait and hope that his father shows up.

rhe independent

3   What is your reactlon to the story? Does anything surprise you?

4   In pairs, decide what the expressions in bold mean.

Listening

A radio broadcast

1  Listen to Part 1 ofa news programme broadcast the day after the story of Edwin broke in the newspapers. I What do the words 'We've been had' mean?

2  What do you think of Officer Granger's reaction?

2   Listen to Part 2. Note down whether the five people interviewed approve or disapprove of what Edwin did. Who do you agree with?

3   Listen to Parts I and 2 of the broadcast again. Decide what these idiomatic expressions mean.

Edwin was telling a tall tale.

2   You can't take anyone at their word nowadays.

3   Now he's going to get away with it.

4   They've got egg on their faces.

5   There's a silver lining for us there. 6 He took us all for a ride.

4   What do you think? In pairs, answer the

1     Were you taken in by Edwin's story when you read the article?

2     Have your impressions of New York and New Yorkers changed?

1 4 WE'VE BEEN HAD

Vocabulary

Expressions connected with telling lies

1 In pairs, look at the expressions. What's the difference between them?

I He made out he was English.         5 1 was taken in. 2 He was economical with the truth. 6 He was having me on.

3     He was kidding.              7 He told a white lie.

4     It was a hoax. 8 He was pulling my leg.

Proverbs

2 What do the half-proverbs in bold mean?

1     1 don't usually eat so late but we are on holiday and when in Rome

2     She said her exams went well but she shouldn't count her chickens just yet

3     Wish he wouldn't spend all his time in the office. You know what they say about all work and no play

4     The whole team is incompetent. It's a clear case of too many cooks

5     don't know what she sees in Jack Oh well it takes all sorts, I suppose. 3 Complete these proverbs With the words in the box.

                                                                         eating          never          mind          fonder          speed          cure

1     Out of s ght, out of

2     More haste, ess

3     Better late than

4     prevention is better than

5     The proof of the pudding is in the

6     Absence makes the heart grow

4 In pall'S, think of situations in which you might use some of the proverbs in 2 and 3.

English in use

Asking for and providing clarification

                                                                   1       Listen to someone talking about a man who lied every day.

I What did he lie about?

2   Why d'd he lie?

3   What happened in the encP

14 WE'VE BEEN HAD

Pronunciation                               2 Listen again and tick (V) the expressions used to ask for clarification,

                                                             Asking for clarification           Providing clarification

So hang on,Yes, exactly. / Yes, that's right

What, you mean,Not exactly

What, soNO, not at a l .

So, are you saying

3 In A / B pairs, ask for and provide clarification.

 Explain how and why you decided to enrol for this language course.

 Tell the story of Edwin Sabillon or another story you've heard on the news. speak out

1  In pairs, look at these situations. Would you tell the truth?

 Your friend has his hair cut in a style that you don't think suits him. He asks you for your opinion. What do you say?

2  You are asked to provide a job reference for a friend who is not very punctual and a bit lazy, What do you write?

2 a Make notes on one of the following situations and prepare to tell a short story. Include one false detail.

 an eventful journey you have made  a time when you were taken in  a time when you had to tell a lie                   • a time when someone lied to you

b In groups of three, tell your story. As you listen to the other stories, ask for clarification and at the end, guess which detail was false.

14 WE'VE BEEN HAD

Speak for yourself

1  Tell other people about a car you own or would like to have,

2  Which of these statements best sums up your attitude to cars? In pairs, explain why.

     My car is an essential part of my life

     My car comes in handy but could manage without it. I really wish I had a car.

     I may have a car one day, butl don't need one at the moment.

     I never intend to own a car.

Listening

Note-taking from a speech

I You are going to hear two people making speeches for and against the car. What arguments do you chink each speaker will put forward?

In two groups, A and B, A listen to the argument for and B to the argument against, Make notes for each of these topics.

pollution                • congestion • health care public transport             road-building

3  In A / B pairs, exchange information.

4  What do you think? In pairs, answer the questions.

1 Are there any points you disagree wth?

                                 2 Do you agree or disagree that the car does more harm than good?

Did you notice... ?                              Vocabulary

congestion, well -i-hi½ Verb / noun collocations easily be solved

To introduce a new point in a                1 Which verbs were used with the nouns In bold in the two speeches? speech, use expressions like As for           The car a major threat to our planet

With regard to .Turning now      Public transport cannot to

Instead of war on cars, we need to accommodate them Turn to the Tapescript on pp. 115/1 16 and underline expressions used to 2 Turn to the Tapescnpt on pp.115/116 and check. introduce a new point.

