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In this unit you will learn
.
words and phrases to help you talk about people and relationships'
.
to ask and answer questions about friends and family'
.
to write an essay about advantages and disadvantages'
.
to talk about wishes and use it's high time, had better andwould rather'
EI
Match the words to make compound nouns'
L
I
3
4
5
6
c
d
e
f
gang
social
youth
police
community
death
officer
penalty
service
worker
counsellor
member
a
h
make sure the laws of a country are obeyed'
are influenced by their
Peers.
provide for peoPle in need.
a violation of human rights?
give young peoPle advice.
He didn't
go to prison for his ctime, but he did
*1*rrylffi*i,
EI
Complete the sentences with the compound nouns from Task A'
Is the
1
)
3
4
5
6
a
4r'
't,
,
@fr
,4
,.I
U N lT 1 7 E-ie: e'ilc r; *-'r I
1r=
l
ret
Read the article quickly and find out what a
'beat
ln' IS.
The latest statistics
provided by the Nationol Youth
Gang Center reveal that there are over 25,000 gangs in
the US, with a total mernbership of over 600,000. It has
been suggested that these figures may be conservative
estirnates, and that there may actually be as many as
950,000 gang memhers in the United States.
Aicording to the police, a street gang is a structured
group'of individuals, usually between the ages of eleven
and ,twenty five, who generally operate under some
form of leadership while claiming a territory or turf.
Cang'members wear distinctive clothing, use special
i:,.Sffit*3mes
and symbols, and commit organised and
'''spbiit&eous
crirninal acts within the community.
Most experts agree that there are numerous reasons for
Stree
Gangsk,in
the USA
@;
teenagers becoming gang members. The popularity
of gangs is partly due to films and music which have
sed gang cultute, but this is by no means the
n. Many members
join
a gang because they
not to or because of peer pressure, which
them greatly. However, the decision to
join
not made lightly. In order to prove one's
potential gang member endures a
'beat
in'.
he
'beat
in' the members punch, kick or even
in LA. A police officer phoned at three in the morning to
tell me that Taj was being held as she had been involved
in a drive-by shooting. I couldn't believe it! I had no
idea Taj was in a gang. I t-tow realise that I should have
paid more attention to what was going on at the time.
i wish I had insisted on meeting her new friends, and
I should have asked her where she was finding the
money to buy all those new clothes. Now it's too late;
she's growing up in prison and her life is ruinedl
Other parents realise there's a problem, but don't know
what to do. Mrs Jakes, mother of gang member Joe,
says:
'In
the past two years, my son has gone ttrrough
a complete personality change. I know he is involved
in illegal and criminal activities for his gang and I wish
I knew what to do or where to go. I have tried time
and time again to talk to him, but he is detennined to
destroy his life. I wish someone would help me save
my son.'
Getting out of a gang can be even more dangerous.
Many street gangs require the person wanting to leave
the gang to endure a
'beat
out'. This beating is often
more severe than the beating taken to become a gang
member. CK, a gang member for five years, knows
it's high time he got out.
'I
look at the way I live, and
realise all the things I've done. I've had enough of
this life of violence. I can't sleep at night, you know?
Whenever I close my eyes, I see the faces of the people
I've hurt. I had better move on. I'd rather be back at
school, or maybe I could get a
iob.
But I know there'll
be a
'beat
out'. I'll
just have to deal with it, I guess.'
Social workers emphasise that the most
important thing for young people to understand
is that becoming a
Sang
member is a lifetime
commitment to crime. Thev stress that schools and
parents must teach
)'ioung
people that being a gang
member does not gain respect from
)/our
peers and that
dying is not romanlic.
."r..,::i club the new member.
,rr;lil.ll:
Some parents, either through
ignorance or denial, don't find
out their son or daughter is
in a gang until they get a
phone call from a police
department, hospital or
even a morgue. Gang
member Thj's mother,
Anna, explains how
she discovered her
only daughter was
a member of one of
the biggest gangs
CZi)
u*', 17 Retationships
EI
Read the article again and answer the questions.
How manv gan.- ni:irs:. :s it possible that there are in the USA?
How old do sans niemL'er: tend to be?
3 What are n\ o c'rf rhe reasons u hv young people join gangs?
4 How do some parents find out that their children are involved in gangs?
5 Why does Taj's mother re_qret not asking her daughter some serious questions?
n8 tc
rlvc
dnc
har
=
rime
anf
lfie
Iate:
6 Why is it daneerous u'hen people want to get out of a gang?
7 What does CK \\'ant to do in the near future?
8 What do young people need to learn from their parents and schools?
JIOIT
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Vocabulary Link
f
Find words in the article which have the following meanings.
1
2
3
4
5
6
7
I
9
10
11
t2
the total number of people belonging to a club, society, etc (para
work (para 2)
easily recognised (paru 2)
not planned; done because you suddenly want to (para2)
a number of (para 3)
person the same age or status as yourself (para 3)
goes through; suffers (para 3)
hit with your fist (para 3)
lack of knowledge (para 4)
refusal to believe something (para 4)
demanded that something happens (para 4)
character (para 5)
1)
UNIT 17 Relationships
fi@
f,|
Read the paragraph and complete the family tree. Write the names on the top line in each box.
i-
Terry's Farnily Tree
Terry is an only chi d. His aunt is called Kay and her husband is John. Terry's grandmother,
Helen, has two children: Kay and David. Sarah, who is married to David, and Kay are sisters-
rn-law. Terry also has a cousin called George. George has a brother-in-law ca led Ben and a
grandfather called Ken. Terry also has twin cousins called Nancy and Pau a. Paula's nephew is
called Charlie and her niece is called Olivia.
=
married to
_-f*--
O =
female
C =
rnale
reI
Now imagine you are Nancy. What relation is everyone to you? Write their relationship on the second
line in each box.
aunt brother cousin daughter father grandfather
husband mother sister son uncle
grandmother
[g,)
ururr 17 Fietationships
a
Grammar Link
Look at these examples from the article.
1 I wish I had insisted on meeting her new
friends,
...
2 ... I wish I knew what to do ...
3 I wish someone would help me save my son.
Which example(s):
a refer to the present or the future?
b refers to the past?
c expresses dissatisfaction with another person's behaviour?
and
Wish is followed by a past perfect tense when we talk about the and by a past tense when
we talk about the or the When we talk about other people's
behaviour we don't like, we use wish with and the infinitive without to.
Look at these examples from the article.
I CK, ... knows it's high time he got out
2 I had better move on.
3 I'd rather be back at school, ...
Do the above examples refer to the present or the past?
Which of the phrases in bold:
a expresses a preference?
b says what is advisable?
c expresses that something should h4ppen as soon as possible?
Which form of the verb do we use after phrases like it's high time?
Which form of the verb do we use after had better and
'd
rather?
,/
Study the Grammar Reference for Unit 17 on page 188-189 before you do the tasks.
Gt
Complete the letter with the correct form of the verbs in brackets.
Dear Sally.
I thought it n tt:
.to.
I have not becrt
(2)
, he (3)
1 was goirtg [t
t
','.
J.:
' /
I knov' I'd
.ie,.'
r:.-rr'
(s)
Well, tltat
',
.;r, :,. ....
-
Love,
Anna
,,.. bur I promise to write again and tell you how it went with Julie.
ititit rinte I
(l)
(write) to you as it seems like ages since I've done
r r,n
;:.itrp-\ loteh' as I
fell
out with my cousin, lulie, last week. I really wish we
r r:, tt
tusu). It was all my
fault.
Now she won't speak to me. I wish
,let
) nte explain that I'm sorry.
i, t
Ttltone
me but I think I'd rather (4)
,,ulrl
rnake up with Julie. Perhaps I'd better
'
-inLl see her at the weekend and apologise.
(ing) her
first.
rnd
UNIT 17 Relationships
@
11
Complete the second sentence so that it has a similar meaning to the first sentence. Use the given word
and write between two and five words.
The young man was sorry he gave in to peer pressure. wishes
The young man
in to peer pressure.
2 You really should send those party invitations. time
It',s
those party invitations.
The boy said
The boy said
I would like
I
a member of the gang. would
a member of the gang.
5 I don't want you to argue with your sister again. rather
I
-
argue with
Your
sister again.
Listen
ing=l-*!,nlr
(
:
t
he wished he was not
he
my dad to be a famous film star. wish
a famous film star.
Cl
you
will hear people talking in eight diflerent situations. For questions 1-8, choose the correct answer,
a,borc.
1 A man and a woman are talking. The woman says she
a has a similar personality to her father.
b looks like her mother.
c physically resembles her father.
2 Two friends are talking about a couple. What did the couple recently decide to do?
a get married
b break off their engagement
c get divorced
3 Listen to this conversation. The girl thinks the boy is
a insensitive.
b
jealous.
c untrustworthy.
4 Listen to this conversation. Who are the girls talking about?
a teachers
b babysitters
c parents
5 Two people are writing an advertisement to place in a newspaper. Which section will it be in?
a
jobs available
b
jobs wanted
c flatmate wanted
6 Two friends are shopping. The woman is annoyed because the man is
a impatient.
b indecisive.
c dishonest.
Listen to this conversation. Why is the woman tired?
a Her neighbours upstairs were shouting all night.
b The dog across the road was barking all night.
c The people next door were having a noisy party.
A mother is talking about her son. How does she feel?
a She's proud of him.
b She's angry with him.
c She's worried about him.
Fod
,*'t i7 Relationships
Speaking Link
El
Work with a partner. Ask and answer the questions.
Student A
Would you describe yourself as an outgoing person? Why/Why not?
What other words would you use to describe yourself?
Do your family members live near one another?
Do you see each other regularly, or
just
on family occasions?
Student B
You catt choose
your'fiiends
but you can't choose your
.family.
What is vour reaction to this statement?
Do r.ou like to have friends who are similar or different to you?
Do vou think havin_e a good sense of humour is important?
What qualities do
I'ou
think a parent should have?
UNIT 17 Retationships
@
Writing Link
ln this unit, you are going to learn to write an essay about
advantages and disadvantages.
It
Read the question and complete the essay with a word or
phrase from the box.
Your teacher has asked you to write an essay discussing the
advantages and disadvantages of young people living on their
own.
a
b
c
d
e
f
o
b
h
Furthermore
However
On the whole
In spite of
For instance
On the other
hand
In addition
On the one hand
These days more and more young people are choosing to leave home and live on their own.
There are both advantages and disadvantages to this trend.
fD,
it's great for young people to be independent.
q), having their own flat or
house means they can come and go as they please.
ff---l,
young people can invite their
friends round whenever they feel like it.
q), rhe biggest disadvantage is the lack of support.
[f.)
the fact that they feel
grown up, young people might find it difficult to cook and clean for themselves on a daily
basis.
Gf-_l
to this, some young people miss the company of living with their parents,
brothers and sisters.
D,
this isn't always the case. Family members can be annoying
sometimes, especially if they're always asking questions like 'Where are you going?' or
'What time will you be home?'
ff-),
I think it's a good thing for young people to live on their own as long as they take
the responsibility seriouslY.
El
Now write an essay. Use the hints and the outline to help you. (160-180 words)
MIN?S
Think of lwo or lhree odvonloges ond disodvonioges before
you slorl wriling.
Give reosons fol your opinions whenevel you con.
Use exomples lo support whol you soy.
