Viewpoints 1 SB

J

Burlington Book\

VIEW

POINTS

For Bachillerato

STUDENT'S

BOO K

Elizabeth Grant

Kevin Payne

---]

Burlington Books

VIEWPOINTS

For Bachillerato

STUDENT'S

BOO K

Elizabeth Grant

Kevin Payne

1

Faces

page 5

A Face I'll Always Forget Predicting content

VOCABULARY

I

Personality and appearance Phrasal verbs Compound adjectives

GRAMMAR

I

Present Simple Present Continuous

�---�---�---�---2

Danger!

-page 1 7

The M i d night Visitor Making inferences

Dangerous situations Adjective suffixes -ed I -ing adjectives

I

Past Simple

I

Past Continuous

Past Perfect Simple 1---'---'--- ----

----3

Go for It!

• page 29

4

Landmarks

• page 41 Oscar Pistorius Identifying the mai n idea

I

Dubai -Architectural Wonderland

· Scanning for specific

Sport and achievement Verb col locations Idioms

Buildings want+ infinitive

want+ object+ infi nitive British I American English

Present Perfect SimplE Past Simple

J

Future Simple be going to

1

Future Continuous

Future Perfect Simple

I

information 1---'-· ---'---- --- ---�

5

Speak Out!

• page 53

1

Flexpetz

I

Guessing the meaning of words

6

I

Twister Sisters

Extreme Weather

understanding

• page 65

7

Travel

• connectors

I

Anta rctica Understanding reference

I

Wildlife Prefixes

I

Idioms I Weather

Gerunds and infinitives

I

Noun collocations Travel Noun suffixes

I

Relative clauses

I

Modals Modal perfects

First, second and thirc

'---' conditional Time clauses

page 77

L__

__j

8

Honesty

I

The Eyes Are Watching You

I

Author's purpose •

page 89

Honesty 1 The Passive

Adjectives + prepositions The Causative

I

Idioms ---�

9

That's

E ntertainment!

• page 101

Appendices

I

Space Cadets Review of reading strategies • Grammar Appendix page 113

• Pro n u nciation Practice

page 131

1

Entertainment Reported speech

used to I be used to I Reporting verbs get used to Phrasal verbs • G l ossary page 134 • Phrasal Verbs page 142 • Prepositions page 143 • I rreg u l a r Verbs page 144

LI

-1\R

JOUS s 1ple Simple )US imp le --� J third

LISTENING

SPEAKING

A lecture Descri bing people

A conversation ! Ta l king about a picture

A radio interview Exchanging information

l

Guided tours Comparing pictures

A conversation Expressing opinions

---News reports Interviewing

Recorded messages B uying a train ticket

WRITING

A description of a person Punctuation

I

A narrative

I

Connectors of

sequence and time expressions A biography Word order

----A descri ption of a place

Adjectives

I

A for and agai nst essay Connectors of

addition and contrast

1 A news report

Connectors of cause and result

An i nformal e-mail Referencing

SKILLS

•

Application forms and interviews

Using a dictionary

Booking tickets online

Internet research

G iving a presentation

Using graphs and charts

Booking a room - - -_____ _L_-A radio interview Film reviews • Writing G uide ::Jage 146 Ag reeing and

disagreeing

I

An opinion essay _{Connectors of purpose}

I

Review of connectors

Understanding adverts

_L ________ �---�---�

Making plans

I

A film review

Writing review

!

Using entertainment

I

guides

I

Faces

Unit Objectives

• Personality and Appe<�rance • Present Simple

* Present Continuous

* Listening to a Lecture *Describing People

• Writing a Description of a Person

* Life Skills: Application Forms

and Interviews

How good are you at remembering faces? Do the test below and find out.

a. Look at the six faces in group A for 30 seconds.

b. Now look at the next six faces in group 8 for 3 0 seconds.

c. Turn to page 1 60 . Do the next part of the test and check your answers.

GROUP B

• Have you ever met anybody whose face you won't forget? Why do you think you won't forget this person?

6

READING

1 Word Check: The fol lowing words appear in the text. Make sure you know what they mean.

flatmate • blind • sq ueaky • cope

PREDICTING CONTENT

Before reading a text, l ook at the pictures a n d

the tit l e. Th i s wi l l h e l p you predict the content of

the text.

2. Look at the title and the picture. What do you think the text is about?

3. Read the text and check whether your prediction was correct.

4. Are the following statements true or false?

Find evidence in the text to support your answers.

1 . The man following the writer was a stra nger.

2 .

PA was fi rst d iag nosed i n the 1 990s.

3. People ca n get PA from the i r parents. 4. Some PA sufferers don't go out much.

5. The writer p refers to keep her condition a secret.

6. Scientists have not discovered a cure for PA.

5. Choose the best answer according to the text.

1 . In this text, the writer wants mainly to . . . a . tell readers the story of her l ife

b. inform readers about PA

c . give details about the latest research on PA d . help readers d iag nose whether they have PA

2 .

When the writer real ised she had PA, she was . . . .

a . g lad that she was not alone

b. upset that there was somethi n g wrong with her

c. angry that no one had ever told her d . happy that h e r condition was not

more serious

6. Answer the questions in your own words. 1 . How did the writer know that she had PA? 2. What cl ues do PA sufferers use to recogn ise

people?

3. Why might a busi ness meeti ng be difficult for the writer?

4.

What impression do PA sufferers make on others?

5. Why do PA sufferers someti mes pretend they haven't got their glasses?

7. Find words or phrases in the text that mean: 1 . afraid (paragraph 1 )

2 .

i n addition to (paragraph

2)

3. defin itely (paragraph 3)

4. make it possible for (paragraph 4) 5. types, kinds (paragraph 6)

• Have you ever been in a situation where you didn't recognise someone or couldn't remember their name? How did you feel? What did you do?

t.

I

A

Face I' 11 Always Forget

A few years ago, a m an began cal l ing m e fro m the othe r side of the street. I ignored h i m, but he ran afte r me, shouting, "Hey!" F r i g htened, I shouted back, "What's the p roble m?" When he re pl ied, h is Ame rican accent re m inded me: he was my flatmate and I had been l iv ing with h i m fo r th ree years.

5 This incident, al ong with several othe rs, m ad e me real ise that I am face-bl ind . I have a cond ition cal led p rosopagnosia, o r PA. I ' m not really b l ind . When I ' m looking at a face, I can d escr i be it pe rfectly. it's just that when I look away, I don't re m e m be r the details.

PA was fi rst d ocumented in the 1940s and was b e l i eved to be caused by b rain injury o r a stro ke. H oweve r, in the 1990s, re ports we re pub l ished of parents and ch i l d ren who we re 10 suffe ring fro m the d isord e r, but had no injury. This clearly showed that some people are born with the problem, and that it can be h e red itary. Neurologists have now p roved that i t is caused b y a defect in a sing le gene .

When I te l l my friends about my cond ition, they say, "But you just recognised m e !" "Yes," I answe r, "because you sti l l have long o range hai r, a squeaky voice and a ring th roug h your 15 eyebrow." it's these clues that al low prosopagnostics to functi on in soci ety. But what i f

you're at a business m eeting whe re a l l t h e m en are wearing suits and have short hai r?

(!

f

In short, l ife isn't easy for PA suffe re rs. We ' re seen as snobbish and strange because we don't say h e l l o to people we ' re supposed to know. Somehow, "Sorry, I d i dn't recognise you" seem s a poor 20 excuse for looking straight th roug h someone - especially when

that someone is your boyfriend !