3   Against the clock! You have three minutes to match the verbs on the left with a group of nouns on the right.

put forward an argument I a problem / a dilemma Implement       an agreement/ a solution I a compromise posea plan / a scheme / a programme tackle            a need / a demand / a deadline fulfilan ambition I one's potential / a dream meeta proposal / a suggestion / an argument

4  Look at the box again for one minute. Test your partner. Read out a verb and ask for some of the collocating nouns. Swap roles.

Language work

Putting forward proposals

Use a clause with should

In patrs, discuss these questions in relation to three of the issues below.

I What proposals have been made in your country? 2 What do you think should be done?

road accidents global warming • air pollution motorways • road rage • taxation

15 BEHIND THE WHEEL

English in use

Making your point

Phrases to state a fact or opinion

What we need to do

2   What we want

3   What we mustn't do 4 What has grown

5   What worries me .

6   What we should be doing

7   What will happen

8   What is being proposed is that congestion will be reduced

15 that people might be discouraged from using public transport. IS cutting the cost of public transport.

is encourage more people to use buses. . is c eaner air.

is that parking charges should be Increased is increase air pollution.

is the number of cars on the roads.

The use of simply for emphasis

2 Where could you put simply in these sentences?

It's not true that cars clog up city centres.

2   We won't so ve the problem by declaring war on the bus.

3   We can't put people's lives at risk because there isn't enough money.

4   Travelling by bus is not attractive

5   If fares are too high, people won't use public transport 6 The problem is that there aren't enough roads.

3 In pairs, look at the photos and give your opinion using the language on this page,

speak out

1 a You are going to take part in a debate on how to solve the traffic problems of a large city. In three groups, A, B, and C, read your proposals below. Prepare to argue for your proposal with the rest of your group. Make notes on the advantages of the proposal

• how the scheme will be financed and how it will work in practice. how to defend possible criticisms of the proposal

b In A // B / C groups, present and discuss your proposals and try to reach agreement.

2 In groups, discuss traffic problems and solutions In your city.

Ban private cars from the city centrearound the city.ncrease public transport provision.

(completely or at certain times).    car-parking spaces andSubsidize buses to make them cheap Introduce tolls on major roads intoparks.or free at certain times.

the city centre.the city, and buildBuild more bus lanes and cycle lanes. Introduce a park-and-ride scheme       and underground roads.ntroduce trams and shared car

(motorists park on the outskirts of thecharges in the city.schemes.

city and take buses in). encourage the use ofImplement an education programme Introduce traffic-calming measures cars.on transport and pollution.

(speed bumps and speed restrictions). Pay a yearly bonus to non-car owners.

67

o

15 BEHIND THE WHEEL

In                              Speak for yourself

Against the clock! In pairs, you have cwo minutes to decide how you would tell someone about these plans in your diary.

Listening

Noting the exact words

1 Listen to eight people discussing their weekend plans. Which sound the most interesting to you?

2 Listen to conversations 1 and 2 again. Complete the extracts.

I think on Friday night I to Nottingham to visit some friends up there, and stay the night, have a meal and the next day.

                 Pronunciation                                                               so  on Saturday?

                                                                                                        Yes, yeah, yeah, •cos I                                                              on Saturday night.

2

Well, pretty much the same plans as every weekend. I one day.

3 Listen to conversations 3 and 4 again. Note down useful expressions.

54

English in use

Talking about plans

I Look at the different ways of talking about your plans. Match a heading to categories 1 co 5.

2 In pairs, ask and answer about your plans for the weekend,

Vocabulary

Activity, inactivity, and changes of plan

1  Against the clock! In pairs, you have four minutes to complete these colloquial expressions with appropriate words.

                                                                                                    I think on Sunday I shall just crash                     and have an early night.