Paragraph I
Paragraph 2
Paragraph 3
Paragraph 4
make a general statement
Say what you're writing about and,
about the subject.
Give one side of youl argument
-
either the advantages or the disadvantages.
Give the other side of your argument.
Sum up by saying what your overall opinion is.
f@
ur.rrr 17 Retationships
t
I
k
EI
Match the fictionat crime fighters to their names.
Sherlock Holmes
Hercule Poirot
Inspector Jacques Clouseau
Batman
Zorro
James Bond
Whodunnit?
Learning Link
In :i^. ir.i \tru sill learn
. *,-.:i. i:J phrases
to help you talk about crime.
.
:.' .',r:.lrre and contrast photographs and to give your opinion.
.
ia''\\ni3 an essav On a Set teXt.
.
Itr ir-k .rbtrut the past, the present and the future.
C]
O
O
O
C]
O
I
)
3
4
5
6
c
GI
What qualities do you think are necessary in a detective? Do you think you could ever become a
successful crime fighter?
UN|TlSWhodunnit,
@
Reading Link
rel
You are going to read an extract from a novel featuring Sherlock
Holmes called The Valley of Fear. A crime has been committed
and people are being questioned. Read the extract quickly and
say which crime has been committed.
Mrs Douglas thought carefully before she answered.
'Yes,' she said at last. 'I have always felt that he was
in some kind of danger. He refused to discuss it with
mc
-
he did not want me to become concerned. He
thought I would become anxious if I knew about it and
so he remained silent.'
'How did you know, then?'
Mrs Douglas's face lit up as shc smiled.
'Can a husband cvcr keep a secret from a wife who
truly loves him? I knew about the danger because
of his refusal to talk about everything that had
happened to him in America. I knew about it because
of ccrtain prccautions he took and because he never
trusted strangers. I knew about it from some things
he said by mistake. I was certain that he had some
powerful enemies, that he believed they were going to
come after him, and that he was always on his guard
against them.'
'May I ask,' said Holmes, 'which words attracted your
attention?'
'Thc Valley of Fear,' the lady answered. 'That was an
cxpression he used when I questioned him. 'I have
bccn in the Vallcy of Fe ar. I am not out of it yet.' 'Will
wc cver get out of the Valley of Fear?' I used to ask
him whcn hc was more serious than usual. 'Sometimes
I think we never shall,' he would reply.'
'Surely, you asked him what he meant by the Valley
of Fear?'
'I did, but he would become pale and
just
shake his
head. 'It is bad enough that one of us has been in
its shadow,' he said. I am certain, though he did not
tell me directly, that it was a real valley in which he
had lived and in which something really terrible had
happened, but I can tell you no more.'
'And did he mention any names?'
'Yes. Hewas deliriouswithfeverafter ahuntingaccident
three years ago. I remember that he kept on repeating
a name. He spoke it with anger and horror. McGinty
was the name
-
Bod)..rnaster McGinn. After he had
recovered, I asked him who Bodrmaster McGintywas
and whose body he was master of.
'Never
of mine,
thank goodness!' he answered with a laugh. That was
all he told me but there was a connection between
Bodymaster McGinty and the Valley of Fear.'
'There is one other point,' said Inspector McDonald,
'You met Mr Douglas in London and got engaged
to him there, did you not? Was there any romance,
anything secret or mysterious about the wedding?'
'There was romance. There is always romance. There
was nothing mysterious.'
'And
he had no rival?'
52 'No, I was free.'
'You have heard, no doubt, that his wcdding ring
has been taken. Does that suggest anything to you?
Suppose that some enemy from his old life had
tracked him down and committed the crime, what
possible reason could he have had for taking the
wedding ring?'
'I really cannot tell,' she answered. 'It is certainly a
most extraordinary thing.'
'Well, we will not detain you any longer and we are
sorry to have put you to this trouble at such a time,'
said the inspector.
She stood up and glanced at us, trying to get an idea of
how we had reacted to her evidence. Then, with a bow,
she left the room.
Holmes, who had been sitting with his head in his hands
in deepest thought, stood up and rang the bell.
'Ames,'he said when the butler entered,
'what
is Mr
Cecil Barker doing now?'
'I2ll see, sir.'
He came back in a moment to say that Mr Barker was
in the garden.
'Canyou remember, Ames, what Mr Barker had on his
feet last night when you joined him in the study?'
'Yes, Mr Holmes. He was wearing a pair of slippers. I
77
brought him his boots when he went for the police.'
'Where are the slippers now?'
'They are still under the chair in the hall.'
'Very
good. Ames. lt is, of course. important [or us
to know which tracks are Mr Barker's and which are
from outside.'
'Yes, sir. I noticed that the slippers were stained with
blood and so. indeed, were my own.'
Whodunnit?
EI
Read the extract again and choose the best answer a, b, c or d for each question.
Why didn't Mr Douglas talk to his wife
about the danger he was in?
a He wasn't confident enough.
b He wanted everyone to remain silent.
c He didn't want his wife to worry.
d He wasn't sure about the danger he faced.
Mrs Douglas knew her husband had a
secret because
a he was often suspicious of people he
didn't know.
b he had hired bodyguards to protect him.
c he had once spent time living in America.
d she had found threatening letters from
his enemies.
What did Mr Douglas say about the Valley
of Fear?
a He was unsure whether he would ever
escape from it.
b It was somewhere he had once lived.
c It caused him to shake with fear
whenever he mentioned it.
d It was where something horrible had
happened.
Mr Douglas kept on saying the name
McGinty
a because he was angry with him about the
accident.
b when he talked about the Valley of Fear.
c at a time when he was ill.
d when he made a
joke
about being a
master of bodies.
Y9"'9-9.F.--g*!"?ryLink
a
b
c
d
e
f
o
b
h
According to Mrs Douglas, Bodl.rnaster
McGinty had something to do with
a Mr Douglas.
b Holmes.
c her.
d the Valley of Fear.
What did Mrs Douglas mean when she said:
'No, I was free.' (line 52)
a Nobody told her what to do.
b There was no other man in her life.
c She was no longer in prison.
d She didn't have any secrets to hide.
What did Mrs Douglas say about the
missing wedding ring?
a One of Mr Douglas's enemies probably
took it.
b She wasn't able to give an explanation.
c A thief must have murdered her
husband to get it.
d She can't remember exactly what it
looked like.
Who does'him' (line 77) rcfer to?
a McGinty
b Mr Douglas
c Ames
d Mr Barker
f|
Match the words from the extract to their meanings. The words are in the same order as they
appear in the extract.
I remained
2 precautions
3 on his
_suard
4 got engaged
5 rival
6 exlraordinan
7 glanced
8 slippers
soft'shoes' worn indoors
unusual
promised to marry
stayed
looking out for; ready for
competitor
safety measures
looked quickly
UNIT 18 whodunnitz
'jEi
f,|
Circle the correct words.
The old lady was sadly stolen / robbed of her life savings.
The gang member was arrested for / with different criminal activities.
The woman on trial had committed / done three different crimes.
Joseph was given a fine / find because he had parked his car illegally.
Lee had committed fourteen bank burglaries / robberies before he was finally caught.
I've been accused for / of theft, but I'm innocent.
There was only one eye /
first witness who claimed she'd seen everything.
He was sentenced to three years in jail by the lawyer /
judge .
1
2
3
4
5
6
7
8
sl
Match the phrasal verbs to their meanings.
break into
come after
get out of
look into
turn down
wear out
1
,
3
4
5
6
Someone
-
my house last week and stole my jewellery.
I've always been interested in the law, so when a friend offered to take me to see a court case,
I couldn't her
The prisoners
jail by digging a tunnel under the wall.
Chasing the thief through the streets the policeman
.I
you!' threatened the criminal.
Are the police the theft of two paintings from the art gallery?
a escape from
b investigate
c make tired
d say'no'to something
e enter a building with force
find someone in order to harm them
EI
Complete the sentences with the correct form of the phrasal verbs from task G.
3
4
5
6
1
2
i:
:
ffi
fiEi
ururr 18 whodunnit?
S,
:allery?
Grammar Link
Look at these examples from the extract.
L I have always
felt
that ...
2 ... a wtk who truly loves him.
3 After he had recovered, I asked him ...
4 You met Mr Douglas in London and got engaged to him ...
5 Holmes, who had been sitting...
6 ... what is Mr Cecil Barker doing now?
7 I'll see, sir.
8 He was wearing a pair of slippers.
Find the full sentences in the novel extract form and underline them.
Which example talks about:
a two actions happening one after the other in the past?
b something happening at the moment of speaking?
c an action that was completed before another action in the past?
d something which started in the past and continues to the present?
e a continuous activity which took place before another action in the past?
f something being described at a particular moment in the past?
g a decision to do something made at the time of speaking?
h a general truth?
Study the Grammar Reference for Units 1-3 on pages 175-178 before you do the tasks.
!!
Complete the text with the correct form of the verbs in brackets. More than one answer may be possible.
A Terrible Mistake
(have) a long hard time in this horrible prison and, believe me,
(look forward to) being free again.
When the robbery (3)
_
(happen) ten years ago, I knew then it was a mistake.
We (4) (dream) of becoming rich for months and then the big day arrived.
As we drove along the road, we (5) (tulk) about how we would spend all the
money. The gang leader said,'I
(6) (buy) a new car for myself and then I
(7) (have) a holiday on a tropical island'. John, another member of the gang, said
'I (8) (decide) to buy a yacht and sail around the world with my money.'
'Mywife (9) (want) me to take her to Disneyland,'said another and everyone
started laughing. 'Oh yes!' said Tom, our leader, 'You (10)
time there!'
(have) agreat
As we neared the bank, I became more nervous and realised that I was making a
terrible mistake.
r (1)
r (2)
UNIT 18 Whodunnit? 1153
m
Match the beginnings of the sentences to their endings.
1
2
3
4
5
6
7
8
The police are going to set up
The mayor has arranged a meeting
In court, the criminal said
Nowadays, many television programmes contain
After the burglar was found guilty,
The murderer has been
The police believe
James had been working as a policeman
Listening Link
I
Sp
E
a he was sentenced to tn'o years in
jail.
b with the chief of police.
c far too much r,iolence.
d in
jail for ten vears.
e roadblocks all over the city.
f that they will soon catch the gang.
g until he became a private detective.
h that he hadn't robbed the bank.
43
. One of the gang
thc gang
in the
1t ..f
/.s
*
.*
ft
r.
!&
&
{*
lt*.&
ffi
You will hear part of a television programme called CrimeWatch. For questions 1-10, complete the
sentences.
Tonight CrimeWatch need help with an (L) .The National Bank concerned
is on the corner of (2) and Station Road. The gunmen went into the bank
at (3)
The registration number of the van involved was (4)
members was called (5) . The (6)
was a woman. She had a rose-shaped tattoo on her (7)
Thc public have recently given the police information about (8)
Green Street area. (9)
Fortunately, a lot of the (10)
homes were burgled in the last few weeks.
has been returned.
[rs+)
ur.rrr 18 wt'rodu*nmEt?
Speaking Link
f!
Work with a partner. One of you should look at photos A and B and the other at C and D. Compare and
contrast them and say how you think the people responsible should be punished. Then discuss
the questions below.