So how d o we cope? We l l, we use a l l sorts of strategies. Som e of us just d on't social ise muc h . Oth e r options include s m i l ing at eve ryone just in case they are an acq uaintance, o r p retend ing 25 we haven't got our g l asses.

All in all, it's a re l ief to know that my p ro b l e m has a name and that lots of othe r people share it - in fact, it's bel ieved that one pe rson in 50 suffe rs from PA. it's also easier to te l l people about it than to let them think I ' m crazy. And

30 now that they've found out it's caused by a gene, who

knows - one day there m ay even be a cure .

False friends

realise (line 5) means darse cuenta not realizar

pretending (line 24) means fingiendo not pretendiendo

U n it 1

8

�

OCABULARY

\

Vords

from the Text

1. Choose two possible answers to complete each sentence. Pay attention to the words in colour.

1 . A man m ight wear a su it to a . . . .

a . wedding b. football game c. meeting

2.

A b l i n d person would probably not enjoy a . . .

a . concert b. painting exh i bition c. bal let performance

3. An acq u a i nta nce could be someone from your . . . .

a . family b . school c. neig h bourhood 4. A clue m ight help you to . . . .

a . find someth ing h idden b. solve a puzzle c. carry something heavy

5. You m ight reply to . . . .

a . a book b. a question c. an e-m a i l 6 . You could sha re a . . . .

a. face b. book c. meal

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

a l l in a l l • rem i n d i ng • cope with • si ngle pretend • d isorder • rea l ises • i nj u ry

50 FIRST DATES

Have you seen the fil m 50 First Dates? it's a bout a young couple, Henry (Ada m Sa nd ler) a n d Lucy (Drew Barrymore).They're i n love, but Henry soon 1· .

H . that they have a serious problem: from one day to the next, Lucy forgets who Henry is.

She suffers from a 2· .... H •• called a nterograde a mnesia, caused by a n 3 H . • • • she recei ved in a car accident. As a result, she can n ot remem ber a 4· ... . ... H. thing from one day to the next. She also th i n ks that every day is 13th October 2002.

Her father a n d brothers. . . .H• • • that this is true, re-livi n g the events of that day so that she won't get upset. Hen ry, however, wants Lucy to 6· H • rea l life. He m a kes her a v ideo to watch every morni ng,

... .. her who she is. 8 · H • , this fi l m is very enterta i n i n g and the acting is g reat. Don't m iss it!

PHRASAL VERBS

When a verb is followed by one or more particles,

it is called a phrasal verb. The mea n i n g of the

phrasal verb is different from the mea n i n g of the

verb a lone.

He began to run after me.

When /look away; I don't remember the details.

JWI.Grammar Appendix, page 114-115

3. Match each phrasal verb in I to its meaning

1 .

2 .

3 . 4. 5. 6.

7.

i n 11. Use the phrasal verbs list on page 142 to help you.

I 11

run after a . meet b y chance run off with b. turn one's eyes in run i nto another d i rection

look away c. chase

look through d. find information about

look forward to e. steal

look u p f. feel excited about g. ignore

4. Complete the sentences with the correct form of a suitable phrasal verb from Exercise 3. 1. The thief H H . £1 , 000 yesterday.

2 .

D iane

is

so snobbish . She always . ... me when we pass.

3. Look' Who

is

that pol iceman ... .... ? 4. The l ight was so bright that I had to ..

5. Whenever Patrick goes out, he .... . H someone he knows.

6. Are you · H··· you r next ski ing lesson ?

7 .

I don't know what that word means. Let's . H. it H. in the dictionary.

Barrymore and Sandler won the award for the Best on-Screen Team at the MTV Movie Awards.

T

i:l"t - .i

s,

e

Jt

T<;>pJ�

.

Y9

.

�.�9.���!..Y

.

· · · .. ... . .... . . .

..

.

.

..

.

... . .. . .

PERSONALITY AND APPEARANCE 1 . Read the description of a star sign. Which of

the adjectives i n colour do you think show positive personality traits? Which show negative traits?

A

ries

_{(21st March - 19th Apnl)}

You are very confident and love to take action, so you're a natural leader. People like you because you're generous and fun to be with. You make decisions quickly and can be quite impulsive.

Try not to be too bossy and be a bit more open-minded!

2. Complete the sentences with the adjectives below.

ta l kative • selfish • helpful • stu bborn considerate • roma ntic • nosy • calm

1 . He's s o . . n o that no one else c a n say a word when he's a rou nd !

2 .

That's none of your business ! Don 't be so ... ! 3 . lt wasn 't very .n ..of you to tal k so loudly wh i l e I

was resting.

4.

Please listen to our advice. Stop being so

5. You ate all the ice cream . That was real ly .. of you !

6. I try to be .n . when people ask me for directions.

7 .

H e bought his g i rlfriend chocolates and flowers. How . no !

8. She's quite . n . . . Nothing upsets her.

3. Use the adjectives from Exercises 1 and 2 to complete the fol lowing sentences. Try to use at least eight adjectives.

1 . I would l i ke a boyfriend I g i rlfriend who is . . . .

2 .

The president of a country should be . . . .

3 . I get angry at my dad because he ca n be too . . .

4.

Very you n g c h i ldren a re often . . . . 5. Many TV and fi l m celebrities a re . . . .

4. In your notebook, write the adjectives below in the correct category. Some words may fit more than one category.

• dark • cu rly • stra ight • spiky • s l i m • wavy • skinny • well-bu i lt • fa i r • petite • chubby • muscula r • p l a i n • gorgeous • u nattractive • shoulde r-length • good-looking

Hair Build General Appearance

5. Write two or three sentences describing a celebrity. Use the adjectives in Exercise 4. See if your partner can guess who he/she is.

COMPOUND ADJECTIVES

A

compou n d a djective is formed from two

adjectives, usually con nected by a hyphen .

Compou n d a djectives are often u sed to describe

a ppea ra nce a nd persona l ity.

6. Complete the sentences with the compound adjectives below.

big-headed • broad-shouldered long-l egged • old-fashioned kind-hea rted • short-tempered 1. Sales assistants must often deal with

angry customers.

2 .

My grandfather hates pop music. He's really 3. A ·n·· stra nger gave us some food and water.

4.

Why are a l l supe rmodels tall, sl i m and .. ... ? 5. The man was m uscu lar and . n .. from

doing physical work.

6. The .. . ... . singer is always late for concerts. He is rea l ly arrogant !

• Complete the sentences. Make them true for you.

1 . I don't m i n d sharing ... .

2. The most generous th ing I 've ever done was . . . . 3 . The most selfish thing I 've ever done was . . . .

4.

When I meet an acquaintance, I . . . .

5. I ' m looking forward to . .. . 6 . I 've learned to cope with . . . .

Vocabulary Builder, pages 7 8-79

4 U nit 1

-c

�

GRAMMAR

'---..,

PRESENT SIMPLE PRESENT CONTINUOUS

A. Read the examples and a nswer the questions.

a. PA sufferers always smile at everyone.

b. She hopes that they will find a cure for PA. c. All the men are wearing suits.

d. Many people suffer from PA.

e. I am meeting my boyfnend at the airport tonight.

f. She is living with a flatmate this year. 1.

Which tense is used in each of the

examples above?

2.

Which exa mple talks about ... ?