2  I'm going to have a lie-                        on Sunday.

3  I'm        to my eyes in work today but I'm               a loose end tomorrow.

4  I'm tied     all this week, with meetings and that kind of thing.

5  I'm just going to watch TV when I get in tonight. really need to wind

6  I'd love to go with you but I'm a bit pushed         time this weekend.

7  On Friday night I intend to put my feet    and take it easy,

8  was hoping to go away this weekend but I'm snowed with work. 2 Which expressions in 1 describe activity and which inactivity?

3 In pairs, check the meaning of these multi-word verbs in a dictionary and find an example sentence. Make true sentences of your own,

call off talk someone out of go through with fall through bring forward get out of pull out stick with speak out

1 Move round the class asking about other people's plans. Use some of these time expressions. Decide on three things to do with a friend.

at lunch time           • in the break                      this evening tomorrow evening           • in the summer                 the weekend after next 2 In pairs, describe the Chree things you are going to do.

                                                                                                                 16 WHAT ARE YOUR PLANS?         55

        In                                Speak for yourself

1  In which of these places . .

do you live now?

WOUId you like to be living now? WOUId you like to bring up a family?

would you like to live when you retire?

in the heart of a big city              in the suburbs in a small town   in a village

on the outskirts of a city in the countryside

2  If you had to move away from the place where you live now, what would you miss? What would you be glad to leave behind?

Reading

Finding key points

1  Do these words / expressions refer co the town or the country?

peace and quiet hustle and bustle the green belt exhaust fumes thatched cottages a sense of community the frantic pace of life squalor wildlife isolation hedgerows green space

2  In two groups, A read Text A on p.S7 and B turn to p. 105. Check your ideas.

3  Against the clock! You have three minutes to answer these questions with a partner who has read the same text.

I Where does the writer live now?

2 Does she prefer the town or the countryside?

56

Text A

WE moved to a crumbling mansion block in central London when my youngest child was five. Our Cambridge friends were aghast. How could we possibly give up green space on our doorstep, the neighbourhood school, the safe environment, for crowds, congestion, and urban squalor? But with two of us working in the metropolis, we felt we had no choice.

It didn't take long for us to convert. Indeed, in ten years I've become a hard-line metropolitan. I've become allergic to the countryside I grew up in. The sight of an idyllic thatched cottage or a picturesque village green now fills me with dread. They

town superstore for groceries, the endless hanging about, the lawn always needing to be mowed, and the neighbours complaining when bored youngsters kicked their ball too close to their greenhouse.

To live in the centre of a city is to be permanently intoxicated with the speed of it all—it's like being in a perpetual state of fast-forward. I swear that nowadays it's the frantic pace of city life that makes me think straight and stick to the point in a conversation. Some of my best ideas are produced in an advanced state Of stress, under the pressure Of having struggled to meet a deadline, or arrive on time at a lecture hall or

one Of the surprises of city life is the lack of isolation. I've discovered that the neighbours on my staircase are as committed to the local community as the inhabitants of any sleepy village in the country.

Besides, the more of us who can be persuaded back into high density living in the city's hurly-burly, the more green space that will be freed up, out there in the country's green belt. So that the generations of country lovers will be able to continue their love affair with all that grass. Personally, I much prefer the view from my roof terrace, from where I can drink in the impossible noise, and watch the endless comings and goings, the

grim drive to impossible inner-London life in the new the out-of-                   traffic. And millennium.

4   Note down positive and negative features of the town and the countryside from the texts. Compare ideas with your partner.

5   Highlight three new words / phrases in your text that you would like to understand. With your partner, try to guess the meanings from context. Check your ideas in a dictionary

6   In A/' B pairs, exchange information about your texts.

7   What do you think? In small groups, discuss the questions with reference to both texts.

1     In what ways are the dpscriptions of the town and the countryside in Britain similar to what you WOUld find in your country? How are they different?

2     Have the texts made you think about the town or country in a new way?

17 AWAY FROM IT ALL

1  Which adjectives could describe the landscapes in the photos?

hilly lush wild bleak fertile tame barren rocky arid

2  Describe different landscapes in your country using the adjectives.

Compound nouns for towns

1  Match words in column A with words in column B to make

towncrossing housing  dump

parking arcade bus hall corner estate amusement meter rubbish shop pedestrian stop

2  Which of these can you find near your home?

3  Which three are most important to a town?

Pronunciation 4 Against the clock! You have three minutes to look again at your texts on 17.57 and p. IOS and find more compound nouns.