HINTS
Don'l worry if you con't remember o word, or if you don'l know whol on obiect is cqlled. Soy somelhing
like:'Actuolly ldon't know whol lhis is colled.'or'l'm sorry, but l've forgotlen lhe word for lhis thing.' You
could exploin whot lhe ilem is used for or where it would be found, insteod.
ln r our opinion, which of the crimes
is the most serious?
Should any of them not be
treated as crimes?
UNIT 18 Whodunnit,
@
Writing Link
ln this unit, you are going to learn to write an essay about one aspect of a set text.
trl
Read the question and complete the essay with the correct form of the verbs in brackets.
Think of a book you have read recently. Decide which character in the book you would most like to be,
and why. Write about the character and give your reasons for wanting to be him her.
r (1) (love) all crime mysteries, but Murder on the Oienr Etpress b1' Agatl'a
Christie is one of my favourite books. ItI (2) (have to) choose one character
to be, I would choose Hercule Poirot, the Belgian detective.
Hercule Poirot is such a clever man, even though he often (3) (give) the
impression of being a bit stupid. What I like about him is that he always seems to suddenly
(4) (come up with) a brilliant idea and you realise that he
(s) (think) about the crime all the time and working out what happened.
In the book, Poirot investigates the murder of an unpleasant businessman. The man, whose name
is Sam Ratchett,
(6) (poison) and then stabbed twelve times. Poirot takes
charge of the investigation and (7)
_
(question) all the passengers. Of course
he (8) (solve) the mystery.
j'
The main reason why I would like to be him is because,
' '
after he (9) (solve) the crime he
does something unexpected. He decides it would be
better not to te1l the police the truth about what
(10) (happen).
I think that makes him a very unusual detective.
rrrrrlr=rrI=rl
GI
Now write an essay. Use the hints and the outline
to help you. (160-180 words)
&+ s +ai :
-,, .;.
lf you intend lo onswer this type of quesiion, be sure you know
.
lhe slory.
.
the choroclels.
.
lhe ploces.
o
)/our
opinions ond views on oll of lhe obove.
When you wrile obout the events in o book
(or
o film), remember to use present tenses.
,r
Paragraph I
Paragraph 2
Paragraph 3
Paragraph 4
Say which character you are going to write about.
Describe the character. Say what it is you like about the character.
Refer to something in the story your character does that you like.
Summarise your opinions about the character.
CEo)
ururr 18 whodunnit?
Get the Message
Learning Link
ln this unit you will learn
.
words and phrases to help you talk about digital photography and the media.
.
to discuss who you should invite to a seminar.
.
to write a letter of complaint.
.
to give advice using should, ought to and shall.
GI
What kind of information is communicated in the following ways?
advertisements
photographs
websites
radio programmes
newspaper articles
television
letters
**
*
-F
UNIT 1e cet the tvtessage
Cst)
Reading Link
GI
Read the article quickly and find five advantages of using a digital camera.
m*Sfitat Fk$tegrafhs
What is a digitat
photograph?
A digital photograph is a photo,
produced with computer
techniques, made up of hundreds
of thousands or millions of tiny
squaresof colour.[D lf you look
at a digital photograph through a
magnifying glass you can see the
separate dots of colour. The quality
of any digital photo depends on the
number of pixels per square centi-
metre
-
the more pixels, the better
the photo, which is why you should
always try to buy the best digital
camera you can afford.
lllhu should I 'go digital'?
There are many reasons why
people ought to consider changing
from ordinary cameras to digital
photography.
ff_]Vou
don't waste
time going to the shops for your
films or photos, and you don't have
to spend money on films. There
is also the advantage that digital
photography is instant. You can view
your pictures immediately
-
allowing
you to decide which photos you
want to keep and which you don't.
IEL:.
No more wondering if you should
have taken a photo or not
-
with
digital cameras you can take the
picture first and decide laterwhether
or not you want it. Of course, with
digital technology you are able
to change your picture so that it
looks great anyway
-
that's another
huge plus when it comes to digital
cameras. Lastly, and something we
all ought to think about, is the fact
that digital photography doesn't
use toxic chemicals that often end
up in our rivers and lakes.
Hotu does it urork?
You don't need to be a computer
wizard to use digital cameras. Put
simply, what happens is that the
camera produces your picture in
digital format
-
ie, made up of
pixels
-
so that it can then be 'read'
by your computer.
Gfl]
They can
be saved until you want to use
them, included in letters you've
written on your computer or sent
to friends and family in an e-mail.
lllhich tupe of digital camera
should I buU?
First of all, when you're looking
at digital cameras and thinking,
'Which
one shall I buy?', bear in
mind that new digital cameras are
being developed all the time, so
there are lots of strange shapes
and sizes. (f-l
Secondly, there is the cost. At
the cheaper end of the market,
there are the 'point and shoot'
cameras. These cameras are fully
automatic and anybody
just
starting
digital photography - or
just
buying
a camera for the first time
- should
begin with one of these. They're
so simple that after only a couple
of weeks, you should have learnt
all you need to know about how
to use the camera. (fl] Some of
these are a bit too complicated for
everyday use. At the top end of the
price scale are professional cameras
and digital video cameras
-
very
expensive and only necessary for
the serious photographer.
Checklist
lf you're buying a digital camera
for the first time, you can easily get
confused. Therefore, before
spending your money you should
think about why you want the
camera and what you are planning
to use the pictures for. Will you be
taking pictures indoors or outside?
What kind of pictures do you want
to take
-
landscapes, portraits,
sports shots, etc? Gl--l All these
questions affect the kind of camera
you should choose. When you've
thought about all these questions,
you should be ready to make your
choice.
v
E
(tsa) uNrr 19 Get the Message
I
t
I
I
There are six sentences missing from the article. Read through it again and choose from sentences
A-G the one which fits each gap. There is one extra sentence that you do not need to use.
A Once your photos are stored on your computer, you can decide what you want to do with them.
B You can change these pictures with your digital camera if you follow the instructions.
C However, the design doesn't make any difference to the camera's performance and you
shouldn't be too influenced by this.
The technical name for these squares is picture-elements or pixels.
For more money you can buy one of the cameras with lots of megapixels which produce better
quality photos by using more pixels.
Do you want to take pictures of things close up or far away?
For a start, digital cameras save you both time and money.
D
E
F
G
vo-.e.F"-q=t-?."ry*
"Ljnf
a
b
a
b
a
b
a
b
printed
made
methods
machines
piece of glass that makes things look bigger
piece of glass that makes things look different
discuss with others
think about carefully
a cheap
b immediate
a advantage
b disadvantage
a someone who can do magic
b someone who can do very clever things
a think about the fact
b ask about the fact
a step
b range
a pictures of the countryside
b pictures of a person
a events
b photographs
a worried
b affected
UNIT 19 Get the tvtessage
G50
EI
Find these words and phrases in the article and circle the correct meanings.
1 produced (para 1)
2 techniques (para 1)
3 magnif,iing glass (Para 1)
4 consider
(para2)
5 instant (paraZ)
6 plus (paraZ)
7 wizard (para 3)
8 bear in mind (para 4)
9 scale (para 5)
10 portraits (para 6)
11 shots (para 6)
12 influenced
(extract C)
f|
Use the words in capitals at the end of each sentence to make words which fit in the spaces.
1 He spends a lot of money on equipment because he alu'avs wants to take
the best pictures. PHOTOGRAPH
depending on how much light there is. AUTOMATIC
2
3
4
5
This camera adjusts
Francis works as a
Much of the credit for the
for his efforts. DIRECT
Since the
photographer for a magazine. PROFESSION
programme must go to the ,
who won an award
of satellite TV, more and more people have access to more and
camera. COMPLICATION
6
7
I
9
more TV channels. INTRODUCE
The of newspaper articles is decided by the editors. LONG
to decide what she writes
Sandra is a freelance reporter, so she has the
about. FREE
Our started when we worked together on the same radio show. FRIEND
Having practical experience is very when you're looking for a
job as a
photographer. ADVANMGE
It's not easy when there's so much choice, but you have to make a as to
which camera you want to buy! DECIDE
11 Isita that more megapixels don't necessarily mean better results when
you've printed the photos? FACTUAL
12 She's a beginner, so she really doesn't need a
10
I
i,
,]
tii
Gl
Complete the paragraph with these prepositions. You need to use some of them more than once.
about for from tn
Harriet and Tim
Harriet is very interested (1") current affairs, so she spends quite a lot of
money (2) newspapers and magazines. She also tries to watch current affairs
programmes (3) TV but only when she's alone. 'Why?'you might ask. Well,
(4) a start, her husband, Tim, never lets her have the remote control. He uses
it to change channels all the time. This really annoys Harriet because they end
(s) seeing nothing at all. Secondly, when she insists (6)
-
watching something
(7) beginning
(8) end, he gets confused
(9) the programme and asks Harriet lots of questions. She misses what the
people say and can't follow the programme properly. Still, Tim goes to play football two
evenings a week, so she stays at home and catches
(10) with what's happening
in the world.
up to
I
li
il
]
I
L
i3oo-] uurr 19 Get the Message
Grammar Link
Look at these examples from the article
1 ... people ought to consider changingfrom ordinary cameras to d4tal photography.
2 No more wondering if you should have taken a photo or not ...
3 Wich one shall I buy?
4 ... you should think about why you want the camera ...
Which example asks for advice?
Which example refers to the past?
Which examples give advice in the present or future?
We use and when we want to give advice in the present or future.
We use when we want to ask for advice. We use
and a past
participle to criticise our own behaviour or somebody else,s.
the Grammar reference for Unit 19 on page 189 before you do the tasks.
@l
Complete the sentences with the correct form of the verbs in brackets. Use should/ought to, should have
or shall.
1 If you are not pleased with your
to the manager.
2 I think Naomi
home cinema, you
(complain)
(buy) a more powerful lens, as the long distance shots
she took with hers are not very clear.
3 There's Dad! I think we
(tell) him now that we forgot to buy
his newspaper.
we have broken the camera! what on earth
(*"
/ do) now?
(not leave) the lens cover off the camera! Now it is scratched!
(I
/ explain) to my grandmother what happened to
her camera?
7 I probably
-
(not ask) for this camera for my birthday. It was very
expensive when my Dad bought it for me.
(get) some advice before you decide what to buy.
4
5
6
You
How
8 You
UNIT 19 Get the tvtessage
Ga
El
Write a sentence for each of the situations below. Use the words given to help you. Some of the
sentences will need a negative form.
I
I
i
,,-..,.,,, ..*1riPisn":*-g*ia!s
!|
You will hear five people talking about the news and the media. Choose from the list (a-f) the
sentence which best describes what each speaker says. Use each letter only once. There is one
extra letter that you do not need to use'
HTNTS
When you heor the speokers for lhe firsl lime, mork the likely onswers.
During lhe second lislening, check lhol youl onswets ore correcl.
a I disapprove of the way the media reports the news.
b Sometimes I force myself to watch the news.
c I am no longer interested in the news.
d I don't think the news is suitable for all viewers.
e I go online to keep up with the news.
f I still use the daily paper to find out the news.
Speaker L
Speaker 2
Speaker 3
Speaker 4
Speaker 5
Goi
ur'rrr 1e Get the Message
I
Speaking Link
Work with a partner.
lmagine you are helping to organise a seminar for young people
called
'Working in the Media'. You have the opportunity to invite two speakers to talk to the students.
Look at the pictures
below and decide which two speakers would be most interesting to invite.