1 .

a regular habit or routine

2.

a tempora ry action

3. a genera I truth

4.

an action which is ha ppenin g now

5.

a definite pla n for the near future

6.

a though t, fee l i ng or expectation

(a stative verb)

B. Read the examples and complete the rules. a. He remembers names, but not faces.

b. We don't socialise much.

c. Does he usually recognise his friends? d. She isn't wearing her glosses. e. He's looking at my face. f. Are they trying to find a cure?

1.

We usually use the base form of the verb +

. . . ..

to form the 3rd person si n gular of the

Present Si mple.

2.

I n the Present Simple, we use a uxi l iary verbs

i n a l l sentences

I only in negative sentences

a nd questions.

3. We use

.

.

. +

verb +

.. . . .

.

to form the

Present Continuous.

4.

I n the Present Continuous, we use a n auxiliary

verb in all sentences

I only in negative

sentences a n d questi ons.

Grammar Appendix pages 113-114

1. Choose the correct time expression, then rewrite the sentences.

1 . He d rives outside the c ity.

(rare ly I next wee k)

2. What is that boy tryi ng to do? (at the mome nt I sometimes)

3 . Diane doesn't get a lot of phone calls. (today I usual ly)

4 .

D o you u nde rstand m y que stion?

(eve ry day I now)

5. My mothe r works qu ite late . (ofte n I tomorrow)

6. Our ne i g h bours are le aving the country.

(soon I se ldom)

7 .

I

meet frie nds for c offee . (tomorrow I on We d ne sdays) 8. Fiona is c o m i n g with he r boyfrie nd.

(tonight I fre q ue ntly)

2. Complete the sentences with the verbs in brackets. Use the Present Simple or Present Continuous.

1. Susa n na .. ... . (study) Fre nc h this te rm.

2. . .. Joe usually ... . (d isc uss) h is ide as with you ?

3 . This is fantastic ! O u r te am .. ... (wi n) the matc h !

4.

Why ... you . .. (try) to do that now? 5. That kind of car ... (use ) a lot of petro l .

6. I' m sorry, b u t I ... (not re me m be r) you r name .

7 .

. ... (not go) to sc hool tomorrow. 8. Pe n g u i ns ... (l ive) only in the southe rn

he m isphe re .

STATIVE VERBS

-

Some stative

verbs such as

think, see, look, have a n d weigh

can

refer to a n action as well as a state. When these

verbs refer to an a ction, we can use the Present

Continuous.

3. Complete the sentences with the correct form of the verbs in brackets. Decide if the verb refers to a state or an action.

1 . We ... of going on holiday next mont h .

Whe re ... you ... . we should go? (th i n k)

2. Dad .. . the sou p . I ' m sure it ... ve ry good . (taste )

3 . He ... . at the book now.

lt

.

.

. . inte re sting. (look)

4.

. .. he ... the tomatoe s now? How m uc h ... . . they ... ? (we igh) 5. O u r frie nds .. . a new swim m i ng poo l .

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

7.

5. ? I 6. 1. 2. 3.

4.

5. 6.

Rewrite the sentences, replacing the time expressions in ital ics with those in brackets. Change the verbs where necessary.

Her son doesn't practise the piano in the morning. (at the moment)

I take my dog to the vet every year.

(tomorrow)

Wa iter and C i ndy aren't c a l l i ng their parents at the moment. (every day)

I usually know what she means (now)

Vera is joggi n g with a friend now.

(usual ly)

Do the n u rses fin ish work at five o'c loc k every

afternoon? (now)

Is Mr Washington playing ten n is this morning? (every morni ng)

Jean and Keith are chatting. Complete their dialogue by writing the missing questions. Jea n : H 0 ?

Keith: Yes, I l i ke my new sc hool. Jea n : ... ?

Keith: No, I don' t see my old friends very often .

Jean: H 0 H ?

Keith: I'm studying maths, English, art and

geography this term . Jea n : 0 H ?

Keith: Yes, I know Alex G a rd ner. He's i n m y maths c lass.

Jea n : 5 . _{.. . .... ?}

Keith : No, I' m not doing anyth ing spec ial this afternoo n . Do you want to come over?

Complete the sentences. Use the Present

Simple or Present Continuous. At least once a week, I . . . . Stop making so m uc h noise ! We This weekend, my fa mily . . . .

Jenny can't come to the party tonight. She . Every morning, our dog . . . .

Accord i n g to experts, PA sufferers . . . .

Mira a ese hombre. �Por que persigue a ese niiio? Look at that man. Why is he running after that boy? .I NOT Look at that man. Why does he run after that boy? X

� 7. Complete the passage with the correct form of the verbs in brackets. Use the Present Simple or Present Continuous. Then listen and check your answers.

�� -L ":;'!i''::t 7 P'roflle ..:1•1 friend• • Network• • lnbo• {l) • """"' •'"'"�' 1 ... , '"'� •

Don't Be

a

Victim

it's now late at nig ht, and Paula

... (sit) at her computer. She

. ... (open) her favourite site, Facebook. Like m i l lions of other Facebook users, Paula 3: ... (enjoy)

sha ring detai l s of her l ife with

her on line "friends': But she 4· ... . (not real ise) that by d oing this, she m i g ht be inviting crim ina l s t o take over her identity. A typical

Facebook user 5 . . (provide)

valuable information, such as date of birth, mobile-phone num ber and a home address. Cyber-crim ina ls often 6 . H (use) t h i s information to "become" that person and access their bank account. UK pol ice are

so concerned a bout this that t hey 7· ....

.

.... (now plan) a nationa l e-crim e unit t o deal with t h e problem. You can avoid becoming a victim: make sure you choose the option that 8 · ...

.

(al l ow) only your friends to view your personal details.

Grammar Review

11

11

8. Rewrite the fol lowing sentences using the words in brackets. Do not change the original

meaning.

1. How m uc h is this magazine/ (cost) 2. I haven 't got a car. (own)

3 . We i ntend to meet for lu nc h tomorrow. (are)

4.

Brenda plays a lot of footba l l . (often) 5. The c h i ldren are quiet at the moment. (talk) 6 . I 've got plans to see Paul ton i g ht. (am)

Extra g ra m ma r e xe rc i se s a t :

www. bur/ i n g to n books. es/l' i e u,p oi n rs 1

U n it 1

11

�

SKILLS

1 2

LISTENING G

A LECTURE

1 . Read the notice below. What is

"personology"?

a. a way of showi ng people 's pe rsonal itie s through a rt

b. a way of c hanging a n d i mproving one 's pe rsonality

(9

a way of a nalysing pe rsonal i ty by looking at a face

PERSONOLOGY

THE ART OF READING FACES

Have you met someone new

?

Would you like to know

what they are really like

?

YOU CAN­

by looking at

their face!

Lecture by popular

speaker and author

ELSA FULLER

St Giles'Community Hall

Stafford Road Wednesday, 5th October

8.00 pm

STAY CALM-

I f you don't u n derstand

one part of a l istenin g passage, don't pa nic! Kee p

listening a n d focu s o n u n dersta n ding as much of

the passage as you can.

2. Listen to the beginning of Eisa Fuller's lecture. Which of the fol lowing can personology be used for?

To find out:

a . what job to look for

b. whe re to live

c . if someone is a suitable gi rlfrie nd I boyfrie nd d. if someone is a good worke r

e . i f you shou ld se ll a certain produc t

3. Listen to the rest o f the tal k. Decide which of the photos below is Matthew.

2

3 4

4. Listen to the second part of the lecture again. What do each of the fol lowing features show about a person? Two answers are correct.