Language work

Two-part expressions

C) / can watch the erldless comings and gangs, the hustle aid bustle, and the thrill inner—London tiCe

I Complete the sentences. Check in a dictionary if necessary.

 Eventually by trial and  he found the correct combination.

2 This booklet supplies all the facts andabout global warming. 3 There are certain important rules and  that must be followed.

4 Having a massage is an excellent way of relieving aches and

          Pronunciation                                      5 This book contains over a hundred tried and

6     The insurance policy does not cover wear and

7     Successful negotiation involves a certain amount of give and

8     Terry's vintage Ford Cabriolet was his pride and

9     I'm sick and  of receiving so much junk mail.

10  They were relieved when the children turned up safe and

2   In pairs, explain what che expressions mean in your own words.

3   Test your partner. Give the first word of some of the two-part expressions and ask for the second. Swap roles.

58                    17 AWAY FROM IT ALL

Did you notice... ?                                 English in use

The passive is often used in more

formal, written texts.                                                           Talking about change

Foresfs }uve been chopped

—D Forms have beetl tvn-led in-to agrochemical prodvctiOM Sites.

In spoken English, it is more common to use They and an active verb

1 Which of the statements above are true of where you live?

2 In pairs, A and B, A turn to p.10S and B to 17.108. Describe your pictures and discuss how the places have changed, using the expressions in 1, speak out

1 a Think of a place you know well and how It has changed. Make notes.

b   In groups of three, describe your place.

c    What do you think? Answer the questions.

1 Is the countryside changing for the better or the worse?

2 What could be done to preserve the countryside in your country?

2 a Think ofthe place where you would most like to spend a day. Make notes In answer to the questions.

     Why have you chosen to go there?

What season and time of day is it?

     What can you see, hear, and smell?

     How will you spend the day?  How do you feel?

b   In groups of three, take it in turns to talk about your places and what you would do there.

c   Decide which of the three places you would rather go to, and why.

                                                                                                              1 7 AWAY FROM IT ALL                    59

Speak for yourself

1  Read the following extracts about Martians (men), and Venusians

(women). Make notes on  what Martians or Venusians va ue  how they like to view themselves.  how they cope with problems.

2  What do you think? Do you agree with the points made in the extracts?

60

Listening

Following a discussion

I Listen to four extracts from a conversation between Jane and Nick about gender differences. Choose the best heading for each extract.

Men and women in the workplace Nature versus nurture

Bringing up boys and girls Differences between men and women

2 Choose an extract, listen again, and answer the questions.

Extract A

1 Who thinks character is

•    genetically determined?

•    determ ⁱ ned by upbringing?

Extract B

2 Note down the examples the speakers use to illustrate  the ways boys and girls are treated differently.

• how boys and girls differ by nature.

Extract C

3   Why does Nick send his wife to the garage, but fix shelves h'mse f?

4   What does the example of Princess Diana i lustrate about men and women?

Extract D

5   What are the two points of disagreement between Nick and Jane?

3 What do you think? Which opinions from the conversation do you

18 FROM ANOTHER PLANET?

Language work

Similarities and differences

I Focus on form In pairs, answer che questions.

1 Wh ch words from the box could you use to complete the sentences?

    Men are                   more aggressive than women.

    Women are     as aggressive as men.

much             just          not          far            nothing likeconsiderably          slightly     infinitely a bita lot    nowhere near       marginally

2 Decide on one word to complete the sentences.

     Men's priorit ⁱ es are totally different  I similar  / exactly the same/ identicalwomen's.

 comparison with women, men are very single-minded.

. Compared  men, women tend to be family-orientated.

     Women talk about their feelings,  men talk about football.

     There's no d ⁱ fference                   men's and women's personalities.

3   Use the expressions in 1 to compare yourself with your family.

4   Decide on differences in character between men and women, using adjectives from 19.61,

Modifying expressions

In general,In my experience, .In some parts of the world,

As a rule,To a certain extent,In the eyes of the law, On average,In theory, .In the past,

In many jobs,In some households,Traditionally, .

because of their upbringing. by nature.

but it really depends on the individual.