Give reasons for your
answers.
L'LliitL|
1
['lllrr
liLLr t
some too
darh some
too light
t waited
more than
2 wks!
/ didt/t.
t
Writlng Link
ln this unit you are going to learn to write
a letter of complaint.
gl
Read the question. Then
read the advertisement and
the notes you
have made.
You sent your holiday
pictures
to be developed by
a company in London that
you had seen adyerfised.
U nfortunately, the re were
a number of problems
with
the service you received.
Look carefully at the
advertisement and your
nofes. Write a letter to the
company com pl a i ni ng a nd
saying what you expect
them to do.
Have your digital photographs
developed by
t'
prints
rt
Fast servke- prints delivered
withi working days
)iscount
coupoi every
customer
Send your digital photos on cd to:
Perfect Prints
29,31 King's Hill
London NW3 5Q,
get one.
uNrT 19 Get the tvressage
f;6d)
/
tI
Match the informal sentences in column I to the formal sentences in column ll.
I'm writing to tell you about the
photos you
just sent me.
You've made a mess of them.
I am absolutely furious.
Write back immediately.
You'd better do something quicklY.
You must give me my moneY back.
Let me know what you think.
I wish I'd never given you mY
Photos.
Dear Sir or Madam,
Say exactly why you are writing
-
give all the necessary info
Explain what has happened and why you are not happy.
Give more information about the problem
-
for example,
know that the camera and the digital photos weren't at faul
Say what you expect the company to do to remedy the situa
might ask for a refund or a credit note.
Say you want their views. Say you hope to hear from them
Yours faithfully,
(your name)
I look forward to hearing from
You.
I am very disappointed.
I would be grateful if you could take some action.
I'm writing in connection with the photographs
I recently received.
They are not acceptable.
I'd be grateful for your views on this matter.
I now regret sending your company my film.
I would like you to arrange a refund for me.
2
3
4
5
6
7
8
a
b
c
d
e
f
O
b
h
Gl
Which sentences from Task L are suitable for this kind of letter of complaint?
trI
Now write a letter of complaint. Use the polite sentences from Task L, the hints and the outline to help
you. (160-180 words)
HINTS
Before
you stort wilting, be cleor oboul whol lhe
problem is, whol you think oboul il, ond whol you
expecl lhe olher
person lo do. Remember lhot
in letlers of comploinl,
you should dwoys use
polite lqnguoge.
Moke sure
you cdwoys lefer lo lhe notes
you've
mode on the text in
Your
leller.
a
I
:A
I
T
tr
Greeting
Paragraph 1
Paragraph 2
Paragraph 3
Paragraph 4
Closing Paragraph
Signing off
how you
)n
-
you
ry
soon.
I
I
6o?)
ur.rrr 19 Get the Message
The Performing
Arts
Learning Link
In this unit you will learn
.
words and phrases to help you talk about the performing arts.
.
to ask and answer questions about films, plays or concerts you
have seen or would like to see.
.
to write a letter giving information.
o
to use the gerund and the infinitive.
Gt
Look at these different kinds of performing arts. which do you enioy? ls there a particular kind that
you wouldn't like to see?
GI
which woutd you recommend for the following types of people?
1 grandparents who rvant to take their young grandchildren somewhere
2 parents who have promised their 11-year-old son and one of his friends an outing for his birthday
3 a middle-aged couple uanting to enjoy an evening out
UNIT 20 The Performing Arts
6@
ISo Script
ecessary
A
Everybody knows that watching plays k not a new idea.
Audiences have enjoyed going to the theatre
for
many
centuries. Wat is perhaps a little more surprisingis that
the theatre had become a popular
form
of entertainment
even before humans developed language and
found
a
way of communicating with each other using words.
'How?'you might ask. Well, rather cleverly, primitive
people managed to show what they wanted by using
what we call 'mime'
-
they used signs and gestures to get
their message across without actually speaking.
B
In time, when spoken language had developed and
people had begun to talk, they no longer needed to
use mime to express their thoughts and wishes. But
the ancient Greeks, instead of
forgetting
all about
mime, went on to develop it into a
form
of theatre.
They began pedorming everyday scenes and they tried
to tesch moral lessons to the people who watched
the.se short plays. In the
fifth
and
fcturth
centuies BC
much longer mimes were performed at the Theatre
of Dionysus in Athens. Groups of actors used to
wear masks and perform the 'silent plays' in
front
of audiences o.f up to 10,000 at
festivals
in honour
of Dionysus, the god of the theatre.
C
As time went by, mime spread throughout the westem
world
- first
to ltaly and later to other European
countries. It is now a
.form
of theatre that's popular
all over the world. The great thing
about mime is that language is no
barrier. As no words are used,
it doesn't matter if the actors
are African, English
or Finnish. As long
as tltey are good
enough, everybody can
understand the story or
message.
Reading Link
@
Read the article quickly and find out what Tableau Vivant is.
D
Another advantage of mime is that the actors don't need a
lot of equipment. After many months of rehearsing, some
mime aftists start performing on the streets of big cities.
They don't need any props and often all they do is wear
some unusual clothes and make-up. As long as they are
good at miming, that's really all that matters.
E
Overthe centuies people have leamttouse mimeinmany
dffirent ways. Sometimes mime is usedwith dance, and
sometimes it is used to make people laugh. Other mime
artists manage to tell very sad stoies using mime. One
rype
of mime that is very popular and which you can see
all over the world,
js
Tableau Vivant. In this kind of
mime, the actor dresses up as somebody
famous - for
instance, Charlie Chaplin or Napoleon Bonapafte
-
and
they stand very still on a busy street comer trying to bok
exactly like a statue. In
fact,
you can't help wondeing if
they really are statues! However, if you give the 'statue'
some monq), he starTs moving
for
you. It's a clever idea
and small children love to watch the statues come to life.
It's something they will remember seei.ng
for
a long time.
F
Mime has now become so popular that special mime
schools have opened in some countries
-
France and
America,
for
example. The schools help students to
leam all the dffirent types of mime by teaching not only
acting but also dancing and clowning. Mime has now
changed so much that some mime artists even include
speech in their peforrnances. Some people think this
is a good idea, but there are others who believe the old'
fashioned
mime is the best and that a top-class mime
aftist shouW never need to say a word.
G
Despite the different opinions about modem mime, there is
one thing that most people agree on. Mime has come a long
way since the days of the ancient Greel<s, and it will go on
being a popular
form
of theatre
for
ffMny years to come.
6oG)
umrr 20 rhe Performing Arts
[!
Read the article again and answer the questions. Choose from paragraphs A-G'
In which paragraph of the ;i"I""d" *" ft"d out.l
that plays tried to show people the correct way to behave?
that it can be quite cheap for somebody to become a mime artist?
that people used to use mime instead of talking?
that mime is found worldwide?
that mime artists used to hide their faces?
that mime artists often dress differently from other people?
that mime can be used for both comedy and tragedy?
that mime artists now talk in some of their performances?
that future generations are likely to enjoy mime?
what the word'mime' means?
that the nationality of mime artists is not important?
about people being taught the art of mime?
that miming is sometimes combined with dancing?
that children find mime artists especially memorable?
about miming performances in ancient Greece?
&:l
w_l
utff*-'"'- .
rL_
ffi-
n&...._....
w_-'
f,r
'"-"
:a
s,._
N'-'--.
tt
,r
"-
tt- _--
&__,
tr-'
ulL
K]
tr'-
-
tEL--
'
flr-.
r&
,!r*'- \
s.
ftT
u,_.-.._.--,,
f|
Find words and phrases in the article which have the following meanings.
1 people who watch a film, a play etc (part A)
2 belonging to a very simple society, without industry
@art
A)
3 movements of the body, usually the hands and arms (part A)
4 ethical (part B)
5 people who perform (Part B)
6 to show respect to (Part B)
7 problem (part C)
8 practising (part D)
9 objects used by actors in film or play (part D)
10 for example (part E)
11 a figure of a person (or animal) made of stone, metal, etc (part E)
12 one of the best (Part F)
UNIT 20 The Performins Arts
G;t)
!l
f,f
Use the words in capitals at the end of each sentence to make words which fit in the spaces.
1 There's nothing better than watching a film for a good night's , ENTERTAIN
2 I thought the mayor's before the concert was very touching. SPEAK
3 What are your on the subject of the National Ballet being sold? THINK
4 The great thing about this theatre group is that we travel abroad and meet actors of other
. NATION
5
6
7
8
I can't make lunch tomorrow; I'll be
The atmosphere at the children's pantomime was
The wonderful soundtrack made the film
He's so funny that he really should be a
for my new play. REHEARSAL
. MAGIC
. MEMORY
COMEDY
scenery showing special effects
that had been made by
2
3 apart from Kevin Costner, who played
I ever saw.
at the local cinema this weekend?
Unfortunately, his new play got really bad
always trust what the critics say.
7 The
part of London hundreds ofyears ago.
8 That new science fiction film has so many wonderful
a fortune to make.
in the papem. Still, you can't
was so realistic, you could imagine
just
what it was like living in a poor
168
@t
Complete the sentences with these words.
ballet cast costumes performances reviews
all the children wore For their end-of-year play,
their parents.
It was an excellent show; all the actors gave wonderful
It was a mainly unknown
4
5
6
the detective.
Swan Lake was the first
What's
I Urutr 20 The Perforrning Arts
that it must have cost
G
E
Look at these examples from the article.
I Audiences have enioyed going to the theatre
"'
2 ...
found
a way of communicating with each other
"'
3 ... primitive people managed to show what they wanted
"'
Which form of the verb follows enioyed?
Which form of the verb follows managed?
Which form of the verb do we use after prepositions?
Study ZO.l and,20.2 ofthe Grammar Reference on pages 189-190 before you do the task'
Grammar Link
tt
Complete the sentences with the correct form of the verbs in brackets.
1 When he was a child, Marcel Marceau never imagined
-
(become) one of the
most famous mime artists in the history of theatre.
The boy asked the actor how he managed
-
(learn) so many lines so well'
I am afraid we cannot afford
(get) tickets for this performance.
(book) tickets at the cinema; there's always plenty of empty seats.
(book) the tickets for the concert.
We look forward to
--
(see) you when you come to our show in Athens'
The director volunteered
(resign) when the film went over budget.
How about
(come) to the circus with us this weekend?
,,
3
4
5
6
7
8
9
10
It's not worth
He offered
Andy considered
(train) to become an actot,but then changed his mind'
'Pretend
(cry),'the director told the actor'
Look at these examples from the article.
.... people had begun to talk, .'.
They began petforming ...
Is there a change in meaning if the verb begin is followed by a gerund or an infinitive?
Look at these examples from the article.
... the ancient Greel<s ... went on to develop it ..'
h[.'me ... will go on being a popular
form.-.
Is there a change in meaning if the phrasal verb go on is followed by a gerund or an infinitive?
study 20.3 ofthe Grammar Reterence on page 190 before you do the task.
UNIT 20 The Performing Arts
G;d)
Complete the sentences with the correct form of the verbs in brackets. More than one answer may
be possible.
1 When he was interviewed, Charlie Chaplin said that he didn't remember
in east London as a child.
(live)
1
3
4
5
6
7
I
9
10
11
t2
It started
Did you try
Most children love
They say that Marilyn Monroe often forgot
Stop
If you continue
The agent regretted
apologised to her.