1. wide face

a . c onfide nt b. a natural leade r

c . thi n ks carefully before ta king action 2. rou n de d nose

a. se lfish

b. he l pful c. nosy 3. eyes far apart

a . ofte n late b. c a l m

c . good at deta ils

• Do you believe that personology is accurate? What other ways are there of analysing a person's personality without actually knowing them?

SPEAKING

DESCRIBING PEOPLE

1. Greg wants to open a personal profile on Facebook. Read what he has written about himself for the profile. What adjectives does he use to describe himself?

Nqwu:.-: rgre:g Cook

8irthd(l(y; :21stJ!{Yt£-, 1'7'73

Aaivi.ties: I Love !JOif13 to films (I(M I

evyoy dmui113. I voLuvttur

{te(J(chif13 computers) tl(t

(If

schooL.

Fl'fvou.rite.

Music:

Pop, R&8

About Me: Very ivtteLLi:3ertt, quite.

_geJ�t.e.rOI{S (l(ftii(' covtJ"ider(l(te,

tho'19h I C(l(l1.- be. stubborl1.­

(l(t times. PeopLe. sqy I'm

he.Lpfo.L. (jirLs t(l(ke 110te.:

I'm very rowt(l(vttu

(I(J

weLL!

2. Fran has seen Greg's profile. Complete the conversation between Fran and Jennifer with the expressions below.

h e's g ot • What does he look l i ke ?

He l i kes • What's he i nterested i n ?

What's he l i ke? • he's very

Je n n ifer: Fra n : Je n n ifer: Fra n : Je n n ife r: Fra n : Je nnifer: Fra n :

)

H i , Fra n .

H i , Je n nife r ! Liste n , I 've j ust found the most gorge ous g uy on Face book ! He 'd be perfect for you !

That's g re at. 1. .

We l l , from the photo he looks quite sl i m , and 2·

...

.

..

straig ht, fai r h a i r. He 's a bit baby-face d, but re al ly good­ looking.

Sounds OK. 3 · ...

.

4·

.

.

...

.

...

. films and danc i ng, and he eve n voluntee rs a t a sc hool - just like you! Re ally? 5· .. .

He says 6· .

...

H i nte llige nt, ge ne rous,

conside rate and roma ntic . And not ve ry mode st !

Burlington Speech Trainer, Unit 1

3. Choose one of the people i n the pictures and make up a profile for that person. Use Greg's profile as a model. Make the profile as i nteresting as you can.

4. With a partner, ask and answer questions in order to describe the person you have each chosen. Use the questions and expressions in Exercise 2.

ENRICH YOUR SPEAKING

When you want to show interest i n what you r partner is saying, use t h e fol lowing expressions: Really?

That's great!

Sounds good I fun I interesting.

�

WRITING

A Description of

a

Person

1. Read Joe's blog below. Would you like to have a friend like Rania? Why or why not? ann

•

d�J

[G

www.joe_blog.com _{Q" 0.·}

Welcome to

Blog

You are vi.sltor number 153

Sun 12 Mon 13 Tues 14 Wed 15

b d I It's Wednesday - three days Hey, every o y.

't for etlll before my big party. hoon _{ple gyou.}

_;

_l

_{l meet}

B

y the way, one of t e peo . . here's her plcture. . I there 1s Rama

-a lot of people don't know Rania's new at school, s

�

the school swimming team, her yet. We're together ln _{ll fit in with our crowd.} and it seems li.ke she'll rea y

d h 's got long, dark hair She's quite tall, an

a

�

t

�

ally en

j

oys reading and and brown eyes. She

b t she isn't big-headed She's a great student, u

studying! about her

high marks.

le but when you get to know She's a bit shy with new peop 'a great sense of humour and her, she's great fun. She_'s got

makes me laugh with her JOkes.

. R . and I think you'll li.ke

k a li.ttle blt about ama,

So you now

I'm sure you've guessed!

her a lot. I do - as

2. In which paragraph/s of the blog does Joe ... ? 3. Match the punctuation marks in I to 1. de scr ibe what Ra n i a looks l i ke

2. de scr i be Ra n ia's i nterests

3. make ope n ing re mar ks and intr oduce Ra n i a 4. de scr i be Rania's per sonal ity

5. make c losing re mar ks

E

_{Punctuation helps make your writing clear. Some}

CTUATIO

...,

N

-

-

-=

-

,...

-

--

-PI

punctuation marks (brackets, dashes, exclamation

marks and contractions) are more common in

L

informal writing.

J

their use in 11. 1 . question mark

2 .

full stop 3. comma

4. exc lamation mar k 5. br ac kets I dash

6. apostr ophe

1 1

a . t o mark the e nd o f a se nte nce

b. to show str ong fee l i ngs or to e m phasise a point c . to add e xtr a i nfor mation

d . t o se par ate ite ms i n a l ist, a se que nce of eve nts or parts of a long se nte nce e . to show contr actions f. to mar k the end of a

4. Add the missing punctuation marks to the sentences below. There may be more than one possible answer.

This is fantastic

2. Are Pau l Mark Bianca and C la i re a l l going on the trip 3. She asked the driver where they were but he refused

to answer

' _{There were a few people mostly c h i l d ren at the pool} ::>. The man stood up put on his c oat and walked out

angrily

5. I cant believe it

Ill pass all my exams I hope and get i nto un iversity 8. Why arent you working

5. Add the missing punctuation marks to the text. �1\(1

.. _{c +}

Dear Sheryl,

The funniest thing happened to me the other day Mark convinced me to go to a talk on personology analysing someone's personality by looking at their face Have you ever heard of it

The speaker asked for a volunteer and for some strange reason I raised my hand The next thing I knew she had chosen me lt was so embarrassing I didnt quite agree with some of her comments especially the part about talking too much but it was a lot of fun.

Adjecti ves are used in a specific order: opinion- length/size - col our

Rania's got beautiful, long, dark hair.

U n i t 1

Your Task

• Write a description of a friend. Use 1 00-1 50 words.

WRITING YOUR DESCRIPTION 1 . Brainstorm your description.

• Think of people you know. Who would be easy or interesting to describe?

• Think of words and expressions to describe the person's:

physical appearanc e - personal ity

activities and i nterests

2. Organise your ideas. Use the model on page 14 and the plan below to help you. - Dec ide wh ic h ideas to keep and whic h to

leave out

- Dec ide how to order your ideas. PLAN

Open i n g : Opening rema rks, i ntroduce the perso n .

Body: Desc ri be t h e perso n 's appeara nce, i nterests and personal ity.

Closing: C losing remarks. 3. Write a first draft.

- Write q u ic kly. Don't worry about spell i n g or punctuation as you ' l l have t i m e t o c hec k them later.

4. Use the checklist to check your work. Then write a final draft.

CHECKLIST

./

I foLlowed the pllifvt-for lif due-ri.pti.ovt- of lif

persovt-.

./

I !.{.Sed differef11: lifdjuti.vu lifvt-lil' e-ompouvt-d

lifdjuti.vu to ducri.be the persovt-.

./

I e-�k.ed 3rlifmmlifr, speLli.vtg lifvt-lil'

p UJUtUiifti.O

VI.-.