5   How far do you agree with these statements? Change them where necessary, using modifying expressions from the box.

Women do far more housework than men.

2 Men are the main breadwinners.

                  Pronunciation                                                                 3 Women have exactly the same rights as men.

 Men aren't as intuitive as women.

6   Women are infin•tely better at looking after children.

7   Men are more career-orientated than women.

8   Women ive slightly longer than men.

9   Men have better spatial awareness.

10Women are more articulate in talking about their feelings.

11Women are nothing like as interested in computers as men. I l Girls like play'ng with dolls, whereas boys like playing with guns.

12 Women wear the trousers.

5 Talk about other differences between men and women, including the things they like'doing, are good at, and talk about.

18 FROM ANOTHER PLANET?

English in use

Agreeing, disagreeing, and half agreeing

1  Against the clock! You have three minutes to list the expressions in the box under one of the three headings.

Agreeing Disagreeing Half agreeing

                                                             1 You're absolutely right.                  8 That's rubbish!

2  1 don't think that's true,       9 1 see what you mean, but .

3  1 disagree, I'm afraid.           10 That's true in a way, but .

4  1 take your point, butI l That's right.

5  Absolutely.          12 Well, it depends.

6 Come on!                             13 To a certain extent, but . 7 Do you really think so?               14 1 would agree with that.

2 Which two expressions would you probably only use with people you know well?

speak out

I Rate your opinion for each statement.

                                                              agree I                    2                 3                 4                  5 disagree

There is a 'glass ceiling' that stops women rising to top level jobs.

If a working couple have children, the woman should stay at home to look after them

Sexual harassment in the workplace is a big problem for women in my country.

Parents shou d bring up boys and girls in exactly the same way. Women make better bosses than men.

71 Young women nowadays have more choices than men.

2 In groups, choose three of the statements and compare opinions.

18 FROM ANOTHER PLANET?

Think about your most recent holiday. In pairs,

          Did                                                                                                                               these sentences.

The people having their lunch

The woman sitting at the table next to me The woman serving the drinks .

The friend sitting in front of me The friend driving

A man walking down the slope .

Vocabulary

Collocations

                                                               it was ereez.it19 00 Id, pitch b lack, 001)     see a thing

Against the clock! You have three minutes to match the words below co make extreme descriptions.

open dry cold asleep wet

2   Which of the expressions could you use to describe

the weather a meal a car a door or window the ground clothes  eyes

3   In pairs, use the collocations to talk about recent experiences.

English in use

Describing extreme feelings and experiences

                                                                  /f was unbelievable. / ve never beetl so embarrassed        my lice

1  Decide which phrases in A could go before the expressions in B.

                                                             I was absolutely              It was absolutelyIt was .

                                                             stunned.                     hilarious.                     an absolute nightmare.

awful.

                                                            I was scared stiff.                                 I nearly burst out laughing.

                                                            I was over the moon.                            I couldn't keep a straight face.

2  In pairs listen to six extracts from anecdotes, and predict whic expressions from 1 the speaker will use next.

3  Listen and compare your Ideas. speak out

1  In pairs, A look at p. 105, and B at            Prepare your anecdotes.

2  In A/' B pairs, tell your anecdotes.

3  Note down the main points of a real holiday anecdote.

4  In groups of four, tell each other your anecdotes.

19 ABSOLUTELY UNBELIEVABLE!

Speak for yourself

I Read the questionnaire. Tick (V) the option which best describes you.

2 In pairs, compare your ideas. When did you last make a complaint? What happened?

Reading

Finding specific information

I Read the extracts about how to complain. What advice is given for each situation?

2   Would the same advice apply in your country?

3   Against the clock! In pairs, you have eight minutes to decide on the meaning of the words and expressions in bold.

AT A RESTAURANT

When you eat out, whether in a café, restaurant, or pub, you enter into a contract with those providing the service. Under the contract, the standard of service and food provided must be reasonable. What is reasonable will depend on many factors, such as the type of establishment and the price paid. Should the food or service fail to live up to your expectations, it is best to act immediately, when there is the maximum opportunity of rectifying the situation. Your complaint should first be addressed to the waiter serving you. Only when the waiter is unable or unwilling to put things right should you complain to the manager. If you have failed through reasonable discussion to put things right satisfactorily, you could consider making a deduction from your bill.