I'll try
Did vou remember
(rain) as we were
iust
about to leave the house.
(get) the star's autograph after the performance last night?
(watch) cartoons on television.
(appear) for film shoots.
(talk) now; the performance is about to begin.
(behave) like that, the theatre manager will ask you to leave.
(shout) at the actress yesterday morning and has
(talk) to the ballet teacher in the morning, but I'm not sure I'll find her.
(buy) the book about performance in primitive societies?
After a
I love
3-hour rehearsal, they stopped (take) a break.
(watch) old films on DVD.
!l
You will hear two people discussing three different summer camps. Each summer camp specialises
choose the correct answer a, b or c.
5 According to the information provided, how
many camps offer sports activities?
a one
b two
c three
In Tim's opinion, Sarah should attend the
music summer camp in order to
a play different instruments.
b improve her English.
c meet students from other countries.
How long is the course specialising in music?
a about a fortnight
b nearly three weeks
c about four weeks
Sarah decides against the music summer
camp because
a she'lI miss her family while she's away.
b she promised her parents she'd go on
holidaywith them.
c the dates of the course don't suit her.
lJstening
Link
4-=
in a particular area of interest. For questions 1-8,
1 Which sufllmer camp is located about an hour
from hndon?
a the theatre camp
b the music camp
c the film-making camp
2 What does Sarah not like about the
film-making course?
a the regulations regarding language level
b the minimum age
c the location of the school
Why does Tim decide to go to the theatre camp?
a It is not too expensive.
b He wants to become a professional actor.
c The cource dates are most suitable.
At theatre camp, you can learn how to
a design special effects.
b be a director.
c use a camera.
G70
ur,rrr 2o rhe Performing Arts
q
f,
es
;ic?
Speaking Link
El
Work with a partner. Ask and answer the questions.
Have you ever been to a concert or the theatre?
If so, did you enjoy it? If not, would you like to go?
Many people say that they prefer to see live theatre rather than a film.
Why do you think they might feel this way?
What advantages does film have over theatre?
In general, film stars earn much more money than stage actors. Do you think this is fair?
Some people believe that actors receive too much attention/publicity.
Do you agree?
If you could spend a week watching a play being rehearsed or a film
being made, which would you choose? Why?
Use the hints and the expressrons
in the box below to help you.
FIInl T S
Avoid
jusi
soying'Yes'or'No'. Try lo onswer queslions os fully
os possible, exploining ond
juslifying
where oppropriole.
I think people like/enjoy ...
The main advantage is ...
It's probably because ...
I agree that ... but I also think that ...
I disagree ...
I don't think... is fairiright.
I'd rather ... than ...
Now report back to the class.
UNIT 20 The Performing Arts
fi7
Writing Link
ln this unit, you are going to learn to write an informal letter giving information.
lf
Read the question. Then read the letter and choose the correct answet a, b or c for each gap.
Write a letter to your cousin telling himlher about a concert, play or film you have seen'
Dear Lynne,
sorry I
C for
ages. I've been b"ty
D
lots of homework and revision. How are you
anyway? I hopeyou're oK I betyou've
tf---)
hard too.
I
A)tellyou
about the
fantastic film
I saw the other evening called 'Joe Parker'. It is about
a young boy who wants
g--__)
his iik He's been a real problem
for
his parents and hot Gf-)
into all kinds of trouble. In the
fitm
he is trying to
Ef--t for
everything by
GD
hard at school
to get good marks. He's decided he is
Qf--_.)
be a doctor instead of a criminal! Honestly, Lynne,
it was brilliant.
I
felt
very
@f--_l
because the endingr,
C
sad that I started to oy. It di!!1 matter,
t),
br*un when the lights in the cinema went on eve,yone else was
Gf--l,
tuo! You
really (lf-ltry to see it if it comes to your local cinema.
Well, I'd better go now. Try
(!f-] soon and tell me allyour news.
Love,
lanet
F
1
1
2
3
4
5
6
7
8
9
10
11
L2
13
14
15
a wrote
a making
a working
a must
a change
a got
a make out
a to work
ato
a embarrassed
a such
a although
a cried
a ought
a to write
h haven't written
b being
b been working
b ought
b changing
b gone
b make do
b working
b going
b excited
b sort of
b though
b tocry
b should
b written
c don't write
c doing
c work
c have
c to change
c went
c make up
c having work
c going to
c exhausted
cso
c even
c crying
c had to
c writing
El
Now write a letter. Use the outline to help you. (160''180 words)
Greeting
Paragraph 1
Paragraphs 2 and
Closing paragraph
Signing off
Dear (Lynne),
General'chat'
Tell your cousin about the concert/play/film
-
the story, the characters and
where you saw it. Recommend the concert/ play/ film to your cousin.
Ask your cousin to write soon.
Love,/Bye for now,
(Janet)
L
fi7i
,t't 2o rhe Performins Arts
For questions 1-16, choose the correct answer, a, b, c, or d.
1 A burglar their house while they were out. 9
a looked into
b got out of
c broke into
d came after
2 How can young people in gangs all the 10
pressures and dangers they face?
a consider
b remain
c insist
d endure
3 They hadn't thought about it before. It was 11
a
_
decision.
a primitive
b spontaneous
c distinctive
d numerous
4 Jenny is having her
a gesture
b shot
c portrait
d statue
painted on Saturday.
5 Social help young people deal with their
problems and difficulties.
a members
b workers
c officers
d rivals
6 The bank robber was sent to prison by the
a police
b prisoner
c
judge
d private detective
7 My purse was from my bag.
a robbed
b sentenced
c committed
d ;tolen
8 Several
a first
b scale
c eye
d glance
With digital photography the results are
a instant
b moral
c digital
d toxic
Some teenagers do things they shouldn't because
of
__
pressure.
a peer
b ignorance
c gang
d personality
You don't have to be a computer to use
this camera!
a editor
b wizard
c technique
d actor
12 My cousin is a freelance
a reporter
b director
c precaution
d barrier
for a newspaper.
13 The cast are doing eight a week at the
moment, which is very tiring.
a special effects
b performances
c props
d reviews
I can't decide yet, but I will bear your ideas
a for instance
b in honour
c on my guard
d in mind
Olly's for the play.
a producing
b rehearsing
c influencing
d operating
The really enjoyed the performance.
a membership
b denial
c audience
d slippers
14
15
witnesses saw the accident. t6
BEVTEW 5 Units tz-zo
@!
rammar
For questions 1-1 6, choose the correct answer, a, b, c, or d.
1 I wish I Polly some advice before she left. 9
a had been given
b had given
c gave
d was gMng
2 Thatbox looks heavy. I ask for help to
carry it?
a Should
b Ought
c Shouldn't have
d Ought to
3 I wish I better. I want to go out tonight.
a was feeling
b had felt
c been feeling
d feeling
4 I wish Kate so fast.
a driven
b drive
c driving
d wouldn't drive
Pete, who
and left.
a sitting
b will sit
c sat
by the fire, suddenly
jumped
up 13
d had been sitting
I need so I am going on holiday.
a to relax
b relax
c to relaxing
d relaxing
I buy this digital camera, or not?
What do you think?
10
a Ought not to
b Ought
c Shall
d Shouldn't
11 It's high time we
a insisting
b to insist
c insisted
d insist
on some changes at work.
several crimes before he
L2 You brought the dog inside the house.
a should
b shouldn't have
c oughtto
d shall
I enjoy
a acting
b to act
c act
d acted
I my dinner then washed the dishes. 15
a eat
b had been eating
c ate
d was eating
If you are feeling ill, you
doctor.
a ought
b should
c shall
d shouldn't
The man on trial
was caught.
a commits
b had committed
c is committing
d was committing
L4 The robber in court later today.
a had appeared
b is appearing
c appeared
d has been appearing
['d better now. It's getting late.
a to leave
b leaving
c leave
d have left
16 Stop
,
please; the film is about
to start.
a to talk
b talk
c talking
d has talked
on stage.
u
tt
f@
nevrew 5 units
"t7-zo
to go and see a
We use this tense
Grammar Reference
things which are true
jn
general.
the laws of science and nature.
how often something happens.
This tense is used with the stative verbs be[ow,
which normally appear in simple forms.
(See 1.3 for more about stative verbs.)
o
emotion: odore, dislike,
fear, forgive,
hate,
like, love, need, wont, wish
.
measurement: cost, equaL, measure, weigh
o
mental activity: appear, believe, depend, doubt,
expect,
forget,
guess, hope, imogine, know, mean,
mind, prefer, realise, remember, seem, suppose,
think, understand
possession: belong to, hove, owe, own, possess
senses:
feel,
hear, notice, recognise, see, smeLL,
sound, toste
UmEt
6$
a
a
a
Large cities ore very busy pLaces.
Fish live in water.
My porents plant new
fLowers
in our gorden
every sping.
I absolutely adore your aportment.
How much does this
fLot
cost?
He doesnt understond why she moved house.
a
a
That house belongs to my grandfather.
Do you hear the dog barking?
We use this tense for
o
actions that are in progress at the time of
spea ki n g.
.
actions that are in progress around the
time of speaking.
This tense can also be used with words Like oLways,
forever
and continuously to complain about
habituaI behaviour.
At the moment, I am cleaning my room.
John's uncle is building o house near the sea.
Martin's neighbours are always making too
much noise.
Some stative verbs can be used in continuous forms, but there is always a change in meaning. Instead of
describing a state, they describe an activity.
Your house sppeqrs to need a coot of paint.
Most houses have solid
foundations.
I see that you got a new
fence.
When we cook
food
on our barbeque, it olways
tastes
fantastic.
We think your designs ore very good.
The
famous
orchited is now appeoring at the town halL
AngeLa is having probLems with her landlord.
We are seeing a plumber about the centroL
heating problems.
I am tosting the cheese because it smelb
funny.
We are thinking of moving
from
this areo.
Grammar Reterence
G7i
We use this tense for
o
compteted actions and states when the time is
not important. There is always a connection with
the present.
o
actions and states that started in the past and
stit[ continue.
.
giving new information or announcing a
recent event.
.
saying how many times an action has happened.
Helen has used those builders and she slys
they're good.
He has lived here most of
,his
life.
My sister has
just
bought a new bungalow.
I have never seen such a beoutiful house.
We hove
just
calted the estate agent.
It's the
first
time I hove lived in on apartment.
This tense is used with words Like akeody,
just,
and
yet and with phrases such as lt's the
first/second/Lost
time ..., this morning/evening (when the period of time
hasn't finished), etc.
They have lived here
for
three years.
He has,made o lot of
fiends.since
he rnoved here.
This tense can be used with
for
and since.
for
+ a period of time
since + a point
jn
time
Remember.' Don't use this tense with words and phrases that refer to specific past time such as yesterday,
in 1.972, last year, etc.
We use this tense for
o
actions which began in the past and have recentty
stopped. There is a connection with now.
.
emphasising how long an action has been
in progress.
John has been gordening and he now needs to
have a shower.
We have been pointing the house
for
olmost
two weeks.
This tense can also be used wilh
for
and since. He has been living in London
for
three yeors.
She has been decorating her house since March.
ilJnit
a We use this tense for
o
a state or completed action in the past when the
time is important.
o
a series of completed actions in the past.
o
the main events in a story.
r
an action which interrupted another action that
was in progress in the past.
Andrew stsrted his
job
four
months ago.