!6

'fCEPHON

SKILLS

APPLICATI ON FO R M S AND INT E RVI EWS

• You are going to complete a n appl ication form and conduct a n i nterview . Read the web page and appl ication form a nd a nswer the Task Questions below.

C L E A R L A K E

ABOUT us

1

OTHER CLEARLAKE PROGRAMS

1

�

B

· ·

m!

·

B

·

!fi

·

iil

ml

·

·

m

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Come to our ca mp in the Canadian Rocky Mountains. Have the

adventure of your l ife - and learn Engl ish at the same time! To register, send i n our online

"J

application form.

Telephone i nterview req u i red.

PERSONAL I N FORMATIO N

Surname: .. First Name: .

Registration no. 90876456789

Home Address (Number & Street). .. City I Town I Village:

Country: . Telephone Number: .

Mobile Phone Number: . .. ... E-mail Address: . Male.· . . ... Female: .

Date of Birth (Day I Month I Year) . . Native Language: . Level of Eng1,:Sh. Speaking Reading . .... . .. Writing Weak. Weak. Weak. Preferred Activities Medium. Medium . Medium. Good. Good. Good . ... skiing ... art .... hiking dancing ... other

Dates preferred . .... 7-14 January . .... 15-22 January ... 3-10 February . 11-18 February

•

TAS K QUESTIONS

1 . Imag ine you are applying for Clearlake Engl ish Winter Camp and complete the form above. 2 Tomas has applied for the camp. Jn a telephone interview, which of the following questions would

the administrator ask?

1 . Why do you want to come to our camp? 5. Have you received my c heque? 2. How many people will be shari n g a room ? 6 . Where d i d you learn English ? 3. Is there a nythi n g you'd l ike to ask me?

7 .

Where are the other students fro m ?

4. Do I need any spec ial equipment? 8. Why do you t h i n k your reading and writing are weak ? � 3 . Listen to the interview. Which of the questions i n Exercise 2 does the administrator ask?

What other questions does she ask?

•

USE YOUR SKILLS

Cond uct a telephone i nterview with your partner, using his I her appl ication form. Then switch roles. Use the questions in Exercise 2 above to help you .

Danger!

Unit Objectives ,, Dangerous Situations

• Past Simple • P<Jsr Continuous • Past Perfect Si m pie *Listening to a Conversation -• Talking about a Picture

* Writing a Narrative

• Life Skills: Using a Dictionary

1 . Would you l i ke a job that involves danger and excitement? If so, you may want to consider espionage. Before you decide, do the quiz below.

1. A friend has told you a secret. You .... a. tell one person about it

b. don't tell anyone anything

c. tell everyone -you don't know why it's a secret anyway 2. You forget your keys and are locked out of the house. You ... . a. find a way to open the lock with your pen

b. phone your parents and tell them to come home and let you in c. climb from your neighbour's balcony to your own

3. Your friend gives you his new phone number. You ... .

a. write it down, but lose the paper b. save it in your mobile phone

c. remember it by heart

4. The shortest way home is down a dark, empty street. You ... . a. take it, enjoying the thrill of danger

b. walk the long way around

c. take it, but feel quite nervous and frightened

5. An acquaintance at a party starts telling you about his life. You ... . a. tell him about your life as well

b. listen carefully, getting as much information as possible c. feel bored and say you're going to get a drink

6. Your friend invites you over, but you're not in the mood. You ... .

a. have no trouble inventing a good excuse

b. feel you must tell the truth

c. invent a story, but your friend knows you're lying

2. Use the key on the right and add up your score. Go to page 1 60 to see what your score means.

• Do you agree with your quiz results? Do you think you'd make a good spy? Why or why not?

�READING

4. Choose the best answer according to the text.

1 . Ausable was angry because . . . .

a . the manager had given Max a key to his

18

1. Word Check: The following words appear in the text. Make sure you know what they mean.

gloomy • blinked • startled • g rasped

MAKING INFERENCES

M a ki n g i nferen ces h e l ps you u n derstand t h i ngs

that a ren't actua l ly written i n the text. We c a n

deduce t h i ngs from certai n i nformation i n t h e

text, for example, the way people rea ct o r the

t h in gs they say.

2. The following sentences appear in the text. What can you i nfer from them? Choose the correct answer below.

Ausable did not look like any secret agent Fowler had read about. He was past middle age and very, very fat.

When Fowler first saw Ausable, he p robably felt ..

a . excited b. disappoi nted 3. Read the short story and complete the

sentences using your own words. 1 . Ausable went to his room beca use . . . . 2. When they entered the room, Fowler and

Ausable were su rprised by . . .

3. Max became nervous when someone . . . . 4. Max climbed through the window

because he thought . .

5. Max screamed because . . . .

room

b. the manager had not blocked the balCony c. Max wa nted the report

d. Max was holding a gun

2. Ausable said that he had ca lled the pol ice . a . because Max had entered his room b. because Fowler had followed h i m to his

roo m

c. in order to give them the secret report d. just in case there was trouble

3. Ausable knew that the knock on the door was . . . .

a . the pol ice

b. room service

c. an agent delivering the report d. the hotel manager

4. We can infer that in the end, Fowler felt a. that his f i rst impression had been wrong b. that Ausable was not very p rofessional

c. disappointed because the evening had not been exciting

d . worried about what had happened to Max

5. Find words or phrases in the text that mean the opposite of:

1 . led (lines 1-3) 2. practical (li nes 8- 1 0) 3. fat (li nes 23-25) 4. happily (li nes 32-34) 5 . slowly (li nes 50-52) 6 . lowered (li nes 54- 56)

•

Do you think Ausable was a good secret agent? Why or why not?

Fictional spies: Sa m Fisher, Jason Bo u rne and A ustin Powers

Kt.

I

The

Midnight

Visitor

.J

Ausable did not look like any secret agent Fowler had read about. He was past middle age and very, very fat. Fowler followed him down the gloomy corridor of the old French hotel where the secret agent had a small room on the sixth floor.

"You are disappointed," Ausable said over his 1)

houlder. "You were told that I was a secret agent, a spy. You wanted to meet me because

1

ou are

a young and romantic writer. You had eX'pected mysterious figures in the night, the crack of guns and poison in the wine. But instead of having secret messages slipped into my hand by a dark­ eyed beauty, I only got a phone call arranging a meeting in my room. You've been bored!" The fat man laughed to himself as he unlocked the door of his room and let his frustrated guest enter.

I • I I'"' l

"It belongs to the next room, but it extends 40 under my window," explained A usable angrily.

"The manager promised to block it off, but he hasn't." Suddenly, there was a knock at the door. Ausable smiled with relief. "That is the police. I told them to check on me to make sure

45 everything was all right."

Max bit his lip nervously. The knocking was repeated.

"What will you do now, Max?" Ausable asked. "If I do not answer the door, they will come in 50 anyway. And they will not hesitate to shoot."

Max's face was black with anger as he backed swiftly toward the window and put one leg out into the night. "Send them away," he warned. "I will wait on the balcony."

"Cheer up, my young friend. Soon you will see 55 a top secret report

2f�1Vtre�

to this room, a report

The knocking on the door became louder and a voice was raised. "Mr Ausable! Mr Ausable!" rhat may someday affect the course of history.

That is the drama, is it not?" As he was speaking, :\usable closed the door behind him. Then he s

�

itched on the light.