FAULTY GOODS

Before you return a faulty item, be clear exactly what it is that you want. Do you want a repair, replacement, or full refund, or will you accept a credit note? It is always a good idea to ask to see the manager or person in authority, to show that you mean business right from the start. It is important to adopt the right tone. The last thing you want to do is antagonize the person you are dealing with. Make your complaint politely but firmly, and avoid getting into a row. Wherever possible, take your receipt or other proof of purchase. Find out what your legal rights are; this will give you confidence, and put you in a stronger bargaining position.

OVERBOOKING OF FLIGHTS

Some airlines deliberately overfill their flights on the assumption that several would-be passengers will cancel, leaving a neat fully-booked flight. Should you be unable to get a seat on the flight you booked, the airline is in breach of contract, and may have to pay you compensation for whatever loss you have suffered, provided it is one that could not reasonably have been foreseen.

BROKEN APPOINTMENTS

If a repair man has undertaken to call at a certain time, and either doesn't turn up, or arrives very late, he has broken part of his contract, and you are entitled to compensation. Deduct a reasonable sum from the bill for wasted time and inconvenience, and send a letter explaining why you have paid less than asked. You can claim for extra telephone calls, and additional expenses such as using a launderette for your washing, if it is your washing machine that needs repairing. If you have had to take time off work, you can claim for loss of earnings too.

Listening

Focus on politeness

1             In pairs, Improvise these conversations.

 A customer phones a mail order company to complain that a book has not arrived

 A software retailer phones a wholesale outlet to complain that he hasn't received the number of CD-ROMs he ordered

2             Listen and compare your conversations with those on the tape.

3             Turn to the Tapescript on p, 117 and listen again. Highlight any words / expressions chat make the conversations more polite.

4             Did you use any of the polite expresslons In your conversations?

20 A BIT OF A PROBLEM

                  Pronunciation                                                                        Vocabulary

Explaining problems

1  Against the clock! You have three minutes to read the complaints and decide if they could refer to .

•    a car          • central heating      • a computer

•    a to' et       • a TV set  • a camera

The screen keeps going blank. 6 1've been having problems 2 I'm hav ⁱ ng prob erns downloading things. with the thermostat.

3   I can't get it to go into second gear. 7 The shutter keeps jamming.

4   It won't flush properly,  8 1 can't get it to start.

5   It keeps crashing.          9 It won't come on. 10 It keeps stalling.

2  Which of these problems have you experienced?

3  Note down possible problems with different appliances.

4  In pairs, ask and answer about your problems, using some of the language in I. Give advice.

                                                                      It keeps .     It won't       I cantget it to       I'm havingproblems

Language work

Tentative language

Polite •expressions

1  Make these statements more polite using one of the expressions above.

Did you turn the machine on?

2  I posted the letter last week.

3  You said could exchange it if it was the wrong size.

4  We never promised to have it ready by Thursday.

5  You prom sed could have a refund. 6 You told me you wanted ten copies, not twenty.

7   You don't know how to operate the machine.

8   You obvious y didn't follow the instructions correctly.

20 A BIT OF A PROBLEM

The use of seem

2   Focus on form Which three patterns follow the word seem above?

3   Listen to ten statements and make them sound more polite by using the correct form of seem.

4   In pairs, act out conversations using some of the problems in 3.

pronunciation                                                                           English in use

Dealing with problems

Against the clock! You have three minutes to match expressions 1 to 12 to the headings.

Apologizing Making a request Expressing sympathy Offering to help

I'm sorry about that.

2       I'll do my best to sort it out for you.

3       If you could just bear with me a couple of moments.

4       Sorry about the misunderstanding.

5       don't suppose there's any way you could get it to me by tomorrow?

6       I'm sorry you've been inconvenienced.

7       can understand why you're upset.

8       I'll get back to you as soon as I can.

9       was rather hoping you could give me a refund. 10 do understand I'll look into it.