She turned on the computer and insefted a USB stick.
He walked into the
ffice
and closed the door.
The telephone rang while we were having a meeting.
We use this tense for
o
actions that were in progress at a certain time
in the past.
o
two or more actions that were in progress at the
same time in the past.
.
an action that was in progress in the past and was
interrupted by another act'ion.
o
describing things in the past.
SheiLa wos working on a project when her boss
osked her to come into his offrce.
Anno wos typing the reviews while Sally was
enturtng information into the computer.
She was driving home
from
work when the police
stopped her
for
speeding.
The
firemen
were putting out the
fire
while the
police were asking people whot had hoppened.
C76)
cru.rar Reference
I
l
!
I
l_
I
I
I
I
I
!
(
(
v
a
a
a
a
I1
p
o
E
l
We use this tense for an action or state that existed
before another event, state, or time in the past.
The doctor saw the patient after he had looked ot
the X-ray.
This tense is used with words like okeady,Tust and yet and
with phrases such as It wos the
first/second/last
time ... .
I had
just
closed the door when the telephone rang.
It was the
first
time Tony had been
for
an interuiew.
This tense can be used with
for
and since. They hod worked together
for
three years when
they decided to start 0 company together.
Chis hsd wanted to become o policemon since he
wos at school.
We use this tense for
o
an action that was in progress before another
action in the past.
o
an action that had
just
finished at a certain time
in the past but was sti[[ relevant at that time.
Naomi had been waiting
for
half an hour when
the
ffice
monager
finally
hod time to see her.
They had'been,interviewing peopLe
for
oges ond
still couldn't
find
the ight person.
Secretaries used to use typewiters to wite letters
but now they have computers.
She used to have on office of her own.
Women didnt use to work as often as they do now.
He would olways have o coffee and Look ot the
paper before he started work.
Unrt
&
tg.
We use used to + bare infinitive to tatk about
o
an actjon that happened regularly in the past but
no [onger happens.
o
past states.
The negative form of used to is didn't use to.
Used to can be reptaced by wouLd to ta[k about actjons
that happened regularty in the past. It cannot be
replaced by would when it talks about past states.
Be used to + nounfgerund tatks about habits and
states that are not strange or new to us.
Get used to + nounfgerund tatks about the process
of something becoming famjliar to us.
Martin is used to working oveftime at the hospitot.
She soon got used to toking responsibiLity
for
the
other members of staff.
We use this tense for
o
making predictions, promises, and threats.
o
offering to do something for someone.
.
asking someone to do something.
.
making a sudden decision.
I'lt make the most beautiful dress ever.
I witl help you decide which bett to buy.
Witt you pass me that checked scorf, please?
I wilt take the red dress, please.
It is often used with the verbs think, beLieve, etc and
phrases like I am sure ... to make guesses or give our
opinion about what wiLt happen
jn
the future.
I think long dresses will be in
fushion
agoin nut yeor
We use this tense to
o
talk about an action that wiL[ be in progress at a
specific time in the future.
o
talk about an arrangement for the future.
o
find out about somebody's p[ans when we want to
ask them a favour.
Mory wilt be watching the
fashion
show then, so
she con't come to lunch.
I will be shopping
for
my wedding dress on Soturdoy.
Will you be weoring your Leother
jocket
tomorrow?
If not, con I borrow it?
Grammar Reference liii
We use this tense to talk about something that wil.L
have happened before a certain time in the future.
i
The
fashion
show wilt have ended by the time we
get there.
I
I
I
I
I
I
I
I
l
r-
I
I
t
I
I
1
I
I
I
We use this tense to ta[k about how long something
wiLL have been
jn
progress at a certain time in
the future.
This time next yeor, James will have been working
for
that
fashion
house
for
ten yeors.
We use this tense for schedules, timetabtes and
programmed events.
The
fashion
show storfs at 3 o'clock in the afternoon.
We ore ottending o
fashion
show in the centre of
town tomorrow evening.
We use this tense for ptans and arrangements for the
future. There must be a word or phrase in the sentence
that talks about future time unLess this can be
understood from the context.
We use be going fo + bare infinitive for
o
ptans and arrangements for the future.
.
making a prediction for the future based on a
present situation.
Sandra is going to meet me ot the boutique.
She is going to become a very successful designer
one day.
ar--:!
&
s
I
T
F
F
F
F
F
lv
lv
Ir
G
b
T
tt
Sr
tl
a
a
We use can to tatk about ability in the present
or future. It
js
fottowed by a bare
jnfinitive.
The negative form of can is connot (con't).
We use could to talk about a general abil"ity in the
past. It is fot[owed by a bare infinitive.
.
The negative form of could is couLd not (couLdn't).
o
Other forms of con are formed using the verb
be oble to.
Young people con hove o great time on odventure
holidoys in the countryside.
The travel ogent can't change your
fLight
dates.
I used to have lots of
free
time, so I could go oway
for
short breaks.
In the past, peopLe couldn't go on packoge hoLidays.
I'll be able to meet you in London next Saturday.
Sorry, but I wasn't able to book the
flight
to Pais.
Future tenses cannot be used in a future ctause with
when. We use a present tense.
The same is true of future clauses with as soon as,
after, before, untiL, while, by the time, and no matter
what/who/where/etc.
Note that we use the Present Perfect when we need to
emphasise that one action must be compteted before
the next one starts.
When you see Ruth, will you tell her to call me?
I'lL look
for
a new bag when I'm shopping later.
As soon as you see her new haircut, tell her it
Lools nice.
No motter where we go, I'll wear my new suit.
I wilL give you back the penciL when I have
finished
with it.
6zg)
crurrar Reference
We use must and hove to to tatk about obl.igation
and necessity. They are foltowed by a bare i-nfinitive.
The negative forms of must and hove to are
must not (mustn't) and do not (don't) have to.
Mustn't means that you are not allowed to do
something, but don't have to means you can
choose whether you do something or not.
The past form of must and have to is had to.
The negative form of had to is didn't hove to.
o
We use need to to talk about something that is
necessary. It is fotlowed by a bare
'infinitive.
o
The negative form is don't need fo. We can atso use
needn't.
o
The past form is needed to.
o
We use didn't need to when somebody knew that it
was not necessary to do something.
o
We use needn't have + past parLicipte when somebody
did something unnecessary in the past, but they didn't
know it was unnecessaryr at the time.
?we
You must be carefuL when you cross the rood.
You have to toke your possport when you troveL obroad.
You mustn't park near the crossroads.
You donT hsve to take a taxi. Take the bus insteod.
vking
1
_l
9
,r,
"f
1
I
__l
*
er. I
,rl
inished I
l
;;1
ates.
I
' go away
I
notidoys.l
zturday.
I
b Pans.
I
We had to turn right as the rood wos blocked.
You didn't have to stoy in the most expensive hotel
in the city.
You need to buy o comera to take pictures when we,re
on holiday.
The guide says that we don't need to/needn,t take
umbreLLos with us.
We needed to wait
for
the Locol
ferry
to toke us
across the iver.
He didnt need to be home early so he drove oLong
the coast rood.
You needn't have taken so mony photographs
as
there are some beautifuL postcards
available at the
gift shop.
t lnil
The passive is made with the verb be and a past participLe. We change an active sentence into a passive
sentence in the following way. The object of the active verb becomel the subject of the passive verb.
The verb be is used in the correct form together with the past participte of the active verb.
The tabte betow shows how active verb forms change to passive verb forms.
Their best pLayer scored the goal.
-
The goaL wos scored by their best p@er.
Simple Present
Present Continuous
Past Simpte
Past Continuous
Present Perfect Simple
Past Pertect Simpte
Future Simpte
Future PerFect Simpte
Modals
Modats (past)
Infinitive
Gerund
be going to
give/gives
am/are/is giving
gave
was/were giving
have/has given
had given
wi[l. give
wi[[ have given
shoutd give
shoutd have given
to give
giving
am/are/is going to give
am/are/is given
am/are/is being given
was/were given
was/were being given
have/has been given
had been given
wit[ be given
wit[ have been given
shoutd be given
shoutd have been given
to be given
being given
am/are/is going to be given
The Present Perfect Continuous, Past PerFect Continuous, Future Continuous, and Future
perfect
Continuous
tenses are not usuaLil, used in the passive form.
Sometimes we want:c
(r''c,r
aho or what was responsibte for the action (the agent). In a passive sentence
the word by comes be-e-e :his information.
we use the word r,,r:r nhe- re ,tant to say what the agent used to do something.
The teom is manogd by'_-e Bt manaqer in the world.
The swimming pool wG dmt d vith speciol chemicaLs.
Grammar neference
679
$rxQt
GL
We make comparatives and supertatr'ves in the foltowing ways:
short shorter the shortest
cLever cleverer the cLeverest
big bigger the biggest
crazy crazier the craziest
comfortobly more/Less the most/leost
comfortobLy comfortably
.
We add
-er/-est to adjectives/adverbs w'ith one
or two syttabtes.
.
The Last consonant is doubLed for one sytlabte
adjectives/adverbs with consonant-
vowet-consonant.
.
For one or two syllab[e adjectives/adverbs that
end in -y, the y changes to i and then we add
-er/-est.
.
We use more/most or less/leost with adjectives/
adverbs of more than two syttabtes.
Some adjectives/adverbs are irregular and the comparative and supertative forms shown in the tabte betow
must be learned.
the most
the worst
the
farthest/furthest
the
fewest
the best
the worst
the least/smallest
the most
the most
the oldest/eldest
m0re
worse
forther/further
fewer
better
worse
Less/smaller
more
m0re
older/elder
o lot of
bad/badly
far
few
good/wetl
iu
Little
A Ferrari is
foster
than o Renault Clio.
It is slightly more expensive to troveL by train thon
by bus.
It was a bit cheaper to go
from
Athens to Crete by
ferry
than by plane.
It is much more comfortable to travel
first
class on the plone.
There are o lot more cars in London thon in Dover.
We use than with the comparative when two
people, groups, places, or things are compared.
SLightly, o bit, much and o lot can be used
with the comparative form to give us more
information.
i
i
I
I
I
t-
t
L
(not) as + adjective/adverb + as
fhe + comparative, fhe + comparative
comparative + and + comparative
prefer+ gerund/noun + to + gerundfnoun
wouLd rother + bare infinitive + than + bare
infinitive
The new deporture Lounge at the oirport is not as
comfortoble as the oLd one.
The
faster
he dives, the sooner he will get home.
Cors are getting
foster
and
faster.
Some people prefer taking the metro to diving to the city.
She prefers her Ford to her husband's Porsche.
Many possengers on the bus would rother stand than sit.
a
a
a
I 180 Grammar Reference
[.!mit
@
Questions tags are short questions at the end of a
and auxjliary verbs.
or negative sentence. They are formed wjth modaI
_)
I
Believe, consider, expect, hope, know, report, say, think, etc can be used in the foLLowing passive structures:
It is beLieved thot the problem of litter is getting worse.
The problem of Litter is believed to be getting worse.
o
ImpersonaI Structure
.If + passive verb + that + clause
o
PersonaI Structure
subject + passr've verb + fuLL infinitive
The villagers sent the minister letters of protest.
The minister wos sent letters of protest by
the villogers.
Letters of protest were sent to the minister by
the villogers.
Some active verbs have two objects.
We usuaLty use the personal object as the subject in a
passive sentence.