Halfway across the room a man was standing and pointing an automatic pistol at them. He was slender, not tall, with a face like a fox. Ausable blinked a few times. "Max," he said, "you startled me. What are you doing in my room?"

"The report," Max murmured. "The secret report that is being brought to you tonight. I want it."

Ausable sat down heavily in an armchair. "I'm furious with the hotel manager," he said grimly. "This is the second time in a month that someone has entered my room from that balcony!"

Fowler's eyes went to the single window of the room.

"Balcony?" Max asked. "No, I had a key. What balcony?"

Keeping the gun on the two men, Max grasped the window frame and swung the other leg up and over. The doorknob turned. As Max dropped onto 60 the balcony, he screamed once. The door opened

and a waiter stood there with a tray, a bottle and two glasses.

65

70

"Here is the drink you ordered, sir." He set the tray on the table and left the room.

White faced and shaking, Fowler stammered, "but ... but ... what about ... the police?"

"There never were any police," Ausable sighed. "Only room service, whom I was expecting."

"But what about the man on the balcony ... ?"

Fowler began.

"What balcony?" asked Ausable.

Fowler was still breathing hard as Ausable calmly poured himself a drink.

arranging (line 13) means p/aneando, programando not arreg/ando

U n it 2

C

@

VO CABULARY

Words from the Text

1. Choose the answer that best explains the mea n i ng of the first sentence. Pay attention to the words in colour.

1. Our friend arranged a fishi ng trip to Sc otland.

a . He plan ned it.

b. He enjoyed it.

2 . They will d e l iver the books tomorrow. a . They' l l read them .

b . They'll bring them .

3 . The c h i l d hesitated before she took my h a n d . a . S h e paused .

b. She laughed.

4. Most of the people at the conc e rt were m i dd le-aged.

a . They were i n their 20s. b. They were i n their 50s.

5. We were d isappoi nted when we heard the

results.

a . The resu lts were better than we had expected .

b. The results were n ot as good as we had expec ted .

6. They put poison in the king's wine.

a . They wa nted to k i l l h i m .

b . They wanted the wine to taste nice.

7.

We' re trying to cheer you u p.

a . We want you to feel happy. b. We want you to stay awake.

8. The man began to shake when he saw Pau l . a He was pleased to see Pau l .

b. Seeing Paul upset h i m .

9. l t was a h uge rel i ef w h e n I heard t h e news.

a. I ' m less worried now b. I ' m more worried now 2. Complete the sentences in any

logical way.

1 . When he arrived, he switched on . . . .

2. They offered their g uests . . . . 3. The athlete is breath i ng

hard because . . . .

4. The c h i l d re n 's m other made sure that . . . .

5 . Please stop pointing at

.

. . . 6 . The old man poured . . . .

A <3

ADJECTIVE SUFFIXES

Some words can be identified as adjectives by

their suffixes.

Some common adj ective suffixes are:

-a/, -able, -ous, - tic

and

-ive.

Some adj ective suffixes have

got a special meaning : the suffix

- ful

means

with,

while the suffix

-less

means

without.

Note that sometimes there are changes in

spel ling.

mystery � mysterious romance � romantic

.,.

�

Grammar Appendix, page 11 7

3. Complete the sentences by adding a suitable suffix to the words in brackets.

1. An H • painti ng by Van Gogh c osts m i l l ions of

dollars. (origin)

2 . Do they teach . H design at your school? (graph) 3. it's a . H H matter. I don't want to ta l k about it.

(person)

4. The sec ret agent had some ... i nformation , but he told no one. (value)

5. You r parents a re too H H • •They should let you be more i ndependent. (protect)

6 . I ' m H H ! Why d idn't you tell me you couldn't come? (fury)

7 .

Don 't be sca red of my dog - he's completely ... . (harm)

8. You should buy one of these - they're very .. in the kitchen. (use)

� 4. Complete the passage by adding a suitable suffix to the words i n brackets. Then listen and check your answers.

A Firefi hter's Man Roles

When you think of a firefighter, do you think of a L ... ... (hero) man or woman, running into a burning house to save a child? "Well, that's not all they do, " says Malcolm Green, an officer in the London Fire Brigade. "Being a firefighter

means being in 2· H • (danger) situations, but we also do plenty of 3· H • • • • • • H. (education)

work. There's a lot people can do to prevent fires, and we're always trying to find 4· H •• HO (effect) ways to get this message across." Firefighters must stay

in shape, and they need 5· OH H H O (psychology)

training to deal with victims who are panicking. Despite all this, people love firefighters mostly for their 6HH··· (tradition) role: they are heroes

who do an 7· HHO HO (admire) job and who willing!) face danger in order to prevent 8· H (tragedy) deaths.

T

gpJ.c;

. .

YQ_c;_c.t."lJ.�Jc.t.:r..Y

...

.

DANGEROUS SITUATIONS

1. Match the beginning of each sentence i n I with its ending in 11.

1 . A firefighter 2. " He l p ! Fire ! "

3. He was i n a terrible acc ident, People who are easily bored

5. " Do n 't move or I ' l l shoot ! " 6. S h e suffers from a terri ble

11

a. the people screamed. o . fear of dogs.

c. but he survived. wa rned the robber.

e. needs a lot of courage. often look for thri l ls.

2. Replace the words in bold with the expressions below.

l iving o n the edge • seriously i njured a close ca l l • l ucky to be a l ive

occu pational h azard • risked his l ife

The young father put h i mself in da nger to

save his c h i l d .

� _{For a motor- rac ing d river, being i n an acc ident is}

j ust another work-rel ated da nger. � The pi lot was badly h u rt i n the c rash .

- _{After the fire, they felt fortu n ate that they}

hadn't died.

� Some people seem to enjoy being consta ntly

... i n d a nger.

ty

y)

)'

,

.

:ly

r

)

- lt was a very dangerous situation, but they weren't h u rt.

-.,_.-,; .... -ed I -ing AD

J

ECTIVES -

Adj ectives

��ding with

-ed

describe a feeling or state, while

�o

j

ect

ives ending with

-ing

describe n ouns that

:aJse or create this feeling.

3 Choose the correct form of the adjective. We were shocked I shocki n g by the news of the acc ident.

-He rec eived several th reaten ed I th reate n i ng

phone calls.

- _{There was a t h r i l led I thri l l i ng car c hase} h rough the streets of Londo n .

- Ye was sta rtled I sta rt l i n g when a mysterious oman suddenly appeared.

ou aren't easily frightened I frighte n i n g and you don't ta l k m uc h . You'd make a good spy !

(J

4. Complete the passage with the words and phrases below. Then listen and check your answers.

thrill • survived • l iving on the edge • fear courage • seriously i nj u red • risk their l ives

U n it 2

W O R KI N G O N TOP O F THE WORLD

We don't usually think of window cleaning as a dangerous job, but window cleaners who work on tall buildings constantly

1 · ... A person who spends entire days standing on a shaky

platform 200 metres in the air has got to have plenty of 2·

Some cleaners have actually fallen. In New York City

in 2007, two brothers fell from the 47th floor of a building. One was killed, but the other miraculously 3· ... , although of course he was 4· ...

. This type of accident can always

happen, but if you like 5 . ... . and have no 6· ... .... of heights, the job has its good side. Feeling the wind in your face as you look down on a city from the top of a skyscraper is a real 7 And you can also see some interesting details of people's lives when you look through their windows!

•

Complete the sentences. Make them true for you.

1.

I

'm quite frightened of . . . .

2.

I

get furious when . . . .

3. When

I

was a c h i ld,

I screamed

4.

lt

cheers me up when . . . .

5. Before I leave for sc hool, I make sure . . . .

c

�

GRAMMAR

l

22 PAST SIMPLE PAST CONTINUOUS -

---.--Read the examples and answer the questions. a. Fowler climbed an followed AusabiL. b. At 70 o c was waiting or the report c. As he was speaking A usable closed the door.

d. AUSOI le a Fo c/ler were sitting in the hate/ lobby. e W le re waiter was knocking on the door, A usable

was talking to Max.

1 . Wh ich sentence ta lks about ... ?

1.

a n incomplete action mterrupted by a nother

a ction

c

2.

two incomplete act1011s 1 n progress a t the

same time 1 n the past �

3. a n incomplete a ction m progress at a spec1fic

time m the past

b

4.

a description of a sce n e

D 5.

a completed action in the past

1-2. Wh ich tense/s is/are used for each of the uses above?

3. Complete the rules.

1.

We use verb +

H O H

to form the Past Simple

for regular verbs.

2.

We use

H H .

+ verb +

.. H .

to form the

Past Contin uous.

PAST PERFECT SIMPLE

-1 . Read the example and a nswer the questions. Fov11e felt JfliJU' <cu uc-cuu.Sc- had expected more

1.

Which verb is in tre Pa.-,t Per•ect Simple?

2.

Which action ha ppen ed 'irstl

2. Com plete the rule.

We use

... ..

+ the past partic pie to form the

Past Perfect Simple.

El bombero se quem6 las manos mientras salvaba a un nifio.

�he f ·enghter burnt his hands while he was saving a child. ./

NOT The firef1qhter burnt h1s hands while he saved a child X

1 . Complete each sentence with a suitable verb below. Use the Past Simple or Past Continuous.

a rrive • call • not tal k • not finish wash

1. The men fell as they H.

the windows.

2. When ... the ambulance ... ... ?

3 . I

was getting ready for bed when Karla .. . ... me. 4. Pat ... h i s meal beca use he wasn 't hung ry.

5. Why were you l istening?

I

H • to you ! 2. Complete the sentences with the verbs

in brackets. Use the Past Simple or Past Continuous.

1. A

l

ice .. .. (notic e) that a stranger .. ... (follow)

her.

2. What .. you .H H (si ng) whi l e you .. (have) a shower?

3. There was a lot of noise last night when

I

.. ..

.

.

..

. .. (call) you . What . H • you _ (do)7 4. The teac her . H • (explain) the rules when

someone .. H •• (i nterru pt) h i m .

5. J u l i a 9. ... (arrive) a s we . H (have) d i n ner.

6 . Everyone H. H (sleep) when suddenly someone

... (knoc k) on the door. 3. Choose the correct answer.

1 . By the time they came to arrest h i m , he a l ready escaped I had a l ready esca ped . 2 . The tomatoes began to grow soon after we

pla nted I had pla nted them .

3 . I was sorry that I was I had been so i m patient ea rlier.

4. We had fin ished I fin ished the job, so we c leaned u p .

5 . Her parents had left before s h e woke u p I

had woken u p .

6 . N igel went h o m e because he forgot I

had forgotten h is books.

7.

C a rla had never seen a c a r n ival until she

visited I had visited B raz i l .

8. T h e last tra i n h a d left b y the t i m e s h e reached I had reached the statio n .

4. Complete the sentences with the verbs i n brackets. U s e the Past Simple o r Past Perfect Simple.

Fishermen ... (rescue�\the passengers after their ship ... (sink).

:2 He H • (not save) any money before he .. (retire).

3

We .. . .... (not believe) that the child ... (wa lk)

so far by himself.

When

I

went to the car park,

I

H . (see) that

someone . .H . (steal) my car.

� .uJ you 1\c-.(J�(make) an appoi ntment before you . H . (go) to see her?

_ They H H •• (already get off) the bus when they H H (realise) they were in the wrong place.

-Maggie H (be) upset because she .... ... (lose)

her earrings.

� Ben ... (not pass) the exam because he

... (not prepare).

' · Write sentences using the words below. Use

the Past Simple, Past Continuous or Past Perfect Simple.

Laura I fall asleep I she I watch TV I while �

El izabeth I recognise Andrew I she I meet him I at a party I because

� They I drive to the airport I their car I break down I when

- The show I begin I we I arrive I by the time � David I read the newspaper I

his children I go to bed I after - _{as I I I leave the house I our dog I}

run out of the door

-He I pack I his bags I leave I

the house I and

3 They I catch I the spy I he I enter I enemy territory I after

6. Write an answer for each q uestion. Write complete sentences. Use the words in brackets and the Past Continuous or Past Perfect Simple.

Why did the child start to cry? (hurt his knee) 2. When did Juan learn English? (travel)

3.

Why did John feel ill? (eat too m uch)

Why did she have an accident? (d rive too fast) ). When did the spy destroy the document? (after I

memorise it)

::>. When d id you have skiing lessons? (stay in the Alps)

U n it 2

7. Complete the sentences in a logical way. Use the Past Simple, Past Continuous or

Past Perfect Simple.

1 . By the time Joyce got to school, . . . .

2 . The basketball player fel l as she . . . .

3 .

Alan was relaxing in his room when . . . .

4. The boy apologised because he . . . .

5.

lt started to rain while . . . .

6 . Sa m was pleased after he . . . .

� 8. Complete the passage with the verbs in brackets. Use the Past Simple, Past Continuous or Past Perfect Simple. Then listen and check you r answers.

Shark expert Or Erich Ritter believed that sharks were not as dangerous as most people thought. In 2002, he

1·

... .. .. (travel) to the Bahamas to prove his theory. There were many sharks in the area, and Or Ritter 2· H HH H . (put) pieces of fish in the water in order to attract them. He wanted to show that they would pay no attention to him if he kept calm. He 3· H HHH . (do) this experiment many times before, but this time something went wrong.

A large shark 4· H .. H ... (chase) another fish when it

swam towards Or Ritter and 5· ... H H (attack) him. According to other scientists, Or Ritter 6· H H H H H . (often take) great risks in order to prove his theories and they 7· H OH H. (not be) surprised by the accident. Luckily, Or Ritter 8· H .... H (survive) the

attack. He later said he intended to continue his work.

Sharks kill fewer than

20 people a year.

Grammar Review

1 2 3 4 5 6 7 8 9

9. Rewrite the following sentences using the words in brackets. Do not change the original meaning.

1 . lt started to rai n in the middle of our picnic. (while)

2. We found a better flat Then we moved. (after)

3 .

She finished all the work. Then he came to help her. (by the time)

4. I

plan to leave in a week. (leaving)

5 . I

don't listen to classical music at all. (never)

E x tra g ra m ma r e xe rc i se s a t :

L

__ __J

SKILLS

LISTENING �

A CONVERSATION

1 . The fol lowing jobs are considered to be some of the most dangerous in the world. Why do you think each job is dangerous?

• construction worker • firefighter

• police officer • pilot

• secret agent I spy

• war correspondent

• taxi d river • pizza delivere r • m i ne r

READ CAREFULLY -

When you have t o a n swer

mu lti ple-choice q u estions,

a l ways

rea d a l l the options carefu l ly before you l isten . Some options may not use exactly the same

words as the passage, so l i sten carefu l ly for a l ternative expressions, synonyms a n d opposites.