Note the use of the word fo when the impersonaL
object becomes the subject of the passive sentence.
We use questions tags
. ,when
we want someone to agree with what we
are saying.
o
to make sure that what we are saying is right.
You exercise everyt day, don't you?
Those pills give poin relief, don't they?
He can't poy by check, con he?
She used to work in thot hospital, didn't she?
I'm in good shope, aren't I?
Let's go jogging,
shall we?
Call the doctor, will you/won't you?
This is the medicine the doctor recommended, isn't it?
Those are bad habits that mode him iU, aren't they?
Note the way the fottowing tags are formed:
o
I om ..., aren't I?
o
Let's ..., shall we?
o
Imperotive ..., will you?/won't you?
o
This/Thot is ..., isn't it?
o
These/Those ore ..., aren't they?
When who, what, or which is the object of a question,
the word order changes.
Who did she see about her sore tooth?
What did the doctor tell him?
When who, whot, or which is the subject of a question,
the word order does not change.
Whot made her do that?
Who calted the ombulonce?
An indirect question is a question introduced by one of the fottow'ing phrases:
Coutd you let me know how much it costs?
Do you know what kind of treatment they gave the
patient?
I wander if you know where I can
find
o dentist.
I would like to ask you whot I shoutd do if I
feel
out of breoth.
Could you let me knor; ...?
Can you tell me ...?
Do you know ...?
Hove you any idea ...?
I would like to knovi ... .
I wonder if you knov, ... .
I woult' like to ask you ... .
I don't suppose you K.ct, ...
Note that the word or..' :'= :'':- :.restion changes when it becomes an indirect question.
Where is the hopitol?
When should she take the
nsc-e?
Why did the nurse speok sc '-:e:-,?
Can you tell me where the hospital is?
I'd like to know when she shoutd take the medicine.
Have you any idea why the nurse spoke so rudely?
Grammar R"f"r"n""
GBi)
We make negative questions with not.
We use negative questions
.
to express surprise.
o
to show we are annoyed.
.
when we expect the answer to be yes.
Unit
dD
Didn't you toke the doctor's advice?
Didnt the dentist take the tooth out in the end?
Didn't I tell you to call me if she needed ony help?
Didn't we see the surqeon last yeor?
When the reporting verb is in a past tense, the tenses used by the speaker change as fottows:
Simp[e Present
'I work at the LocaL Librory,' she said.
Simple Past
She said (thot) she worked ot the locaL Library.
Present Continuous
'We are meeting the sociaL worker soon,' Mark said.
Past Continuous
Mark said they were meeting the social worker soon.
Present Perfect
'He has wanted that
job
for
oges,' she said.
Past Perfect
She said he had wonted that
job
for
oges.
Present Perfect Continuous
'I have been waiting
for
the repair man,' he said.
Past Perfect Continuous
He said he hod been waiting
for
the repair man.
Simpte Past
'I renewed my Librory cord,' she soid.
Past Perfect
She soid she had renewed her Library cord.
Past Continuous
'She was woiting
for
two hours,' he said.
Past Perfect Continuous
She soid she had been waiting
for
two hours to see
the mayor.
con
'I can help you,' she soid.
could
She said she could help me.
may
'I may be abLe to visit her,' he said.
might
He soid thot he might be oble to visit her.
must
'You must see the dentist about your tooth,'
he soid.
hod to
He said I had to see the dentist about my tooth.
wiLL
'I will help you raise the money
for
chaity,'
he said.
wouLd
He said he would help me roise the money
for
choi\.
don't
'Don't expect the police to help you,' she said.
not to
She told me not to expect the police to help me.
If we report something and we know that it is stil"t
true, we do not need to change the verb tenses.
'I have o LoveLy niece,' he said.
He said he has a LoveLy niece.
'The police are there to heLp,' they said.
They said the police sre there to help.
When direct speech tatks about a law of science
and nature, the tenses do not change when
it is reported.
'The Earth goes around the Sun,' said the library ossistont.
The library assistont said the Eorth goes around the
Sun.
0gl
crurrar Reference
Sometimes there are time and pLace changes in reported speech. Changes are as fotlows:
@
-
@.k:Li*Sgffi
today
'I wilL be ovailoble to see you today,' he said.
lr.:irLL-,]&
-
thot c:-,
He said he would be ovoiLoble to see me thot day.
yesterday
'She gave some money to charity yesterdoy,' he soid.
fho e,- -;:,-'.c
He soid she hod given some money to choity the
day befora
last week/ month/year, etc
'We met John last week,' they soid.
the r,eeK,imonth/year before, etc
They soid they hod met John the week before.
tomorrow
'We con go to the town hoLL tomorrow,' they said.
the
foli.ovting
day
They said they could go to the town holl the
fotlowing
doy.
next week/month/year, etc
'You cqn expect the letter
from
the organisotion next
week,' he said.
th e
foLlowi
ng week/ month/year, etc
He soid I could exped the Letter
from
the
organisation the
following
week.
this/these
'These ore my librory bool<s,' he soid.
thot/those
He said those were his Librory bools.
ago
'We went to the health center two weels ago,' they soid.
before
They soid they had gone to the health center two
weels before.
now
'We need the money now,' he soid.
then
He said they needed the money then.
here
'I will be here tomorrow,' he soid.
there
He said he wouLd be there the next doy.
at the moment
'I am too busy to see you at the moment,' soid
the manoger
at that moment
The manager soid she wos too busy to see me at
that moment.
The changes in tenses are the same as the ones we make in reported statements.
When a direct question has a question word like r,vho,
what, how, etc., this word is used in the
reported question.
'Where is the poLice stotion?' I asked.
I asked where the police stotion was.
'Do
vou
do any voluntory work?' he asked.
He asked me if/whether I did any voLuntary work.
When a direct question doesn't have a question word
like who, what, how, etc, if/whether is used in the
reported question.
Remembef.' In reported questions, the verb follows the subject, as in ordinary statements.
We do not use question marks.
L
Grammar Reference
G8i)
i Sometimes we use verbs other than say, ask or te[[ to report speech.
i
ogree/refuse/decide/offer + fuL[ infinitive
apologize+for+gerund
occuse + object + of+ gerund
blame + object +for+ gerund
congratulate + subject + on + gerund
suggest (that) + subject + (should) + bare
infinitive
suggest (that) + subject + verb in Past Simpl"e
I
ltl*te that suggest can be followed by a gerund
I
when the speaker is involved in the action.
L.
'Yes, I can see you tomorrow,' she soid.
She agreed to see me the next day.
'I wiLl not allow you to volunteer
for
thot
job,'
he said.
He refused to allow me to voLunteer
for
that
job.
'I am sorry
for
making such a mistoke,' he said.
He apologized
lor
moking such o mistoke.
'You broke the window on purpose,' they said.
They accused me of breaking the window on purpose.
'It wos Andrew who started the
fire,'
soid David,
David blamed Andrew
lor
starting the
fire.
'You did a wonderful
job,'
she said to the policemon.
|he congratuloted the policeman on doing a
wonderful
job.
'Let's cotlect some money
for
the poor people in our
town,' they soid.
They suggested (that) they (should) collect some
money
for
the poor people in their town.
'Why don't we visit Polly,' he suggested.
He suggested (thot) they visited PoLLy.
'Let's buy chaity cards,'said John.
John suggested buying choity cords.
Relative clauses give more information about the subject or the object of a sentence.
Relative clauses are introduced by the fotlowing
words (retative pronouns and adverbs):
who for people
which for things
whose for belongings
when for time
where for places
There are people who hove survived natural disosters.
The
flood
which hoppened Lost manth was the worst in
o decade.
Those ore the children whose money was sent to the
flood
victims.
There comes o time when we need to offer our support
to those in need.
The building where they keep the
fire
engines is
spotlessly clean.
G80
crur.ar Reference
Unit
In some retative clauses, the information is necessary and in others it is extra.
This type of retative ctause gives us information that
we need to be able to understand who or what the
speaker is tatking about. We do not use commas to
separate it from the rest of the sentence.
The man who told us about the hotel wos very helpful.
There ore mony vocotions ovailable that aren't
too acpensive.
The womon whose sister is my best
fiend
hos been
working in Africa
for
two years.
I remember o time when holidays obroad were
not common.
This type of relative ctause gives us extra information.
We use commas to separate it from the rest of
the sehtence.
My
fathel
who travels a lot on business, has visited
many counties.
While we were in Sontoini we slw the black sand,
which is a result of a volcanic eruption thousands
of years ogo.
The
ffices
of Go Tours, whose hotidays ore reolly
gaod, ore nert b the town hall.
L972, when I
first
went to France, wos the year
my brother was born.
She went to the Caibbeon, where she enjoyed the
naturol beauty all oround her.
I lni*
rrr
IN"' ConditionaI sentences tatk about the resutts of reaL or imagined actions or states.
The zero conditional talks about habitual facts in the
present or the future. When can be used
instead of
f.
If/When + present tense, present tense
If Angela goes jogging,
she tokes a bottle of water
with her.
When she hos a problem with her weight, she ties
to do more exercise.
The first conditjonal talks about things that wiL[
probably happen now or
jn
the future.
f
+ present tense, will/can/may + bare infinitive
Note that unLess can be used in this conditionat.
Unless means the same as if not.
If Anna continues to eot Lots of chocolate, she will
put on weight.
If John geB himself
fit,
he can ploy
for
us na<t week.
You may hurt yourseLf if you try to lift those weights.
We'll go swimming unless it rains.
We use the second conditional to talk about things
o
that probab[y won't happen now or in the future.
.
we know wi[[ not happen.
ff+
past tense, would/couLd/might + bare infinitive
If you ote Less, you might be thinner.
If you wonted, you could take up tennis.
If I were asked to play
for
Manchester lLnited,
it would be a dream come true.
We use the third conditional to tatk about the past.
It always talks about hypothetical things because we
cannot change the past.
If + past pertect, woud/couh/mfgn! + hwe + past
participte
If they hod scored that penalty, they would have
won the cup last year.
My grondfather could have been on athlete if he'd
trained harder.
She might have been the best tennis player in the
world, if she hod not had so many injuies.
Grammar Reference
f
8C
Provided (that) the referee arives on time, the gome
wiLL staft at seven.
I wilL Let you borrow my exercise bike as long os you
promise to be careful with it.
We can use provided (that) and as long as in the
first conditional instead of
f.
I won't play with her again even if she changes her
style.
Even if he changed tactics, the team would never win.
They wouldn't have beaten Real Madid even if they
hod had the best
p\avers
in the world.
We can use even
f
in the first, second, and third
conditjonaI to mean it doesn't motter if .
Take your jocket
when you go jogging in case it
starts raining later.
She odvised her son to wear two poirs of socks in
case the weather changed.
We use in case to exptain that somebody does
something because it is possible that something
else might happen. In case can be used to tatk
about the present, the future, or the past. It is not
followed by a future tense.
in case + present tense (present/future time)
in case + past tense (past time)
I wouLd like a can of lemonade, please.
We buy meat once a week, usually on Saturdoy.
I had a sondwich
for
lunch. (The sandwich had
chicken ond tomato in it.)
She worl<s as a dietician in a healtlt club.
A
/
An is used
o
with singuLar countabLe nouns.
o
to mean per/each, in expressions of frequency.
o
to mention something for the first time.
(When we continue talking about it we use the.)
o
to show
job,
status, etc.
I made a cake and some cookies yesterdoy.
The cake had been eaten by lunchtime!
Ihe is used with singu[ar and p[ural, countab[e and
uncountable nouns, to taLk about something spe-
cific when the noun is mentioned for a second time.
The sun was shining
for
our picnic.
The Titanic had the
finest
restaurants ever built on o ship.
The Amazon is the Lorgest river in the world, although
it is not the Longest.
WouLd you play the piano
for
us ofter dinner, Simon?
The ltaLians are
fomous for
their pizza.
It is importont that the young eat a botonced diet.
That is the
finest
wine we hove ever drunk.
Let's take sandwiches to the beoch with us.
In the morning, Nancy likes to eat toast.
It is also used before
.
unique nouns
.
names of cinemas, theaters, ships, hotels, etc.
.
names of rivers, deserts, mountain ranges, and
names or nouns with ofi,
o
musicaI instruments.
.
nationalities.
.
adjectives used as nouns.
.
superlatives.
o
beach, countryside, stotion,
jungle,
etc.
.
morning, afiernoon, evening, night.
figo)
cr"rrar Reference
o
I
'tp-
h
)
a
a
Each is used with a singuLar noun.
It can also be used with of and ptural nouns
but takes a singular verb form.
Ihe is not used before
.
proper nouns.
I
Chrtstopher prefers eggs
for
breakfast.
.
names of sports, games, cotours, days, months,
I
Lunch will be served at one o'cLock, so don't be
drinks, hotidays, meals, and languages (not
I
late.
fotlowed by the word longuage).
I
.
subjects of study.
I
A
fnend
of mine is studying
food
science ot coltege.
.
names of countries (but fhe IJSA, the NetherLonds),
I
You willfind a magnificent bistro halfway aLong
cities, streets (but the M5, the High Street), squares,
I
George Street.
bridges (but the Golden Gote Bidge), parks, stations,
individuat mountains, islands, Lakes, continents.
c
bed, church, school, hospital, pison, university,
I
She's taking a catering course at university and
coilege, court when we tatk about the reason they
I
wonts to open her own restauront one day.
exist. (Work never takes fhe).
.
means of transportation in expressions like by car,
I
When we went out
for
a meol last Saturday,
etc (rn the car).
I
we went by taxi to the restauront.
o
Both is used with ptural nouns and means one and
the other.
Both
fruit
and vegetables shouLd be eaten to
maintain a healthy diet.
None (of) is used with plural nouns and means nof
any of.
None of the dishes was particulorly tasty.
They all/All of them liked the posta.
Mum made some cokes and the chiLdren ate them
all/all of them.
The customers all agreed that the seruice wos good.
The customers are all sotisfied with the service.
Everyone loved her recipes.
All the village came to the wedding reception.
The whole vilLage came to the wedding reception.
.
All is used with a personaL pronoun.
.
All goes before the main verb but after the
verb be.
.
We don't usually use all in sentences where we can
use everyone or everything.
o
All has the same meaning as whole but the word
order is different.
Either is used with or to mean one or the other.
It can atso be used wjth a singutar noun
or pronoun.
Either we eat in a restauront or we stay at home;
I don't mind.
Would you like either a mug or o cup?
Neither James nor Anthony objects to helping lay
the tobLe.
I osked her which of the two she wonted and she
said neither.
o
Neither is used with nor to mean not one or the
other. lhe verb shouLd be singuLar.
o
It can atso be used as the negative equivalent
of both.
Each boy has to heLp with the preparations.
Each of the chiLdren eats their dessert after lunch.
Grammar Reference
fi87
Moy and might are used to taLk about possibitity.
o
When they taLk about the present or future,
they are fo[[owed by a bare infinitjve.
o
When they ta[k about the past, they are
foLlowed by have and a past participte.
-u*t
una *r;t.r. .'rr.o to trtk ,b*t *rtrlrty.
/vlusf means that we are sure something happens,
witl happen or did happen and can't means we are
sure something doesn't happen, won't happen or
didn't happen.
.
When they tal"k about the present or the future,
they are foltowed by a bare infinitjve.
o
When they tal"k about the past, they are
foLlowed by have and a past participte.
Education moy become more expensive in the
future.
I might study moths, but I'm not sure.
This book might have helped you to do
your homework.
Poul may have been able to heLp you with your school
projed.
It's one o'clock. The meat must be reody.
lvlaia con't know the onswer or she would tell us.
She must have left the milk out of the
fidge
all
night as it has gone off.
Penny can't have esten all that cake by herself.
E.!rtEB
--.
ft-t
Wish is used to tatk about a situation or an action
we are sorry about.
t
Wish is foltowed by a past tense when it talks
about the present or the future.
.
Wish is fotlowed by a past perfect tense when it
talks about the past.
o
Wish is foltowed by would and a bare infinitive
when it tatks about other peopLe's annoying
habits, or to say that we wouLd [ike something
to be different in the future. We use it for
actions, not states.
We hove our air conditioning system seruiced once o yelr.
He is having o sotelLite dish instolled next week.
I had my mobile phone stolen last week.
We use the causative
.
to say that we arrange for somebody to do
something for us.
.
to tatk about an unpleasant action that
happens to somebody.
We use have/get + object + past participle.
I wish I had a brother or a sister.
lvly sister wishes she had studied horder
for
her
examinotions last month.
I wish my neighbours would stop shouting.
@
Grammar Reference
We use lt's high ffme when we want to say that
something shoutd happen immediatety or shoutd reatty
have happened already.
It's (high) time + subject + past tense
I{s high time you wrote to your grandmother and
thanked her for your present.
Had better + bare infinjtive is used to give somebody
advice or say what somebody should do.
You'd better apologise to your father.
We use would rother to talk about preference.
wouLd rother + bare infinitive
would rather + subject + past tense
I'd rather go and visit my friend.
I'd rather you didn't invite Shejta next weekend.
Should and ought to are used to give advice.
They are fotlowed by a bare infinitive.
The negative forms are should not (shouldn't)
and ought not to.
She should apply
for
thot
job
os a newsreader.
I think you ought to try and read more baoks.
He shouldn't buy a video camera yet.
You ought not to throw those magazines awoy.
You should hove asked me
for
some heLp with
thot article.
He shouldn't have written that letter to
the newspaper.
We use should + hove + past participte when we
criticise our own behaviour or somebody e[se's.
The negative form is shouldn't + hove + past participte.
We use it when we want to say that something
happened although
jt
wasn't a good idea.
We use shqll + bare infinitive to ask for advice. What shall I do about this probLem?
L!aaEt
6s$
[,EmEt
6??!
y#r;1
I
Here are some common verbs that can be fottowed
by a verb in the gerund form:
admit enjoy mind
avoid
foncy
miss
consider
feel
like practise
delay
finish
recommend
deny imagine isk
discuss keep suggest
We are considering going to see thqt new
play ot the theotre next week.
He keeps telting me how good the
film
was
lqst week.
Do you mind listenfng to the concert on the
rodio tonight?
Here are some expressions that are fotlowed by a
verb in the gerund form:
It's (not) worth ...
It's no use/good ...
There's no point ...
... can't heLp ...
... con't stond ...
There's no point trying to get tickets
for
the
pop concert; it's sold out.
I can't help thinking thot you shouLd have
been o comedion.
Note that we often use the ce--
after prepositions.
He's interested in becoming an octor.
I'm looking
forward
to seeing the reviews of
my play.
Grammar Reference
G80
Here are some common verbs that can be fotlowed
by the fulL infinitive:
afford demand prepore
ogree deserue pretend
ailow expect promise
appelr
fail
refuse
arrange hope seem
osk learn threoten
attempt manage volunteer
cLaim offer wait
decide plan want
He's agreed to work on the new ploy in the autumn.
Actors deserve to be paid well
for
what they do.
She promised to toke her children to the pantomime
at Chistmos.
They refused to give us our money back even though
the show wos canceLLed.
!
1-
\.
Some common verbs can be fotlowed by either a gerund or a fu[l. infinitjve without a change in meaning.
begin dislike
intend Love
continue hate
like start
Some octors hate having/to have their photograph in
the newspapers.
She's stsrted toking/to take singing lessons.
Some other common verbs can atso be fottowed by a verb
jn
the gerund or a full infinitive, but there
js
a
change in meaning.
juget
I
.
-forget
what happened
I
.
forget to do something
I'LL never
forget
seeing that comedy Last year.
I
I
forgot
to buy the theatre tickets.
goan
I
o
continue an activity
I
o
stop one thing to do something else
He went on teaching drama
for
the rest of
I
H" went on to become on actor.
She regrets leaving the theotre cLub.
I
I regret to telt you that the has performance
has been concelled
his tife.
I
regret I
o
be sorry about what happened
I
.
be sorry to have to give unpleasant information
remember I
o
remember what happened
I
.
remember what to do
I remember seeing that actor in London once.
I
I'LL remember to collect the tickets
for
the opera
ofter work today.
)LUp
.
no longer do something
I
o
stop an activity to start something new
The singer stopped toking lessons when
I
The singer stopped to have
q
break.
she wos 25.
I
trv
i
o
do something to see if it is successful
|
.
make an attempt to do something
I tried taking singing Lessons, but I was teribLe.
i
I tried to sing, but I couldn't.
4
t
Gg0
cru.rar Reference
I
I
Answers to Units 8 and 9
SSrx$*
6.&
ffre World Around Us
'!
ln
0n
I
!
*$rsd*
6.!
ln-Store lnnovations
A church singer invented Post-ito notes"
Arthur Fry, who worked as a chemist, sang in his church choir. He Loved singing but
hated it when hjs bookmarks fe[[ out of his song book when he stood up to sing.
Another man who worked with Fry had developed a glue that wasn't very sticky and
never dried. The two men got together and came up with Post-ito notes.
An artist who worked as a secretary invented Liquid Papero.
Bette Graham, an artjst, was working as a secretary. she decided to make a smatl
bottte of'paint' to cover her typing mistakes. soon other secretaries where she
worked wanted one. Liquid Paper@ became so poputar that she stopped working as a
secretary and started her own company. By the mid-1970s, her company had sotd 25
miltion bottlesl
3 A man who went hunting with his dog invented Vetcroo"
George de MestraL had been hunting with his dog and when they got home, he tried
to get a particu[ar type of seed (prickl"y burrs) off his dog's fur. He found it very
difficutt, so he Looked at a seed under his microscope and discovered that it was
covered in tiny hooks. He borrowed money from the bank and tried to create the
same effect with material. He succeeded with nylon and came up with Ve[cro@.
4 A tailor who had a difficult customer invented the riveted pockets on
jeans.
Jacob Davis was a tailor who bought material from Levi Strauss in San Francisco.
One of Davis' customers kept tearing the pockets off his trousers so Davjs came up
with the idea of putting smaL[ pieces of metal (rivets) at the corners of the pockets
to make them stronger. The trousers became very popular and he decided to get a
patent to stop other people stealing his idea. He didn't have the money to appLy
for one so he asked Levi Strauss to be his business partner. They opened a factory
producing these
jeans
and
jn
about 1890 these trousers were qiven
the number 501,
which they are stitL caLLed today.
',.Ij"
o"
*o- '
'-**
vve
aLL
I".i'i'
*"*-*I.#
..Lil.
.-,.'.'"!
191