2 . Two students, Ellie and Chris, are discussing one of the jobs above. Listen to the first part of the conversation and choose the correct continuation for each sentence. 1 . E l l i e is doing media studies bec a use

a. it sounds l i ke fun b . it's a n easy c o u rse

c . it will help her in her career d. she a d m i res the teac her

2.

C h ris . . . .

a . would l i ke to be a war correspondent b. thinks Ellie's idea is good

c. has read about war c orrespondents d. thi n ks Ellie is making a m istake

3.

According to the program me, wa r

correspondents . . . . a . are rarely shot at b. are i n c onstant danger c. a re usually soldiers d . stay behind the front l i nes

3. Ellie and Chris see each other a few weeks later. Listen to their conversation and complete the sentences using 1 -4 words. 1 . The correspondent believes

she is luc ky

2. Sometimes the correspondent does not . n . . for a week.

3.

Ellie enjoys mounta i n b i k i n g beca use she l i kes living

4.

C h ris believes · n· n· can't be compared

to mountain biking.

5.

War correspondents want people to know how

•

If you had to choose a job from those listed i n Exercise 1 , what would i t be? Why?

SPEAKING

TALKING ABOUT A PICTURE 1 . Look at the picture and describe

what you see.

Match each question a bout the picture with a suitable response. Then practise the d ia logue with a partner.

Question

What is he doing? - _{Why is he doi ng it?}

_ What's dangerous about it?

- What k i nd of person do you think he is? _ How would you feel i n this situation ?

Response

_ I su ppose he's a vet, so it's his job.

- _{M aybe the tiger will wake up and attack h i m .} - _{I ' d be very frig htened . I'd probably screa m !} - _{l t looks like he's taking ca re of a tiger's teeth.} _ H e's proba bly very brave.

3. With a partner, choose a picture below.

Describe the picture, then ask and answer

the questions in Exercise 2. Use the

expressions in colour in your conversation. 1

ENRICH YOUR SPEAKING

When you want to add more information or add

another point to what you've just said, use the

following expressions:

And another thing, ... What's more, ...

Plus the fact that ... And besides, ...

U nit 2

c

�

WRITING

A Narrative

1 . Read the narrative below. Will the writer ever go on a banana boat again?

NIGH'TMAillJ

OM

A BANANA

Last summer, I went on holiday with my friends Lily and Jack. One day, we were standing on the beach, watching people fly across the water on a banana boat - a long yellow rubber boat pulled by a speedboat. It looked like such a great thrill that we decided to try it.

I held on as tightly as I could. Then, as the speedboat was making a sharp turn, the banana tipped over and we all fell into the water. Laughing, I looked around for my friends. Suddenly I saw that Lily had blood all over her face. Jack and I swam towards her to see what had happened. I felt quite panicky.

By this time, the driver had noticed what was going on, and came back

to help. We took Lily to hospital as soon as we got to shore. Later, we were told that she had a broken nose from hitting the water so hard, but luckily she hadn' t

been seriously injured ! ,,

A lot of people enjoy banana boats, but I ' m not brave enough to try one again. The funny thing is that Lily still loves them !

2. Find the answer to each question in the narrative.

1 . Who was involved i n the story?

2. Where did the story take place?

3.

When did the story take place?

4.

What frig hten ing I dangerous t h i ng happened?

5.

How did the cha racters react to the i n cident? 6. How did the story end?

CONNECTORS OF SEQUENCE AND TIME EXPRESSIONS

We use connectors of sequence to help ma ke the

order of even ts clear. Time expressions describe

when things happen .

+:-Writing Guide, page 1 49

3. Look at the connectors of sequence and time expressions below and find four of them in the model.

B eg i n n i n g the story: in the beg i n n i ng I at fi rst Continuing the story: b

e

fore I after I next I later I

when I then I as soon as

New eleme nts to the story: suddenly I all of a sudden l

Events occurring at the same time: while I as I d uring

E n d i+�g: eventually I at last I i n the end I finally

4. Use connectors of sequence to complete the story. There may be more than one suitable answer.

A HUNGRY BEAR

Two years ago, we went ca mping in the mountains.

One afternoon, 1 · .. ... we were preparing d inner

over a campfire, we saw a bear watching us from about a h u n d red metres away. We ignored it, hoping it would go away, but it began to walk towards us ! 2 · . ... we rea l ised that we were in danger, we tried to remember what the park ranger had told us. 3· . , we shouted and waved our arms i n the air so the bear would think we were large a n i mals. 4· ... , we began to back away slowly. Fortu nately, the bear d i d n 't

follow us - he was too interested in our d i n n e r !

5· ... w e returned, we

found there was no food left for us. 6· . ,

it

was worth m issing a meal for the experience of being so near a bear !

1e e

l i ns.

�er

I

During is followed by a noun to state when something happens.

;ent camping during our summer holiday.

For is followed by a period of time to describe how long

something goes on.

ent camping for two weeks.

5. Write the story in the correct order.

Use the connectors of sequence to help you. Then I left the restau rant and got i nto the back of the ca r.

-As we reached the door of the restau rant, I suddenly

'emembered that I had left my coat on my chair.

- _{Before I could say a word, the people i n the front}

seat turned around and began screa m i n g at me. JUmped out as fast as I could !

- _{Later, I} real ised that they had probably been j ust as

=-1ghtened as I was. =

· ��Y mum, my brother and I went out to d i n ner one eve n i n g .

- _{As soon as I had closed the car door,} real ised someth ing was wrong: I had got 1 o the wrong car !

- _-,.,ey

cont i n u ed wa l k i ng to the ca r w h i l e I ·. ent back to get my coat.

-After we had fin ished eating, we got up to leave . - Rewrite the following sentences using the

connectors and time expressions in brackets. Make any necessary changes.

-.,e incident happened while we were on 1oliday. (duri ng)

-= rst we took off our shoes. Then we cli mbed onto

:'le banana boat. (after)

-· .atalie felt better after a few we�ki. (eventual ly)

- _{. e had started cooking the meat before we saw} :'le bea r. (then)

- _{Our friends finally came to bring us food. (at last)} - _{Complete the sentences in a logical way.}

t fi rst everyth ing was fine, but then

-.:._ man was sitting i n the a i rport when suddenly . . . .

- _-�vo

people were badly i nj u red when . . . . S'le had destroyed the document before

: !elt l i ke we had waited for hours. F i n a l ly, . . . .

U n it 2

Your Task

• Write a narrative about a dangerous or frightening experience. Use 1 00-1 50 words. WRITING YOUR NARRATIVE

1 . Brainstorm your narrative.

• Thi n k of something frightening or dangerous that happened to you or to someone you know: an accident, a travel experience or getting lost, for example. If you can't think of somethi ng real,

make up a story. '

• Thi n k about the following questions: - Who was i nvolved in the story? - Where and when did it take place?

What happened that was frighte n i ng or dangerous/

- How did the characters react to the danger?

- What were the cha racters doing/ - How did the cha racters fee l ?

Did t h e story e n d happily or not?

2. Organ ise your ideas. Use the model on page 26 and the plan below to help you.

PLAN

Open i n g : Describe where and when the sto ry takes place and i ntrod uce the characters.

Body: Describe the events in the story and how the cha racters felt. Closing: Describe how the story ended.

3. Write a first draft.

4. Use the checklist to check your work. Then write a final draft.

CHECKLIST

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